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Guidance Factors in the Selection of Students for the Study of Instrumental Music in the Public Schools of Tulsa, Oklahoma

Description: Instrumental music classes in the public schools of Tulsa, Oklahoma, have experienced a phenomenal growth during the past twenty years. Prior to this period, opportunity for instrumental music expression was limited to the high school band and orchestra,which rehearsed outside of school hours. No instruction other than this was provided and the student who wished to play in the school band or orchestra studied first from private instructors. In this study the investigator has examined a great many devices for measuring capacities and aptitudes which are known to the profession. He has attempted to evaluate these procedures in the light of sound educational philosophy. He has set forth a plan which he believes will materially improve the instrumental program through discovering unsuspected musical capacity and through sound guidance in the selection of suitable instruments.
Date: August 1940
Creator: Hayes, Kenneth, 1908-
Partner: UNT Libraries

Individual Resources, Social Environment, and Flood Victimization

Description: The study is a contextual analysis of flood victimization. Victimization is defined as the social, psychological, and physiological aftermath experienced by victims of a disaster. Disaster researchers concentrate on the victims' characteristics to explain the varying degrees of their victimization, providing only ambiguous results. Theorists such as Kreps, Wildavsky, and Douglas contend that the outcomes of disasters are contingent upon social structure. This analysis treats victimization as one such outcome. The condition and behavior of individuals can be explained by the presence of disaster and the conditions of social organization. A model explains victimization based on individual's attributes (individual resources), his social environment, and the disaster characteristics. This study uses the 1984 Mingo Creek Flood Victims Survey data to test the model. The data contain information measuring victimization. The survey data are linked with 1980 Census tract data. The tract data provide indicators of the social networks. This tract information, the contextual variables, taps the social conditions, including poverty, unemployment, geographic mobility, and family patterns. This study uses factor analysis to identify the dimensions of victimization. Regression tests the relationship between the contextual variables, the individual resource variables, the disaster characteristic variables, and victimization. The results of the analysis show that victimization is multidimensional with different types of variables being significant predictors for each dimension of victimization, one variable indicating the intensity of the disaster, the dollar value of damage victims experienced, is found to be a significant predictor of the psychological, physiological, and social disruption aspects of victimization. Variables measuring the family and unemployment patterns in the victims' census tract are significant predictors of the psychological and social disruption aspect of victimization. The findings provide general support for the proposed model of victimization. However, victimization is multidimensional with each dimension having a unique set of predictors. Based on the ...
Date: May 1990
Creator: Rossman, Edwin J. (Edwin John)
Partner: UNT Libraries

A Study of the Most Prevalent Postural Deviations of Two Hundred Fourteen Children of 1946-47 and 1947-48 at Pershing Elementary School, Tulsa, Oklahoma, to Determine the Needs and Progress Made after the Application of the Corrective Program

Description: The special problem which the writer chose was the study of the most prevalent postural defects of two hundred fourteen school children at Pershing Elementary School, Tulsa, Oklahoma, and to prepare and to administer a program of corrective exercises, and further to determine the progress made by the children after the application of the corrective program for the school years 1946-47 through 1947-48.
Date: 1948
Creator: Hibler, Zelda Faye
Partner: UNT Libraries

Self-Directed Learning Projects by Older Learners: Roles for Educational Organizations in Initiating and Facilitating the Process

Description: Ways in which educational structures can initiate and facilitate older learners' self-directed learning projects are described in this study. The research was guided by questions related to the ways that educational organizations can facilitate the learning process for older learners. This study involved two distinct phases of research. In the first phase, a survey was administered to approximately 100 older learners at four organizations for senior citizens; the four organizations were Hillcrest Center for 55+, Golden Learning Opportunities and Workshop, Tulsa Senior Services, and Retired Senior Volunteer Program. The survey enabled the researcher to identify the 10 most frequented sites for gathering information related to the learning projects of senior citizens in Tulsa, Oklahoma. The survey respondents were volunteer participants from classes, social occasions, and other learning opportunities offered by the organizations. The survey produced three sites where older learners pursued learning activities. Phase two involved ethnographic techniques in order to identify and describe at each three sites specific educational structures that facilitated older learners' self-directed learning projects. The descriptions from each of the identified sites involved three data-collection techniques. The data-collection techniques used included interviews, observation, and artifact collection. The focus of this phase was to describe the educational structures that facilitated the development of learning projects endemic to each site as identified by the older learners. Notes taken during interviews and observations were transcribed, coded, and analyzed. Interviews were also transcribed. The transcripts were transferred to a conceptually clustered matrix for each site. Analyses of the administrator interviews, participant interviews, educational opportunity observations, and artifact collection at each site revealed patterns and trends that represent the educational structures that appeal to older learners as they pursue learning projects. The findings indicate that four patterns or trends were common to each site. These four patterns included accessible materials, service-minded ...
Date: May 1996
Creator: Webb, Holbrook Lawson
Partner: UNT Libraries