Dissertations / Theses: 'Lessonae'

1

Wikström, Gustav. "Improving forest management for a red-listed anuran: movement and habitat use of pool frogs (Pelophylax lessonae)." Thesis, Uppsala universitet, Institutionen för biologisk grundutbildning, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-383595.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Snell, Charles A. "Genetic and ecological investigations of European populations of the pool frog, Rana lessonae (Camerano, 1882) with allied, osteological and species identification methods." Thesis, University of Greenwich, 2006. http://gala.gre.ac.uk/6304/.

Full text

Abstract:

Current identification methods for distinguishing north-west European brown and water frogs are discussed and tested, to allow the presentation here, of more accurate guidance on their separation. Novel methods for the identification of species and individuals including novel, non-invasive, biometrical methods have been developed. Random amplified DNA (RAPD) analyses were used to clarify the native British status for pool frog, Rana lessonae. Using nine arbitrary primers, 160 polymorphisms were detected in 174 pool frogs from 11 European locations. Clear geographical groupings were recorded, and the Norfolk, Norwegian and Swedish individuals formed a closely related northern clade. Phylograms constructed from RAPD data were consistent with an unexpected post-glacial colonisation route, in which the northern clade derived from migration out of Italy, via Hungary and Poland, but cryptic glacial refugia in Eastern Europe are an alternative explanation. Similarity indices suggested a complex origin for the Swiss population which also supported more northerly refugia than traditionally assumed. The RAPD analyses concur with a parallel microsatellite investigation supporting native status for Norfolk pool frogs, and have helped to prompt a programme for re-establishing the northern clade in England after extinction in the 1990s. Field research (in S.E. London) is also reported here which demonstrated extreme population changes in native amphibians, including the apparent extinction of water frogs; potential ecological causes are discussed. Population monitoring showed evidence for multiple spawnings in the same year by the same individual female water frogs (behaviour that is disputed by some herpetologists).

APA, Harvard, Vancouver, ISO, and other styles

3

Demirci, Dadriye, Didem Tuğçe Erdem, and Elisa Kanera. "Developing lessons on the basis of lesson plans/strategies." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6605/.

Full text

Abstract:

1. Developing lesson plans and choosing strategies 2. The aims of the lesson plans in general 3. Strategies as a means to achieve theaims of the lesson plans 4. Evaluating the quality of lesson plans 5. Difficulties during lessons and adaptations afterwards 6. Student teachers’ overall feeling about their work 7. Using the strategies in future classes 8. Conclusion

APA, Harvard, Vancouver, ISO, and other styles

4

Dudley, Peter James. "Lessons for learning : how teachers learn in contexts of lesson study." Thesis, University of Cambridge, 2012. https://www.repository.cam.ac.uk/handle/1810/283888.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Friedman, Ruth E. "An Examination of Lesson Study as a Teaching Tool in U.S Public Schools." Ashland University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1116871771.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Asami-Johansson, Yukiko. "Designing Mathematics Lessons Using Japanese Problem Solving Oriented Lesson Structure : A Swedish case study." Licentiate thesis, Linköpings universitet, Matematiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-122240.

Full text

Abstract:

This licentiate thesis is concerned with applying the Japanese problem solving oriented (PSO) teaching approach to Swedish mathematics classrooms. The overall aim of my research project is to describe and investigate the viability of PSO as design tool for teaching mathematics. The PSO approach is a variation of a more general Japanese teaching paradigm referred to as “structured problem solving”. These teaching methods aim to stimulate the process of students’ mathematical thinking and have their focus on enhancing the students’ attitudes towards engaging in mathematical activities. The empirical data are collected using interviews, observations and video recordings over a period of nine months, following two Swedish lower secondary school classes. Chevallard’s anthropological framework is used to analyse which mathematical knowledge is exposed in the original Japanese lesson plans and in the lessons observed in the classrooms. In addition, Brousseau’s framework of learning mathematics is applied to analyse the perception of individual students and particular situations in the classroom. The results show that the PSO based lesson plans induce a complex body of mathematical knowledge, where different areas of mathematics are linked. It is found that the discrepancy between the Japanese and Swedish curriculum cause some limitations for the adaptation of the lesson plans, especially in the area of Geometry. Four distinct aspects of the PSO approach supporting the teaching of mathematics are presented.

APA, Harvard, Vancouver, ISO, and other styles

7

Murphy, Kathryn K. "LESSONS." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5327.

Full text

Abstract:

I am learning through these lessons. The following document includes my convoluted musings about my work, making process, and body leading up to my thesis exhibition, Avoidance Kitchen. My struggle with my reflected image comes from my struggle with my self-perceived physical image. What does it mean for a piece to disappear, only to find the reflection of someone else's work or body in its place? Is my craft rendered obsolete if all you want to do is take a funny selfie? Is my work unacknowledged if all you see is the sculpture across the room, in reverse? What happens when an object or installation is elevated and ignored within the same space?

APA, Harvard, Vancouver, ISO, and other styles

8

Dogan, Oguzhan. "A Study On Pattern Of 6th Grade Elementary Mathematics Lesson." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607985/index.pdf.

Full text

Abstract:

The purpose of this study is to interpret observations of three 6th grade elementary mathematics classrooms throughout a unit in detail. Specifically, this study examined the patterns and traditions related with teaching practices in the context of teaching a unit, teaching a topic, and single lessons, and described frequently observed teaching features in mathematics lessons. This study presented a detailed description and analysis of teaching practices of three experienced mathematics teacher from three public elementary schools. The participated teachers were directly observed through teaching a different mathematics unit. The teaching and learning practices in each classroom was described and analyzed both separately and together. The results of this study indicated that teaching a mathematics unit could be described as the combination of separately taught topics where the sequences of topics are strictly determined by elementary mathematics curriculum. There was no specific practice aiming to construct relation between unit&rsquo
s concepts and other school subjects, other mathematics concepts, and among these concepts. Teaching practices throughout a topic showed explicit similarities so that a pattern for teaching a topic can be described as demonstrating the new content, practicing the new content, and assigning and doing homework. It was not possible to draw a pattern for teaching practices in elementary mathematics lessons by using single lesson periods as a unit of analysis. &lsquo
Practicing&rsquo
was the most occurred activity in elementary mathematics lessons. Based on the findings some suggestions for future research studies were proposed, and some implications for teachers, teacher educators and policy makers were delivered.

APA, Harvard, Vancouver, ISO, and other styles

9

Povalačová, Diana, Marjon Leffers, and Evelien Scheepens. "Developing lessons." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6603/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Kapp, Christina. "Gypsy Lessons." Honors in the Major Thesis, University of Central Florida, 1999. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/67.

Full text

Abstract:

This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Arts and Sciences
English

APA, Harvard, Vancouver, ISO, and other styles

11

Shillingburg, Lisa. "Voice Lessons." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/504.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Burch, Kaitlyn. "Dance Lessons." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/256.

Full text

Abstract:

August Diamond is left lost after the sudden death of her father. The stories in Dance Lessons explore the themes of loss and grief, retreat and return, and finding your true self. The collection is a novel in stories, each story exposing another layer of August's past, her family, and their complicated relationships.

APA, Harvard, Vancouver, ISO, and other styles

13

Ferrandi, Georgina. "Floating lessons." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1327523904.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Granatosky, Mark S. "A study of lessons handling in lessons learned systems and application to lessons learned system design /." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2002. http://library.nps.navy.mil/uhtbin/hyperion-image/02sep%5FGranatosky.pdf.

Full text

Abstract:

Thesis (M.S. in Product Development)--Naval Postgraduate School, September 2002.
Thesis advisor(s): Keith Snider, Bob Schultz. Includes bibliographical references (p. 127-130). Also available online.

APA, Harvard, Vancouver, ISO, and other styles

15

Reed, Dorothy Jo. "Videoteleducation : lessons learned." Monterey, California. Naval Postgraduate School, 1997. http://hdl.handle.net/10945/9144.

Full text

Abstract:

Videoteleducation is a method of education and training that is occurring more frequently in corporate, military, and educational environments. VTE provides education and training to people who cannot or who prefer not to attend traditional educational institutions, to employees or companies who need timely information, and to those who seek cost savings for training widely dispersed groups of people. This study uses personal interviews of professors and trainers in both the military and civilian sector and reviews the VTE literature to determine lessons learned from VTE. Results show that VTE causes changes in instructional design, physical, administrative and technological support, production facilities, and student/teacher preparation. The transition from a live classroom to VTE requires teachers to develop new skills and behaviors. Additionally, VTE saves costs and effectively delivers training as shown in studies of private corporations, federal agencies, educational institutions, and the military. However, VTE is not applicable to all courses and teaching methodologies. While researchers claim that VTE is effective, they often have not applied appropriate evaluation measures to their claims of VTE efficiency and effectiveness. Decision-makers should conduct thorough analyses and exercise caution before committing to a VTE program based on the claims in the literature

APA, Harvard, Vancouver, ISO, and other styles

16

Bowers, Sharon W. "Supporting Elementary Education In-Service Teachers' Proficiency in Planning STEM-Centric Lessons." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/64380.

Full text

Abstract:

The purpose of this study was to explore the McDaniel College Elementary STEM Instructional Leader (ESIL) pilot cohort's ability to proficiently plan lessons that incorporated the Maryland State STEM Standards of Practice (SOP), targeting integration of STEM content, inquiry learning, students' abilities to collaborate as a STEM team and students' strategic application of technology. Data collection, in the form of reviewing and analyzing study participants' lesson plans and self-reflections, was completed by three independent assessors. The researcher examined the interrater reliability among the three assessors using the Fleiss' kappa statistic. A 0.91 proportion of agreement consensus was documented among the three assessors. A test of hypothetical value was conducted using the nonparametric Wilcoxon-signed-rank Test. Interpretation of the Wilcoxon-signed-rank Test results suggest that the sample population demonstrated proficient planning abilities for the four targeted Maryland State STEM SOP. Findings from this research add to the field's knowledge of elements in the promotion of graduate coursework that leads to elementary in-service teachers' proficiency in planning STEM-centric lessons, however the findings also have broader implications for teacher education at large. The McDaniel College ESIL model could frame K-12 teacher education for both pre-service and in-service teachers. The pragmatic, hybrid experience maximizes flexibility, promotes analytical thinking and self-reflection and builds communication skills. The introduction and development of inquiry and design-based learning through the 7E Learning Cycle develops the teachers' understanding of practices promoted not only within the Maryland State STEM SOP, but also within the Next Generation Science Standards. The McDaniel College ESIL model also builds upon the collective efforts of academia, a non-profit STEM research facility, and local school divisions to align efforts that may lead to transformational changes for education. Essential ingredients for systemic change are embedded within the McDaniel ESIL model.
Ed. D.

APA, Harvard, Vancouver, ISO, and other styles

17

Murray, William Douglas. "Lesson control and prior notification of lesson control type in a computer-aided lesson." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34981.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Foley, Virginia P. "Lesson Design." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/5979.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Yavari, Parvaneh. "Facilitate Utilization of Lessons Learned from Previous Product Development into New Development Procedure." Thesis, University of Canterbury. Engineering Management, 2013. http://hdl.handle.net/10092/7539.

Full text

Abstract:

Due to the medical applications of products of Dynamic Controls and the size of investment that the company has in this industry, the company decided to improve the design and development process by improving its Lessons Leaned (LL) procedure. Based on academic literature and industry guidelines a LL procedure is a process that allows an organisation to take advantage from its successes and failures. An effective LL process should assist the organisation to repeat its successes and prevent the repetition of previous mistakes. Each LL procedure has three fundamentals: “Culture, Process and Tools”. This improvement assists Dynamic Controls to development of products and services to better meet the customer needs, with higher reliability and lesser in-field failures. It also provides more comprehensive design inputs to reduce development cost and time. The objective of this project was to investigate the current LL process in the business, identify the best practice, investigate enabling processes, technologies and tools for taking the most advantages from both upcoming and previous LL, define appropriate categories for LL, and determine an implementation plan for the company. The project started on 1st October 2012 and was delivered by the 8th of February 2013.

APA, Harvard, Vancouver, ISO, and other styles

20

Meyerhofer, Michael. "Lessons of the flood /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1203579651&sid=2&Fmt=2&clientId=1509&RQT=309&VName=PQD.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Ellis, Robert C. T. "Lessons in project management." Thesis, Loughborough University, 2001. https://dspace.lboro.ac.uk/2134/7536.

Full text

Abstract:

The conventional view of project management is challenged by a contemporary construction industry that is rethinking its processes and procedures as it seeks to align itself with clients' business needs. Project managers must update their skills. They require flexible education and training that complements work place experience rather than distracts from professional obligations. Educational technology offers an exciting opportunity to accommodate these, often conflicting, requirements. Computer-aided learning (CAL) is supported by a government keen to promote a Learning Society, the expansion of Higher Education (HE) postgraduate provision and the construction industry's own initiatives to engender a culture of lifelong learning. Enthusiasts argue that CAL provides greater access, enhances quality and overcomes the inherent disadvantages of distance learning. Yet the apparent eagerness to develop innovative CAL applications is not evidenced in an educational survey of built environment postgraduate course provision. On the contrary, only small pockets of CAL activity are available. A new distance learning project management educational software application (DIMEPM) is developed and compared with a traditional multiple media resource and a well-established postgraduate module delivered in part-time mode. The design of DIMEPM draws on the expertise of experienced practitioners in HE and the views of leading academics in the field. Qualitative and quantitative approaches are employed in a longitudinal evaluation that assesses the relative learning gains, student attitude and confidence of HE students. And, in order to gain reaction from industry, DIMEPM is subjected to an illuminative evaluation within a leading engineering and project management consultancy. The research study finds no significant difference in the academic performance of students in the control and experimental groups. However, it is clear that technically orientated tasks lend themselves more readily to CAL than interpersonal skills. Distributed educational packages provide opportunities for enhancing distance learning but alternative pedagogic approaches are needed to encourage web-based dialogue and promote vicarious learning. Practitioners suggest that the distinction between these alternative delivery methods is artificial and that an integrated approach should be explored. Crucially, the research identifies considerable advantage in linking outcomes to delivery mechanisms and advocates the use of an "Associated Delivery" model.

APA, Harvard, Vancouver, ISO, and other styles

22

Muck, Kátia Eliane. "How lessons are taught." reponame:Repositório Institucional da UFSC, 2013. http://repositorio.ufsc.br/handle/123456789/103303.

Full text

Abstract:

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente, Florianópolis, 2010
Made available in DSpace on 2013-07-16T04:03:51Z (GMT). No. of bitstreams: 1 282344.pdf: 1082534 bytes, checksum: 7fe2a4f6262523b3626050a211ca91ab (MD5)
Given the importance of discourse to the construction of identities and social relations, this research investigated the discourse produced by an experienced teacher while teaching EFL to an early intermediate group of young adults. The present study aimed at (1) revealing how lessons are taught and how discourse is organized, drawing on Bernstein#s framework of Pedagogic Discourse (structured by Regulative and Instructional discourses), and (2) exposing the linguistic manifestation of part of this discourse so as to enable an understanding of how lessons are taught, drawing on Systemic Functional Linguistics. Data was gathered in the Extra-curricular Language course at UFSC during the observation and recording of 7 subsequent classes. The primary data comprise the transcription of one class of approximately 91 minutes, and the secondary data encompass a questionnaire administered to the students and researcher#s personal field notes. The transcription was coded and analyzed through the lenses of Pedagogic Discourse with part of the corpus being examined through Systemic Functional theory. The results revealed that lessons are taught favoring the regulative discourse and that the Teacher was successful in her role as teacher, being invested with authority, having a strong framing, power, and control over the students. Her use of the regulative discourse enhanced her role as a mediator, smoothed the progress of the instructional discourse, and seemed to have enhanced student#s learning opportunities. The linguistic choices revealed lessons mainly guided by actions, cognitions and verbalizations (material, mental, and verbal processes, respectively), and characterized as happening in a collaborative setting, with students and teacher sharing the responsibility for the teaching-learning process, and students having a more central role, as highlighted by the high amount of you-type participants. Her textual Theme choices presented a relevant role inasmuch as they indicated directions, established boundaries and organized the discourse employed on the lessons.
Dada a importância do discurso para a construção de identidades e relações sociais, esta pesquisa investigou o discurso produzido por uma professora experiente durante uma aula de inglês como língua estrangeira para uma turma de jovens adultos iniciantes no nível intermediário. Esse estudo objetivou (1) revelar como as lições são ensinadas e como o discurso está organizado, ambos baseados na teoria do Discurso Pedagógico; e (2) expor a manifestação linguística de parte desse discurso de maneira a possibilitar um entendimento de como as lições são ensinadas, usando a teoria da Linguística Sistêmica-Funcional (LSF). Os dados foram coletados no curso Extracurricular da UFSC durante a observação e gravação de 7 aulas subsequentes. Foram obtidos dados da transcrição de uma aula de aproximadamente 91 minutos, como dados primários, e de um questionário aplicado aos alunos e das anotações da pesquisadora, como dados secundários. A transcrição foi classificada e analisada usando a teoria do Discurso Pedagógico, sendo que parte do corpus foi também codificada e analisada através da LSF. Os resultados revelaram que as lições são ensinadas favorecendo o uso do discurso regulativo e que a professora foi vitoriosa no seu papel de professora, sendo investida de autoridade, tendo uma forte estrutura, poder e controle sobre os alunos. O uso do discurso regulativo melhorou sua função de mediadora, suavizou o discurso instrucional e pareceu ter aumentado as oportunidades de aprendizagem. As escolhas linguísticas revelaram que as lições são basicamente guiadas pelas ações, cognições e verbalizações (processos materiais, mentais, e verbais, respectivamente), e ocorrem num ambiente colaborativo, com alunos e professora dividindo a responsabilidade do processo ensinoaprendizagem, com os alunos tendo um papel mais centralizado. As escolhas do Tema textual apresentaram relevância no direcionamento das aulas, na delimitação e na organização do discurso empregado nas lições.

APA, Harvard, Vancouver, ISO, and other styles

23

Lehmann-Wermser, Andreas. "How lessons are structured." Georg Olms Verlag, 2018. https://slub.qucosa.de/id/qucosa%3A34625.

Full text

Abstract:

This chapter demonstrates how distinct positions in “Didactics” structure lessons in general, even down to structures in interaction. Another focus lies in the role of assessment in a comparison between the Lower-Saxony- and the Scottland-Lesson. It can be shown that the role of assessment that is proposed by the school administration influences classroom action, again down to structures of interaction.

APA, Harvard, Vancouver, ISO, and other styles

24

Escobar, Virginia Lizette. "Lessons in Character Development." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2863.

Full text

Abstract:

The purpose of the project was to provide first grade teachers at the Baldwin Park Unified School District with teaching approaches, tools, and strategies in instructing their students in character development education. These approaches, tools, and strategies will support students' academic learning as they develop a deeper comprehension of responsibility skills.

APA, Harvard, Vancouver, ISO, and other styles

25

Walter, Eileen Louise. "THE INTERACTIVE USE OF LANGUAGE DURING READING LESSONS: HOW READING LESSONS ARE ACCOMPLISHED." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184191.

Full text

Abstract:

The purpose of this study was to develop a system for describing the interactive nature of language during instructional discourse. The system was then used to describe instructional discourse during reading lessons where comprehension was the major goal. Recently, reading instructional research has been conducted to investigate what occurs during reading lessons. These researchers observed lessons using instruments consisting of categories of behaviors that were expected to occur. The present study contributed to this line of investigation by describing what actually occurred during reading lessons through the language of instruction. Eight reading lessons were audio-taped in two second grades and two sixth grades over a three-month period. During one lesson, a story from a basal textbook was read and/or discussed. During the other lesson, a book from the district literature program was read and/or discussed. During the basal lesson, a group of students, neither highest nor lowest in reading ability, was selected in each class. During the literature lesson, a group of students of mixed reading ability was audio-taped in three classes. In one second grade class, the same group was audio-taped for both lessons. From transcriptions of the audio-tapes, a system of analysis was developed, consisting of a pragmatic subsystem for identifying interactional functions of language and a semantic subsystem for identifying interactional functions of language and a semantic subsystem for identifying transactional functions of language. Interactional functions were described as different types of speech acts, termed instructional acts. Transactional functions were described as different types of topical relationships between utterances, termed topical moves and topical sequences. Data were analyzed quantitatively, comparatively, and qualitatively. From quantitative analyses, organization of instructional discourse across reading lessons was described. From comparative analyses, variations in organization of instructional discourse between reading lessons were described according to grade level, lesson type, and teacher. From qualitative analyses, topical development during reading lessons was described. Results indicate that reading lessons can be described by analyzing functions of language using methods of discourse analysis. Application of these methods revealed similarities and differences in the organization of discourse among lessons and discourse strategies used by teachers and students to interactively accomplish reading lessons.

APA, Harvard, Vancouver, ISO, and other styles

26

Barry, Marie Porterfield. "Lesson 22: Postmodernism." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/art-appreciation-oer/24.

Full text

APA, Harvard, Vancouver, ISO, and other styles

27

Sears, David C. "Xenophon's Anabasis lessons in leadership." Thesis, Monterey, Calif. : Naval Postgraduate School, 2007. http://bosun.nps.edu/uhtbin/hyperion-image.exe/07Jun%5FSears.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Burke, Brian, Phil Leckman, Andrea Sturzen, Vlack Kathleen Van, and Hecky Villanueva. "Lessons from New New Journalism." University of Arizona, Department of Anthropology, 2006. http://hdl.handle.net/10150/110025.

Full text

Abstract:

Writing is critical to two main anthropological goals: to communicate useful knowledge about humanity and society; and to stimulate interest, discussion, and action on issues that are of societal import. To achieve these goals anthropologists must write in accessible styles for diverse audiences. In this paper, we review the work of five popular nonfiction writers to determine the extent to which their approachable writing styles are compatible with anthropological rigor and nuance. While none of these authors meets all of our hopes for anthropological analysis, each does manage to blend some elements of scholarship with a readable style. We therefore highlight some of their stylistic approaches in the hope that these might help anthropologists engage more effectively in public debate.

APA, Harvard, Vancouver, ISO, and other styles

29

Bell, Karen Frances. "Environmental justice : lessons from Cuba." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.540906.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Riehm, Brian E. "FTS2000 : failed incentives, lessons learned." Thesis, Monterey, California. Naval Postgraduate School, 1992. http://hdl.handle.net/10945/23909.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Dutchen, Stephanie Lynn. "Lessons from a rare disease." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/54561.

Full text

Abstract:

Thesis (S.M. in Science Writing)--Massachusetts Institute of Technology, Dept. of Humanities, Graduate Program in Science Writing, 2009.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 46-50).
Progeria is a genetic aging disease of childhood affecting an estimated one in four to eight million births. Children with progeria experience a range of developmental disorders and aging-like symptoms, including wrinkled and discolored skin, stunted growth, visible veins, fat loss, hair loss, bone loss, joint contractures, and heart disease. Their average life expectancy is thirteen. There is currently no treatment or cure. The disease arises from a single nucleotide mutation in the LMNA gene, which makes proteins called lamins that comprise the inner lining of the nuclear wall. The mutation leads to the production of a misshapen lamin called progerin that builds up with time, disrupting nuclear shape and function. It is not yet clear how these changes lead to the disease's symptoms. Doctors probe potential treatments while researchers explore progeria's potential links to far more widespread health problems such as aging, heart disease, and laminopathies. Experts debate the extent to which progeria represents normal human aging on overdrive. It is seen as a segmental aging disorder, sharing only some symptoms with aging. Progeria may reveal insights into basic biological phenomena such as gene expression, DNA regulation, RNA splicing, protein processing, cellular aging, and stem cell differentiation. Instrumental to the discovery of the progeria gene and the growth of scientific interest since 2002 has been The Progeria Research Foundation.
(cont.) The story of its creation when Sam Berns, son of doctors Leslie Gordon and Scott Berns, was diagnosed with progeria in 1998, is also the story of the birth of modern progeria research in the U.S. Research highlighted in this thesis includes progeria's cardiovascular complications in transgenic mice; the discovery that progeria's symptoms can be reversed; clinical trials testing farnesyltransferase inhibitors or FTIs, statins and bisphosphonates, and all three together; the search for a cure; and the presence of progerin in the skin cells of healthy people.
by Stephanie Lynn Dutchen.
S.M.in Science Writing

APA, Harvard, Vancouver, ISO, and other styles

32

Evans, S. "Lessons in school travel work." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1445894/.

Full text

Abstract:

This paper investigates the effectiveness of initiatives currently being introduced as part of school travel work and aims to understand how the delivery of these initiatives can be improved. The term school travel work is used to denote measures that encourage children to walk, cycle or take public transport to school. Although existing research in school travel work has investigated the effectiveness of individual initiatives on reducing car dependency, or evaluated the overall effectiveness of school travel plans, little research has systematically evaluated and compared the effect of a combination of initiatives on modal shift. This paper is based on data collected between December 2005 and August 2006, including the use of questionnaires and in-depth interviews. The paper concludes that walking initiatives and education and training initiatives are considered most effective at reducing car dependency on the school run. Cycling initiatives, traffic management initiatives and improvements to public transport are considered reasonably effective at reducing car dependency. Car sharing initiatives and specialised school bus services appear to be less effective at reducing car dependency on the school run. The effectiveness of initiatives varies between schools on account of the school location, type of school, attitudes of the school and local authority and socio-economic factors. Overall, it is considered that school travel work is reasonably effective at reducing car dependency. Key recommendations are made for schools, school travel advisors and Central Government to improve the effectiveness of school travel work in the future. It is considered that it is not possible to persuade all parents to abandon their cars and adopt more sustainable modes of transport, however, it is considered that school travel work can be effective at encouraging increasing numbers of parents and pupils to adopt more sustainable modes of transport on the school run.

APA, Harvard, Vancouver, ISO, and other styles

33

Sutton-Linderman, Chelsi Joy. "Lessons in Humanity: A Memoir." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/158.

Full text

Abstract:

In the opening pages of his work, Dog Years; A Memoir, Mark Doty explains: Love for a wordless creature, once it takes hold, is an enchantment, and the enchanted speak, famously, in private mutterings, cryptic riddles, or gibberish. This is why I shouldn't be writing anything about the two dogs that have been such presences for sixteen years of my life. How on earth could I stand at the requisite distance to say anything that might matter? (1) In this thesis I argue that Doty, among other respected contemporary writers, is saying something that matters when he writes of his relationship with his dogs. Such words and ideas matter much in the genre of creative nonfiction and particularly memoir, they matter as models of narrative craft, and they matter as works that examine the nature of personal trauma in narrative and the importance of connections to the natural world in the healing process. "Lessons in Humanity: A Memoir" appears as a creative work examining the nature of trauma and healing in memoir. The narrative addresses childhood trauma and the effects it has on our adult lives, the recovery from marital abuse between a husband and wife, the impact of a severe health crisis, and the importance of connections to the natural world, particularly dogs, in the healing process.

APA, Harvard, Vancouver, ISO, and other styles

34

Schetzina, Karen E., Julie Ware, and Anna Morad. "TIPQC Breastfeeding Collaborative: Lessons Learned." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5018.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Manz, Matthew. "Seeking Balance: Lessons to Myself." ScholarWorks @ UVM, 2018. https://scholarworks.uvm.edu/graddis/861.

Full text

Abstract:

The search for balance in my life reflects my attitude towards life itself. In seeking balance, in juggling my strengths and weaknesses, my joys and my sorrows, I seek affirmation that I am living the life I want to live. This thesis offers my own definition of balance, and outlines why it is important and how it manifests itself in my life. In examining my own story, I offer lessons to those who seek balance in their own lives. Without being prescriptive, these lessons illuminate my own views while reminding me to live life my way. What is work/ life balance? What role does exercise play in finding balance? What can we learn from losing a loved one? Can we re-examine how to explore life’s big decisions? Why is important to always have something to look forward to? And why would someone want to study this topic? By approaching these questions using Scholarly Personal Narrative, I invite the wisdom of other scholars to influence my own views. Yet while these scholars – and the equally important wisdom from friends and loved ones – help shape my perspective, the stories I offer are, ultimately, my own. Through these stories, through my “lessons to myself,” I seek equanimity and clarity in my approach to life.

APA, Harvard, Vancouver, ISO, and other styles

36

Cerrone, Kathryn L. "TESSELLATIONS: LESSONS FOR EVERY AGE." University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1151427935.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Brehm, S. Seitz. "Navigating Challenges, Lessons Learned: ASCENT." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/8367.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Allen, Laura Spencer. ""Driving Lessons" and Other Stories." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609126/.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Rudenok, M. G. "Corruption: lessons to be learnt." Thesis, Sumy State University, 2016. http://essuir.sumdu.edu.ua/handle/123456789/49042.

Full text

Abstract:

The target of my paper is to analyze the experience of European countries in their attempt to solve the problem of corruption and find ways which can help our country to be less corrupt. Cоrruption is a problem for all countries.

APA, Harvard, Vancouver, ISO, and other styles

40

Beraki, Teklehaimanot Tewelde. "Improving lessons learned practice in architectural practices: systematic conversion of lessons learned into improvement actions." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/18202.

Full text

Abstract:

Includes bibliographical references
Purpose: Architectural firms are characterized by their professional identity and knowledge-driven nature; knowledge is crucial to their success in the competitive and dynamic business environment. As knowledge management is still in its infancy in the construction industry and structured knowledge management processes have not yet been adequately deployed in the architecture discipline, this research seeks to focus on the implicit knowledge management processes and more specifically give insight into the effective communication of lessons learned from an individual project to the wider organisation through the use of graphical methods such as the Function Analysis Systems Technique (FAST diagram) that can be undertaken in professional architectural firms. Design/methodology/approach: To establish if a FAST model can be used as a tool to capture and then communicate lessons learned. This would address the difficulty experienced in the project management of transmitting knowledge from one project to future projects of similar nature. To achieve this objective, a FAST diagram was developed from a Project Learning Roadmap developed by Carrillo et al. (2013) and other lessons learned process models which are based on detailed literature review in an attempt to enhance the lessons learned dissemination in South African professional architectural firms. The applicability and validity of the FAST diagram (Appendices B.13 and B.14) was verified by quantitative research methods. Based on the proposed process model, a combination of a brainstorming session and a pilot study with reflective learning approach was utilised on a selected sample population to study the opinions of professional architects on the details of these processes and the diagram. Data presentation was in text and graphic format. Findings - Once all the data were collected and analysed, the findings were that the research has confidently proven that graphical methods and especially FAST diagrams can effectively be used to communicate lessons learned from one project to the wider organisation. Practical implications: A clear policy/strategy governing the ways in which lessons learned should be disseminated is not prevalent among South African architectural firms. Originality/value: Although the study applies uniquely to architectural professional services firms and may not yield an evaluation that is comparable with previous similar studies, it is hoped that the FAST Diagram developed can be applied to other types of project-based professional service organizations in order to find out whether this tool can be used in their context in terms of how they manage their organizational learning. In addition, these future studies can offer a benchmarking effect to firms striving to establish matured project management offices (PMOs) through continuous improvement processes by using lessons learned. Limitations: Given the exploratory nature of this research, the amount of data obtained is restricted to a single architectural firm in South Africa.

APA, Harvard, Vancouver, ISO, and other styles

41

Kane, Lisa Adele. "Delivering urban transport by improving decision making : lessons from a city, lessons for a city." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/21686.

Full text

Abstract:

Bibliography: pages 97-98.
This thesis starts from the position that the enterprise of transport planning is failing to deliver a transport system which fully meets the needs of urban dwellers. Criticisms of the process are presented and it is argued that one reason for the lack of delivery is the insufficient attention paid by transport planning professionals, and researchers, to the decision-making process. The nature of decision-making is explored by reference to various theoretical models of decision-making, and it is concluded that decision-making in an existing situation must be comprehensively described, before recommendations for its improvement can be made. Cape Town is chosen as the city for investigation. Checkland's Soft Systems Methodology is used for describing urban transport decision-making in Cape Town, and the approach is informed by seventeen in-depth interviews and forty-five questionnaires with decision-makers. The analysis yields insights which are categorised into four areas: issues of institutional re-organisation and funding; issues of politician involvement; issues of change in officials; issues of public involvement. An action plan is developed from the insights.

APA, Harvard, Vancouver, ISO, and other styles

42

Malovana, N. V. "The effective and balanced English lesson planning." Thesis, Сумський державний університет, 2014. http://essuir.sumdu.edu.ua/handle/123456789/34685.

Full text

Abstract:

Essentially, planning is only effective if it actually works for the individual teacher within his or her classroom. The most vital component of a good plan is that it leads to a high-quality lesson, in which effective learning takes place. It could be that the children do not actually learn what was originally intended by the teacher in his or her plan, but that the learning outcomes are nevertheless very good. When you are citing the document, use the following link http://essuir.sumdu.edu.ua/handle/123456789/34685

APA, Harvard, Vancouver, ISO, and other styles

43

Olsson, Patrik. "Lesson study som arbetssätt." Thesis, Stockholm University, The Stockholm Institute of Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7783.

Full text

Abstract:

Syftet med föreliggande studie är att undersöka och diskutera kring vad en lesson study erbjuder för möjligheter vad gäller lärares kunskapssyn och kompetensutveckling. Under min tid som student har jag vid flertalet tillfällen besökt olika skolor för att genomföra min praktik både inom idrott och geografi. Något som jag har märkt under praktikperioderna är att det förefaller finnas ett behov och en efterfrågan från lärare att utveckla sig själva och sitt sätt att genomföra sin undervisning. Mitt val av metod grundar sig på studiens frågeställningar. Genom att genomföra alla de åtta stegen som en lesson study innefattar enligt Martons mall (2003) gör att jag får svar på det jag vill ha svar på. Jag har i studien använt mig av kvalitativa forsknings metoder i form av passiva observationer och samtal då dessa lämpar sig bäst till arbetets syfte. Förloppet i min studie är hämtat ifrån Ference Martons (2003) mall över lesson study. Det finns emellertid många varianter på själva upplägget trots att det är ett förhållandevis ganska nytt sätt att tänka på. Tidigare har det funnits varianter såsom PLAN projekt eller forskningscirklar. Enligt båda lärarna erbjöd arbetsättet att man diskuterade kring didaktiska och metodiska frågor med en ämneskollega. Att få tillfälle att tala om upplägg och dylikt och därmed blotta sin kunskapssyn inom ämnet. Själva lesson studyns arbetssätt erbjuder även enligt de deltagande lärarna att utifrån klassrummets situation utveckla väl motiverade lektionsplaneringar.

APA, Harvard, Vancouver, ISO, and other styles

44

Barry, Marie Porterfield. "Lesson 06: Divine Architecture." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/art-appreciation-oer/7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Barry, Marie Porterfield. "Lesson 08: The Renaissance." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/art-appreciation-oer/9.

Full text

Abstract:

This lesson covers artworks created during the Renaissance in Europe. It begins with a preface on artworks created prior to the Renaissance that focused on Christian ideology and iconography. Artists discussed include Botticelli, Donatello, Michelangelo, Bernini, and Leonardo da Vinci.

APA, Harvard, Vancouver, ISO, and other styles

46

Renska, I. "Video in English lesson." Thesis, Київський національний університет технологій та дизайну, 2019. https://er.knutd.edu.ua/handle/123456789/12976.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Sadkovska, V. A. "Lesson planing in ESP." Thesis, NTU "KhPI", 2017. http://repository.kpi.kharkov.ua/handle/KhPI-Press/38039.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Magoula, Anastasia, and Giovanni Benevento. "An approach to collect and share Lessons Learned in order to improve Knowledge transfer across New Product Development projects : A case study in a Swedish company." Thesis, Tekniska Högskolan, Högskolan i Jönköping, JTH, Industriell organisation och produktion, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-21473.

Full text

Abstract:

This thesis examines the state of reporting Lessons Learned in a Swedish company that operates globally and explores the areas of potential improvements through better classification and reporting of Lessons Learned from previous projects. Particularly, it explores which the most effective ways to capture and document Lessons Learned are as well as how a System that supports efficient storage, sharing and retrieval of Lessons Learned can be specified. The research is a case study in a Swedish company and is a mixed-model research as it uses both quantitative and qualitative data from primary sources. Indeed, the data collection was done via interviews, questionnaires, a focus group and the study of the company’s documents. The findings revealed some issues in the Lessons Learned methods used in the company, especially in documentation. Additionally, the need for a Lessons Learned System to manage the knowledge and experience from projects was also identified. The thesis concludes with explicit answers to the research questions and more specific with the suggestion of certain guidelines for the employees, a new template for reporting Lessons Learned and the specifications of a Lessons Learned System that can support efficient storage, sharing and retrieval of Lessons Learned.

APA, Harvard, Vancouver, ISO, and other styles

49

Nejdbring, Patrik. "Utbildning för att lära sig; att lära av sig själv : Utbildning som stöd vid implementering av systematisk erfarenhetshantering i Försvarsmakten." Thesis, Swedish National Defence College, Swedish National Defence College, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-779.

Full text

Abstract:

Försvarsmakten har ett behov av en fungerande systematisk erfarenhetshantering. Det system som finns idag har utvecklingspotential och är inte fullt ut implementerat i organisationen. En essentiell sektor i implementeringsarbetet och utvecklingen av förmågan erfarenhetshantering bör vara utbildning. Genom utbildning och information till organisationen bör förtroendet och legitimiteten för erfarenhetsprocessen öka vilket är viktigt för implementeringen av den systematiska erfarenhetshanteringen i Försvarsmaktens vardagliga rutiner. Syftet med denna uppsats är att diskutera huruvida Försvarsmaktens utbildningar och utbildningsplattformar stödjer implementeringen av en systematisk erfarenhetshantering. Detta uppnås genom en abduktiv studie med en teoretisk grund som utgörs av teorier inom bl.a. lärande i organisationer och förändring i organisationer. Slutsatserna är att det finns en bra generell grund för en fungerande systematisk erfarenhetshantering i form av Försvarsmaktens ledarskapsmodell Utvecklande ledarskap. Denna ledarskapsmodell vidrör till stor del samma grundläggande områden som är viktiga för en lärande organisation. Vidare finns det utvecklingspotential gällande utbildning på bredden i organisationen och den organisatoriska närheten mellan erfarenhetshanteringen och utbildningen på Försvarsmaktens stridsskolor.

The Swedish Armed Forces have a need for a systematic lessons learned-process. The system that exists today has development potential and is not fully implemented in the organization. An essential sector of the implementation and development of the capability lessons learned should be training. Through training and information to the organization should trust and legitimacy of the process increase and this is important for the implementation of a systematic lessons learned-process in the Swedish Armed Forces' daily routines. The purpose of this thesis is to discuss whether the Swedish Armed Forces trainings and trainingplatforms supports the implementation of a systematic lessons learned-process. This is achieved through an abductive study with a theoretical core of theories concerning learning organizations and change in organizations. The conclusions are that there is a good general basis for a systematic lessons learned-process in formof the Swedish Armed Forces leadership model Transformational leadership (Utvecklandeledarskap). This leadership model touches to a large extent the same basic areas that are important for a learning organization. Furthermore, there is development potential for training on the breadth of the organization and the organizational proximity between the training and lessons learned activities at the Swedish Armed Forces branch schools.

APA, Harvard, Vancouver, ISO, and other styles

50

Văcăreţu, Ariana-Stanca. "Math lessons for the thinking classrooms." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-81033.

Full text

Abstract:

Teaching mathematics means teaching learners to think – wrote Polya in How to Solve It? 1957. This paper intends to offer mathematics teachers suggestions for incorporating reading, writing, and speaking practices in the teaching of mathematics. Through explicit examples and explanations we intend to share ways of engaging students in deep learning of mathematics, especially using and producing written and oral texts. More specifically, we plan to broaden and deepen teachers’ understanding of strategies for guiding students’ thinking so that they grasp mathematical concepts and processes, and also bridge the divide between mathematical processes, and written and oral communication. This paper presents a core math lessons which provides numerous opportunities for the students to get actively engaged in the lesson and think about the new concepts, algorithms and ways of solving problems/ exercises. The lesson was designed for the 7th graders (13 year-olds). It was chosen to illustrate teaching by using reading and writing for understanding math processes. The teacher’s reflections after the lesson and some samples of the students’ work and feedback are included in the paper. The material in this paper is based on the author’s own extensive teaching experience; and her work in the Reading and Writing for Critical Thinking project in Romania.

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Lessonae'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles