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A Design for a Prototype Day-Care Center for Use in Arab Republic of Egypt Using the Minimum Standards of Day-Care Centers in the United States of America
(The University of Alabama, 1983) Farid, Maha Mohamed
In the last few decades, the number of employed women in the Arab Republic of Egypt has increased rapidly. The women's liberation movement at the beginning of the twentieth century gave women the right to remove the veil, the symbol of traditions which had prevented them from being in touch with society and from being educated by attending universities. Today, large numbers of Egyptian women are employed in order to support their families or attend universities to fulfill their own needs. They strive to be financially productive and to achieve personal goals. This situation created the critical need for women to have suitable and safe places to keep their children during work or school hours. As the need for child care grew, the understanding of the importance of the quality of child care increased. Most families who chose to enroll their children in child-care centers realized the importance of the quality of the center, but few centers of high quality were available.
Development of a Prototype Curriculum in Interior Design Baccalaureate Program for Training Design Professionals in Nigeria
(The University of Alabama, 1981) Awoyemi, Bosun
Due to the fact that interior design is a complex profession based on a wide range of subject-matter areas, a professional in the field is expected to have learned a great deal about most of these areas during his or her training. Because of this complexity and lack of definition of scope, much has been said about the training of interior designers during their academic preparation. Past curriculum studies and surveys have been based on both subjective and objective opinions of individuals and groups in terms of the composition and structure of an interior design program. Rarely has any been undertaken to address the issue of curriculum in terms of the profession and the impact of its services on the society. Moreover, in contrast to numerous surveys and research studies of interior design devoted to curriculum matters, rarely have any been undertaken in a comprehensive international perspective. This direction seems necessary considering today's scope of interior design professional practice which has taken many American interior design companies and individuals to work in countries outside the United States.
An Evaluation of Student Placement Procedures for Eighth-Grade Algebra
(The University of Alabama, 1995) Rogers, Carrie. A.
The National Council of Teachers of Mathematics (NCTM) has recommended a number of changes in the mathematics curriculum content for middle school students in grades 5-8. Included in the summary of changes is increased attention to the development of an understanding of variables, expressions, and equations in an informal investigation of algebra. According to the recommendation, this informal study should be available to all students (NCTM, 1989). Although the recommendation emphasizes an informal study of algebra some students in the middle grades will engage in a formal study, despite the fact that it is begun and completed more often in 9lh grade than at any other time (Usiskin, 1987).
Monumental Buildings Constructed in Tuscaloosa, Alabama between 1887 and 1925: A Survey of Building Materials Used in the Designs of the Exterior and Interior Surfaces
(The University of Alabama, 1984) Rainey, Stella
The Alabama Territory was admitted into the Union in 1819, to become the twenty-first state. In 1820 the State Assembly organized the State Bank of Alabama and provided funds for the construction of its building in Tuscaloosa, Alabama. During the next hundred years, hundreds of other banks were chartered. They were grouped into eight categories: Territorial, Muggins, Free Charter, Savings, State Bank of Alabama, private, U.S. National, and State (Fitts, 1891). The building materials used in these banking houses, both structural and decorative, reflected various styles that responded to changes in national style trends, traditional use of building materials, new uses of building materials as created by the Industrial Revolution, and by the perceptions of architects toward the appearance of bank buildings.
Implementing the NCTM Standards in a Traditional Classroom
(The University of Alabama, 1995) Nation, Myrna H.
For more than a quarter of this century, change in mathematics education has been proposed in the United States. According to Hatfield and Price (1992), change fell short in the 1950s and 1960s because reforms were typically headed by college mathematicians and were directed toward improving textbooks. This top-down reform failed to reach the students it desired to assist. It was concluded by the Conference Board of the Mathematical Sciences, National Advisory Committee on Mathematical Education, that the "new math" was never implemented in the classroom even though it was detailed in various textbooks. Evans (1993) reiterated that the realities of implementation were largely neglected by those who tried to compel change by mandate, forgetting that change must be accomplished by people. People most affected by this restructuring were teachers, many of whom were resistant to change. SAT scores in mathematics fell from 498 in I960 to 473 in 1975 (Bennett, 1994). The National Advisory Committee on Mathematics Education (1975) reported criticism of the new methods as being too formal and placing too much stress on mathematical terms. The public called for an end to these innovative math programs and a return to teacher lecturing and student computation in the elementary grades (Daane, 1992).