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: A COMPARATIVE ANALYSIS OF SELECTED UNITED NATIONS DOCUMENTS RELATED TO EDUCATIONAL OPPORTUNITIES FOR WOMEN DURING THE FIRST DEVELOPMENT DECADE (1960-1970); Source: Dissertation Abstracts International, Volume: 36-06, Section: A, page: 3454., Thesis (Ph.D.)--The Florida State University, 1975.

: A COMPARATIVE ANALYSIS OF SELECTED VOCAL AND STYLISTIC CHARACTERISTICS OF SELECTED RADIO COMMERCIALS JUDGED OUTSTANDING AND COMMERCIALS NOT JUDGED OUTSTANDING; Source: Dissertation Abstracts International, Volume: 38-08, Section: A, page: 4434., Thesis (Ph.D.)--The Florida State University, 1977.

: A COMPARATIVE ANALYSIS OF THE COGNITIVE STYLES AND SELF-CONCEPTS OF DEVELOPMENTAL AND NON-DEVELOPMENTAL STUDENTS IN SELECTED FLORIDA COMMUNITY COLLEGES; The purpose of this study was to compare the field dependent/field independent cognitive style dimension and the mean self-concept scores of college developmental (remedial) students with those of college non-developmental (regular) students. This was done in order to determine if there were significant differences in the cognitive styles and self-concepts of the two groups. Supplemental demographic data were also analyzed in order to determine if cognitive styles and self-concepts of the two sample groups were significantly different based on the demographic variables of age, sex, race, and geographic location. The Group Embedded Figures Test was used to test the cognitive styles of 365 students from selected community colleges in North, Central, and South Florida. The Tennessee Self Concept Scale was used to determine their self-concept scores. Results of the testing indicated that the cognitive style of field dependent occurred significantly more frequently in the developmental students than in nondevelopmental students. In addition, non-developmental students had a significantly higher mean self-concept score than did developmental students; however, both groups scored below the 50th percentile on the Tennessee Self-Concept Scale. Significant differences also occurred in the cognitive styles of students based on sex, race, and geographic location and in the self-concepts of students based on age. Conclusions were drawn and recommendations were made to community college administrators, instructors, and counselors for improving practices in community college programs. Also recommendations were made for future research., Source: Dissertation Abstracts International, Volume: 44-02, Section: A, page: 0358., Thesis (Ph.D.)--The Florida State University, 1983.

: A COMPARATIVE ANALYSIS OF THE EFFECTS OF VARIOUS REST INTERVALS FOLLOWING FORMAL WARM-UP UPON STRENGTH, SPEED AND POWER; Source: Dissertation Abstracts International, Volume: 35-02, Section: A, page: 0877., Thesis (Ph.D.)--The Florida State University, 1974.

: A COMPARATIVE ANALYSIS OF THE EFFECTS OF VIETNAM COMBAT PARTICIPATION ON ADULT PSYCHO-SOCIAL FUNCTIONING AMONG ARMY AND AIR FORCE RESERVE PERSONNEL (POST-TRAUMATIC STRESS DISORDER); A comparative study of 210 Vietnam Era veterans who are currently serving in the U.S. military Reserves. Two major groups--Vietnam combat veterans and Vietnam Era veterans with no combat experience--were compared on measures of depression, anxiety, problems with family relations, and alcohol abuse. Incidence of post-traumatic stress disorders symptomatology as described in the DSM-III was evaluated within the group of combat veterans., A simple additive model which describes a direct and positive relationship between degree of combat exposure and current incidence of problems with adult psychosocial functioning was shown to be inadequate. Preservice psycho-social problem levels were shown to be a more important predictor of post-combat difficulties than the degree of exposure to combat in Vietnam., There were no statistically significant and nontrivial differences between combat veterans and non-combat veterans on each of the measures of adult psycho-social functioning. Although a large proportion of combat veterans reported a high level of problems shortly after their tenure in Vietnam, the incidence of problems had decreased dramatically over the years since Vietnam. The findings contradict past claims that post-traumatic stress disorder represents an ongoing, severe problem for large numbers of Vietnam veterans., Source: Dissertation Abstracts International, Volume: 47-02, Section: A, page: 0658., Thesis (Ph.D.)--The Florida State University, 1986.

: A COMPARATIVE ANALYSIS OF THE MARRIAGES AND FAMILIES OF PARTICIPANTS AND NON-PARTICIPANTS IN A COURSE IN MARRIAGE EDUCATION; Source: Dissertation Abstracts International, Volume: 14-07, page: 1110., Thesis (Ph.D.)--The Florida State University, 1954.

: A COMPARATIVE ANALYSIS OF THE NATURE AND EXTENT OF SPOUSE ABUSE (AS REFLECTED BY SEVERAL MEASURES) AMONG BLACK AND WHITE COUPLES ACROSS DIFFERENT SOCIAL CLASSES; A comparative study of the nature and extent of spouse abuse (as reflected by several measures) among black and white couples was conducted in order to compare the nature and extent of spousal violence between black and white couples across different social classes. The sample included 312 women, approximately equal in terms of racial and social class backgrounds, who were residing with their partners during this investigation., The results showed significant differences between the proportion of black and white women who reported problems with physical and nonphysical abuse (ISA-P and ISA-NP) but there were no significant differences between the proportion of black and white women who reported husband to wife violence (HWV), short-ranged abuse (LSAS), long-ranged abuse (LLAS) and marital discord (IMS). A significantly larger proportion of lower class women than upper and middle class women reported spousal violence (as reflected by each measure), but the abused upper and middle class women reported more incidents of spousal violence. No significant differences were found in the proportion of spouse abuse and marital discord reported between the racial groups across social class levels., The effects of race, social class and violence in the family of origin, over and above the effects of other variables, were examined for each measure of spouse abuse and marital satisfaction through Analysis of Covariance. After adjusting for the effects of the background variables, race had a significant effect on the ISA-P and ISA-NP scores, whereas social class did not have a significant effect on any of the measures after adjusting for race and the background variables. Violence in the family of origin had a significant effect on the IMS, HWV, ISA-P and ISA-NP scores after adjusting for the effects of the other variables in the analysis. The interaction between race, social class and violence in the family of origin had a significant effect on the HWV scores, after adjusting for the effects of the other variables in the analyses., Source: Dissertation Abstracts International, Volume: 45-07, Section: A, page: 2280., Thesis (Ph.D.)--The Florida State University, 1984.

: A COMPARATIVE ANALYSIS OF THE PERCEIVED PROFESSIONAL DEVELOPMENT NEEDS OF MEN AND WOMEN SENIOR-LEVEL ADMINISTRATORS IN HIGHER EDUCATION; The purpose of this study was to identify and compare the perceived professional development needs of men and women senior-level administrators employed at regionally accredited public and private institutions of higher education and branches in the United States granting at a minimum the baccalaureate degree. In 1979-1980, there were 7,664 senior-level administrators (6,808 men and 856 women) employed at institutions eligible for inclusion in this study. A survey instrument was designed by the investigator, pretested, and mailed to a nationwide sample of 626 (363 men and 263 women) senior-level administrators. Responses were received from 523 (282 men and 241 women) individuals or 83.5 percent of the sample., Written communication skills, developing positive working relationships, personnel selection, staff motivation, and delegation of authority were selected by the men respondents as the most important administrative and personal skills and areas of knowledge in terms of their present positions. The women respondents selected written communication skills, developing positive working relationships, time management, conflict resolution, and delegation of authority as most important., Both the men and women respondents identified budget development, administration, and control; financial management; utilization of computers in administration; long-range planning; and legal aspects of higher education as their top five perceived professional development needs., Few significant differences were found between the perceived professional development needs of the men and women respondents. Personal variables such as sex, length of time in higher education administration, length of time in the present position, highest academic degree earned, and institutional variables such as type of control were not associated with significant differences in the perceived professional development needs of the respondents. The perceived professional development needs of the men and women respondents were found to be different when associated with institutional variables such as the type and size of the institution., The professional development activities most preferred by the respondents to address their professional development needs were discussions with colleagues, workshops, sabbaticals, and reading. The professional development activities most often employed by the respondents were discussions with colleagues, reading, and conferences., Source: Dissertation Abstracts International, Volume: 42-03, Section: A, page: 1027., Thesis (Ph.D.)--The Florida State University, 1981.

: A COMPARATIVE ANALYSIS OF THE PERCEPTIONS OF SELECTED ELEMENTARY SCHOOL CHILDREN FROM TALLAHASSEE, FLORIDA, USA AND POPAYAN, COLOMBIA, SOUTH AMERICA ABOUT POLITICS, GOVERNMENT, AND CITIZENSHIP; Source: Dissertation Abstracts International, Volume: 31-09, Section: A, page: 4857., Thesis (Ph.D.)--The Florida State University, 1970.

: A COMPARATIVE ANALYSIS OF THE PERFORMANCE OF EXPERTS AND NOVICES WHILE SOLVING SELECTED CLASSICAL GENETICS PROBLEMS; Eleven undergraduate science and non-science majors (novices) and nine genetics graduate students and instructors (experts) were video taped as they solved a group of seven complex classical genetics problems. The interview technique which was modeled after the clinical procedures of H. A. Simon and Piaget encouraged subjects to think aloud with as little interruption as possible. Subjects then performed three Piagetian tasks designed to assess the formal schemes of proportions, combinations, and probability. The goals of the study were: to document the problem-solving performances of subjects, comparing them in terms of expertise, problem-solving success, and cognitive development; to document problem-solving behaviors reported in other domains; and to determine whether or not genetics is a fruitful domain for problem-solving research., Successful (and moderately successful) subjects shared more distinctive differences from unsuccessful subjects than did experts when compared with novices. In contrast to unsuccessful subjects, successful subjects tended to perceive the problem as a task of analysis and reason; to solve the problem step by step; to use a knowledge-development approach; to use trial-and-error only when the possibilities of more powerful strategies had been exhausted; when using trial-and-error, to select options in view of the knowledge developed from previously unsuccessful trials; to have a better understanding of genetic information; to offer accurate biological explanations of the events involved; to have a store of typical procedures of modeling these events; to perform at a higher cognitive level; to make fewer careless errors; to make comments evidencing planning; to have a broader range of general heuristics and to use them more frequently; to draw an explicit definition key and to consider symbol definition as a transformation (not merely an abbreviation) process; and to use a number of checks on solution accuracy and completeness. Unsuccessful subjects were more likely to produce solutions which were unacceptable in substance and form; to make improper decisions of relevance and importance; to omit necessary work; to do more unnecessary work; and to apply incorrect information., These observations were used as a basis for modifying current problem-solving theory and to develop a procedural scheme which could serve as a basis for computer modeling of genetics problem solving., Source: Dissertation Abstracts International, Volume: 44-02, Section: A, page: 0451., Thesis (Ph.D.)--The Florida State University, 1983.

: A COMPARATIVE ANALYSIS OF THE TREATMENT OF MUSIC IN SELECTED CHILDREN'S GENERAL ENCYCLOPEDIAS; Source: Dissertation Abstracts International, Volume: 31-12, Section: A, page: 6651., Thesis (Ph.D.)--The Florida State University, 1970.

: A COMPARATIVE ANALYSIS OF THREE INSERVICE DELIVERY SYSTEMS DESIGNED TO INCREASE THE UTILIZATION OF VOCATIONAL MATERIALS; The study was designed to examine the impact of three different inservice delivery modes. Variables associated with the impact were the extent of the curriculum materials' utilization, teachers concerns, cost, and satisfaction. Selected personal characteristics as they relate to teacher concerns and extent of use were also analyzed. This analysis was made on the following systems: teleconference, face-to-face presentation, and direct mail instruction., Ninety-eight vocational home economics instructions teaching Food Production and Services, and Food Management Production and Services were the target population. The Concerns-Based Adoption Model was used to determine the extent of use and the concerns of teachers. First, ninety-eight teachers were interviewed by telephone by asking carefully designed questions used to determine to what extent they were using the materials. Secondly, personal, task-oriented, and impact concerns were measured by a 35-item questionnaire. The 98 participants were mailed the concerns questionnaire. The response rate for teleconference, workshop, and direct mail participants were 70%, 60%, and 71% respectively., Results of the data analysis suggest that (1) a great proportion of participants in all groups were using the materials, but the levels of use were higher for the teleconference and workshop participants than the direct mail group. (2) The cost to conduct all three activities were considerably different, but the increased cost in the workshop did not improve the level of use over the teleconference group. (3) The direct mail participants were less satisfied with the inservice they received while the teleconference and workshop did not differ significantly in inservice evaluation. (4) The majority of the intense concerns of all three groups were at the awareness, informational and personal stages, but the direct mail group concerns differed significantly from the other groups. (5) Age and number of years teaching did affect the concerns that teachers had in the three groups. However, the degree of implementation was not affected by these variables., Source: Dissertation Abstracts International, Volume: 44-03, Section: A, page: 0618., Thesis (Ph.D.)--The Florida State University, 1983.

: A COMPARATIVE ANALYSIS OF VOCAL RANGE IN THE MIDDLE SCHOOL GENERAL MUSIC CURRICULUM; Source: Dissertation Abstracts International, Volume: 31-09, Section: A, page: 4811., Thesis (Ph.D.)--The Florida State University, 1970.

: A COMPARATIVE ASSESSMENT OF ALTERNATIVE PRINCIPAL SELECTION PROCEDURES IN FLORIDA SCHOOL DISTRICTS; This study provides both an overview of current principal selection procedures in Florida public school districts and a comparative assessment of alternative objective selection procedures currently used by 10 Florida districts. Eight major criteria from a 1983 National Institute of Education study were used to identify districts that use an alternative selection procedure and to provide a basis for both description and a comparative assessment of these procedures. Criteria include evidence of: advertised vacancies, stated selection criteria, specific recruitment and candidate assessment procedures, multiple participation in both screening and selecting candidates, and commitment to equity, legitimacy, and merit., Data were gathered through a statewide survey of superintendents in all 67 school districts and through multiple site interviews with upper level administrators in 10 districts identified by the survey. The outcome is a description of selection procedures in these 10 districts and a comparative assessment of the differences in rationale, implementation processes, and perceived strengths and weaknesses of these procedures. These descriptions include combinations of assessment centers, structured interview processes, internships, and well-defined career ladders with rigorous, multilevel screening procedures., The study examines the status of principal selection procedures throughout the state, describes major elements of the 10 alternative objective selection procedures visited during the study, and discusses major trends in Florida selection procedures. The comparative assessment provides a knowledge base on principal selection for longitudinal research on objective selection and for district use in exploring and choosing among objective selection procedures. Recommendations for implementation of objective selection include: (a) an indepth appraisal of the existing system, (b) "top down" commitment to initiating improvements, (c) design of a selection system to fit individual district needs, (d) emphasis on openness, rigor, and credibility of the procedures, and (e) specific methods for monitoring and improving the selection system., Source: Dissertation Abstracts International, Volume: 46-04, Section: A, page: 0854., Thesis (Ph.D.)--The Florida State University, 1985.

: A COMPARATIVE CONTENT ANALYSIS OF SERMONS BY SELECTED PENTECOSTAL AND MAIN STREAM DENOMINATIONAL MINISTERS IN TALLAHASSEE, FLORIDA; Source: Dissertation Abstracts International, Volume: 31-09, Section: A, page: 4933., Thesis (Ph.D.)--The Florida State University, 1970.

: A COMPARATIVE EVALUATION OF FACULTY AND STUDENT PARAPROFESSIONAL ACADEMICADVISEMENT PROGRAMS AT THE FLORIDA STATE UNIVERSITY; Source: Dissertation Abstracts International, Volume: 35-11, Section: A, page: 7063., Thesis (Ph.D.)--The Florida State University, 1974.

: A COMPARATIVE EXAMINATION OF ANXIETY, GUILT, PREJUDICE AND LONELINESS IN SELECTED SCRIPTURAL AND PSYCHOLOGICAL WRITINGS; Source: Dissertation Abstracts International, Volume: 33-10, Section: A, page: 5496., Thesis (Ph.D.)--The Florida State University, 1970.

: A COMPARATIVE INVESTIGATION OF THE RELATIONSHIP OF SELF-CONCEPT OF ABILITY AND ACADEMIC ACHIEVEMENT OF SEVENTH-GRADE MIDDLE AND LOWER CLASS CAUCASIAN AND NEGRO STUDENTS; Source: Dissertation Abstracts International, Volume: 33-02, Section: A, page: 0496., Thesis (Ph.D.)--The Florida State University, 1972.

: A COMPARATIVE LABORATORY STUDY OF SCIENCE ACHIEVEMENT, PROBLEM-SOLVING ABILITY, CONFIDENCE, COGNITIVE LEVEL, AND CLASSROOM BEHAVIOR FOR SIXTH-GRADE SCIENCE STUDENTS EXPOSED TO TWO CONTRASTING TEACHING STRATEGIES; Source: Dissertation Abstracts International, Volume: 37-10, Section: A, page: 6388., Thesis (Ph.D.)--The Florida State University, 1976.

: A COMPARATIVE LABORATORY STUDY OF THE EFFECTS OF LOWER LEVEL AND HIGHER LEVEL QUESTIONS ON STUDENTS' ABSTRACT REASONING AND CRITICAL THINKING IN TWO NON-DIRECTIVE HIGH SCHOOL CHEMISTRY CLASSROOMS; Source: Dissertation Abstracts International, Volume: 40-06, Section: A, page: 3220., Thesis (Ph.D.)--The Florida State University, 1979.

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