Dissertations / Theses on the topic 'Open-ended'
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Sibbald, Christopher L. "Open-ended waveguide structures." Thesis, University of Ottawa (Canada), 1989. http://hdl.handle.net/10393/5576.
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Fennis, Jules. "Myriad: an Open-ended Design Project." Thesis, Umeå universitet, Designhögskolan vid Umeå universitet, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-92762.
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A fascination for electronics development platforms was the starting point for this project. Brought forward from open source initiatives, these exist of modular hardware toolkits and software. This modularity allows people to use them in different configurations to support a variety of contexts and purposes. In this way it enables them to bring just about any idea to life. There is an emerging trend on the web, where people modify or hack into products, trying to change or extends their products to fit their needs. As technology is becoming cheaper and embedded in everyday products, it allows products to become more flexible, and be more sensitive towards these trends. My project has been an investigation in developing a method for design, which promotes modular product systems, rather than closed, fixed products. Open-ended design is an approach which supports an exploration space for end-users. Focused on laymen users, allows them to investigate what functionality and behaviour is needed for their own interests and niche purposes. The open-ended design framework was used to design Myriad: a flexible, modular camera system to complement GoPro cameras. Myriad exists of a growing library of modules, sensors and a mobile app which combined create unique camera functionality and behaviours.
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McClure, Kathleen R. Gallo. "Examining student performance on open-ended questions /." Full Text (HTML) Full Text (PDF) Abstract, 2008. http://eprints.ccsu.edu/archive/00000527/02/1976FT.htm.
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Thesis (M.S.) -- Central Connecticut State University, 2008.Thesis advisor: Robin S. Kalder. "... in partial fulfillment of the requirements for the degree of Master of Science in Mathematics." Includes bibliographical references (leaf 20). Also available via the World Wide Web.
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Chin, Chung-Tien. "Open-ended pile penetration in saturated clays." Thesis, Massachusetts Institute of Technology, 1986. http://hdl.handle.net/1721.1/15176.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Civil Engineering, 1986.MICROFICHE COPY AVAILABLE IN ARCHIVES AND ENGINEERING.
Bibliography: leaves 245-248.
by Chung-Tien Chin.
Ph.D.
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Marcon, Nicola. "Designing a sonic interactive open-ended playground installation." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-239034.
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The application of digital elements to traditional playgrounds can enhance children’s outdoor play and counteract the growing trend of sedentary activities. This work reports the implementation and evaluation of a playground installation which looks at sound as the modality that can provide new and engaging play experiences. The design of this system follows an open-ended approach that let the children create their own emerging game goals and rules. The sound design is first tested in a lab setting and later on in a Swedish preschool, with a particular focus on the stages of play (invitation, exploration, and immersion). 38 children between 2 and 6 years old participated in a field study that lasted for three days. Children’s engagement over time was quantified and field notes were taken during the whole evaluation. None of the children between 2 and 3 years old reached the immersion stage. On the other hand, children between 4 and 6 years old created their own rules showing parallel and collaborative play and, in some occasions, solitary play. The sound modality chosen proved to be effective to encourage children’s play in a first place. In a longer engagement perspective, the soundscape partly supported an immersive play. The selection of the sounds to be integrated in the system demonstrated to be as fundamental as the physical appearance of the playground installation. The results of this study show how the visual and auditory modalities can be effective in an open-ended interactive playground and report the limitations of this design.Additionen av digitala element till traditionella lekplatser kan förstärka barns utomhuslek och motverka den växande trenden av stillasittande aktiviteter. Detta arbete beskriver genomförandet och utvärderingen av en lekplatsinstallation med ljud i fokus som den modalitet som kan tillhandahålla nya och engagerande lekupplevelser. Utformningen av denna lekplatsinstallation skedde ur ett fri lek-perspektiv där barn skapar egna mål och regler till sin lek. Ljuddesignen är först testad i en laboratoriemiljö och senare i en svensk förskola, med särskilt fokus på lekfaserna (invit-fasen, utforskande-fasen och uppslukad-fasen). 38 barn mellan 2 och 6 år deltog in en fältstudie som varade i tre dagar. Barns engagemang över tid kvantifierades och noteringar togs under hela utvärderingen. Inga av barnen mellan 2 och 3 år nådde uppslukad-fasen. Å andra sidan skapade barn mellan 4 och 6 år egna regler som visar på parallell och samspelslek och i några fall ensamlek. Den valda ljudmodaliteten visade sig vara effektiv för att uppmuntra barns lek till en början. På längre sikt understödde ljudlandskapet delvis lek av uppslukad karaktär. Valet av ljud integrerat i systemet visade sig vara lika fundamental som den fysiska uppenbarelsen av lekplatsinstallationen. Resultaten av denna studie visar hur de visuella och auditoriska modaliteterna effektivt kan vara designade i en interaktiv lekplats för öppen lek, och begränsningarna av denna design rapporteras.
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Madden, Samuel R. (Samuel Ross) 1976. "TOADS : a two-dimensional open-ended architectural database system." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/80545.
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Thesis (S.B. and M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1999.Includes bibliographical references (leaves 76-77).
by Samuel R. Madden.
S.B.and M.Eng.
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Hayashi, Rokuhei. "German public real estate open-ended funds in Japan." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/33187.
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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 2005.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Includes bibliographical references (leaves 176-178).
The German real estate open-ended fund, a major indirect real estate investment vehicle for German individual investors, is now suffering a strong pressure of globalization from its investors because of the sluggish German domestic real estate market. In order to deal with such pressure, many funds have begun to invest in the US and now looking for opportunities in Asia, especially in Japan. For a German fund which is basically a core investor with a long-term investment horizon, the Japanese market fits its investment policy because of the maturity and stability. At the same time, the low correlation with its fatherland market and the currency hedge gain in Japan is worthy of special mention, along with the recovering market. However, many funds seem to encounter difficulties in acquiring Japanese properties. Among several reasons, the most significant problem is likely to be the problem of the accessibility to deal flows. Currently, many transactions are conducted among the limited market community of participants in Japan. Otherwise bidding requires a fairly high premium on the market consensus because of the small number of publicly available transactions. Nevertheless, some foreign investors have successfully acquired properties in Japan, so the German open-ended fund will surely be able to have opportunities, too.
(cont.) In this thesis, four measures are proposed: the close relationship to Japanese leading real estate companies or their intimate advisory firms, the entry in the retail sector, the participation in development projects, and the investment in PFI projects. Some of them may have already been examined by funds, but the advantages and disadvantages of these alternatives are examined from the perspective of a Japanese real estate professional, which should help German funds comprehend possibilities in the Japanese market.
by Rokuhei Hayashi.
S.M.
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Ettefagh, Javad. "Natural convection and thermal instabilities in open-ended structures /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487676847115494.
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Morita, Junya. "A Cognitive Analysis Model for Complex Open-ended Analogical Retrieval." INTELLIGENT MEDIA INTEGRATION NAGOYA UNIVERSITY / COE, 2005. http://hdl.handle.net/2237/10400.
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Altintas, Ayhan. "Electromagnetic Scattering from a Class of Open-Ended Waveguide Discontinuities." Connect to resource, 1986. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1208793684.
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Mahlobo, Radley Kebarapetse. "OPEN-ENDED APPROACH TO TEACHING AND LEARNING OF HIGHSCHOOL MATHEMATICS." Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 386 - 389, 2012. https://slub.qucosa.de/id/qucosa%3A1780.
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The author shares some of the findings of the research he conducted in 2007 on grade 11 mathematics learners in two schools, one experimental and the other one control. In his study, the author claims that an open-ended approach towards teaching and learning of mathematics enhances understanding of mathematics by the learners. The outcomes of the study can be summarised as follows:
1. In the experimental school, where the author intervened by introducing an open-ended approach to teaching mathematics (by means of giving the learners an open-ended approach compliant worksheet to work on throughout the intervention period), the
performance of the learners in the post-test was better than that of the learners from the control school. Both schools were of similar performance in the pre-test. The two schools wrote the same pre-test and same post-test. Both schools were following common work
schedule.
2. Within the experimental school, post-test performance of the learners in the class where the intervention was monitored throughout the intervention period (thus ensuring compliance of the teacher to the open-ended approach) out-performed those in which monitoring was less frequent.
3. There was no significant difference in performance between learners from the unmonitored experimental class and those from the control class.
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Monti, Matteo. "Embodied computation and life: building blocks for open-ended evolution." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2016.
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Il presente lavoro si propone di sviluppare una analogia formale tra sistemi dinamici e teoria della computazione in relazione all’emergenza di proprietà biologiche da tali sistemi.
Il primo capitolo sarà dedicato all’estensione della teoria delle macchine di Turing ad un più ampio contesto di funzioni computabili e debolmente computabili. Mostreremo quindi come un sistema dinamico continuo possa essere elaborato da una macchina computante, e come proprietà informative quali l’universalità possano essere naturalmente estese alla fisica attraverso questo ponte formale.
Nel secondo capitolo applicheremo i risultati teorici derivati nel primo allo sviluppo di un sistema chimico che mostri tali proprietà di universalità, ponendo particolare attenzione alla plausibilità fisica di tale sistema.
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Mahlobo, Radley Kebarapetse. "OPEN-ENDED APPROACH TO TEACHING AND LEARNING OF HIGH SCHOOL MATHEMATICS." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80592.
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The author shares some of the findings of the research he conducted in 2007 on grade 11 mathematics learners in two schools, one experimental and the other one control. In his study, the author claims that an open-ended approach towards teaching and learning of mathematics enhances understanding of mathematics by the learners. The outcomes of the study can be summarised as follows:
1. In the experimental school, where the author intervened by introducing an open-ended approach to teaching mathematics (by means of giving the learners an open-ended approach compliant worksheet to work on throughout the intervention period), the
performance of the learners in the post-test was better than that of the learners from the control school. Both schools were of similar performance in the pre-test. The two schools wrote the same pre-test and same post-test. Both schools were following common work
schedule.
2. Within the experimental school, post-test performance of the learners in the class where the intervention was monitored throughout the intervention period (thus ensuring compliance of the teacher to the open-ended approach) out-performed those in which monitoring was less frequent.
3. There was no significant difference in performance between learners from the unmonitored experimental class and those from the control class.
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Arketeg, Åsa. "An aesthetics of resistance : the open-ended practice of language writing /." Uppsala : Department of Philosophy, Uppsala University, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-7839.
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Abdi, Yusuf. "Analysis of teachers' discourse moves in open-ended problem solving environment." Saarbrücken VDM Verlag Dr. Müller, 2007. http://d-nb.info/988493004/04.
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Alvarado, Mantecon Jesus Gerardo. "Towards the Automatic Classification of Student Answers to Open-ended Questions." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39093.
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One of the main research challenges nowadays in the context of Massive Open Online Courses (MOOCs) is the automation of the evaluation process of text-based assessments effectively. Text-based assessments, such as essay writing, have been proved to be better indicators of higher level of understanding than machine-scored assessments (E.g. Multiple Choice Questions). Nonetheless, due to the rapid growth of MOOCs, text-based evaluation has become a difficult task for human markers, creating the need of automated systems for grading.
In this thesis, we focus on the automated short answer grading task (ASAG), which automatically assesses natural language answers to open-ended questions into correct and incorrect classes. We propose an ensemble supervised machine learning approach that relies on two types of classifiers: a response-based classifier, which centers around feature extraction from available responses, and a reference-based classifier which considers the relationships between responses, model answers and questions.
For each classifier, we explored a set of features based on words and entities. For the response-based classifier, we tested and compared 5 features: traditional n-gram models, entity URIs (Uniform Resource Identifier) and entity mentions both extracted using a semantic annotation API, entity mention embeddings based on GloVe and entity URI embeddings extracted from Wikipedia. For the reference-based classifier, we explored fourteen features: cosine similarity between sentence embeddings from student answers and model answers, number of overlapping elements (words, entity URI, entity mention) between student answers and model answers or question text, Jaccard similarity coefficient between student answers and model answers or question text (based on words, entity URI or entity mentions) and a sentence embedding representation.
We evaluated our classifiers on three datasets, two of which belong to the SemEval ASAG competition (Dzikovska et al., 2013). Our results show that, in general, reference-based features perform much better than response-based features in terms of accuracy and macro average f1-score. Within the reference-based approach, we observe that the use of S6 embedding representation, which considers question text, student and model answer, generated the best performing models. Nonetheless, their combination with other similarity features helped build more accurate classifiers. As for response-based classifiers, models based on traditional n-gram features remained the best models.
Finally, we combined our best reference-based and response-based classifiers using an ensemble learning model. Our ensemble classifiers combining both approaches achieved the best results for one of the evaluation datasets, but underperformed on the remaining two. We also compared the best two classifiers with some of the main state-of-the-art results on the SemEval competition. Our final embedded meta-classifier outperformed the top-ranking result on the SemEval Beetle dataset and our top classifier on SemEval SciEntBank, trained on reference-based features, obtained the 2nd position.
In conclusion, the reference-based approach, powered mainly by sentence level embeddings and other similarity features, proved to generate the most efficient models in two out of three datasets and the ensemble model was the best on the SemEval Beetle dataset.
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Clements, Andrea D., and S. L. Newbill. "A Qualitative Analysis of Third Graders’ Responses to Open Ended Questions." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etsu-works/7324.
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Ghoul, Assia Meriem. "Validating An Open-Ended Coping Measure For Adolescents Exposed To Trauma." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1483976709170692.
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Law, Hong-Tat Philip. "Analysis of electromagnetic scattering by open-ended waveguides containing complex obstacles /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu148768520496745.
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Groot, William. "Using open-ended tasks in grade twelve mathematics, an action research study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0006/MQ45960.pdf.
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Rushton, Nicholas James. "The response of open-ended thin-walled cylinders to internal blast loading." Thesis, University of Liverpool, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533942.
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Lord, William. "Open-ended Affordance Learning and Planning in a System with Active Vision." Thesis, KTH, Fysik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-231926.
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Thompson, Megan Jennifer. "Improving Family-provider Relationships Through Cultural Training and Open-ended Client Interviews." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115170/.
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Behavior analysts form parent-professional relationships with families of many different backgrounds. the study evaluated the effectiveness of a training program to teach behavior analysts to utilize an open family interview format. the study was conducted at an autism treatment program. a pre-post treatment design with in vivo simulation probes before and after training was used to assess the effects of the workshop on the participants and parents’ verbal behavior. Results showed that rate of questions per minute and number of closed-ended questions decreased after training, the duration of interviews decreased after training, the number of closed-ended questions significantly decreased after training, and frequency of the discussion topic of child goals increased after training. in general, interviewer responses varied. Preliminary data and parent questionnaire responses suggested parents were comfortable with the new interview format and felt the behavior analyst understood cultural and family needs.
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Chorney, Sean. "Higher level thought processes through interactive engagement with open-ended mathematics word problems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq37500.pdf.
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Karlowskis, Victor. "Soil Plugging of Open-Ended Piles During Impact Driving in Cohesion-less Soil." Thesis, KTH, Jord- och bergmekanik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-156394.
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During impact driving of open-ended piles through cohesion-less soil the internal soil column may mobilize enough internal shaft resistance to prevent new soil from entering the pile. This phenomena, referred to as soil plugging, changes the driving characteristics of the open-ended pile to that of a closed-ended, full displacement pile. If the plugging behavior is not correctly understood, the result is often that unnecessarily powerful and costly hammers are used because of high predicted driving resistance or that the pile plugs unexpectedly such that the hammer cannot achieve further penetration. Today the user is generally required to model the pile response on the basis of a plugged or unplugged pile, indicating a need to be able to evaluate soil plugging prior to performing the drivability analysis and before using the results as basis for decision. This MSc. thesis focuses on soil plugging during impact driving of open-ended piles in cohesion-less soil and aims to contribute to the understanding of this area by evaluating models for predicting soil plugging and driving resistance of open-ended piles. Evaluation was done on the basis of known soil plugging mechanisms and practical aspects of pile driving. Two recently published models, one for predicting the likelihood of plugging and the other for predicting the driving resistance of open-ended piles, were compared to existing models. The main outcomes from the model evaluations are: • Internal shaft resistance, pile diameter and pile velocity/acceleration were found to be the primary input parameters affecting the result in the models used to predict if soil plugging is likely to occur. • The pile diameter was shown to have less influence on the calculated driving resistance in the recently published model, derived from measurements of plug length ratios, compared to in the existing model. This thesis also includes a full-scale field study conducted during the initial piling operations for the construction of the new Värtahamnen seaport in Stockholm (Sweden). The soil conditions cause the piles to be driven through very dense post glacial moraine, in which little is known about soil plugging. The drivability performance of 146 open-ended and closed-ended steel pipe piles with diameters ranging from 914-1168 mm was compared through analysis of driving records. The aim was to evaluate if open-ended piles resulted in a drivability related gain and if so during which part of the installation process. The driving records were used to quantify the performance in terms of driving time and energy required to drive the piles. The main conclusions from the field study are: • Significant time savings were achieved by using open-ended piles instead of closedended piles. The time advantage was bigger during impact driving, compared to vibratory driving, and on average the impact driving of open-ended piles took 9 minutes versus 26 minutes for closed-ended piles. • Contrary to what was expected, namely that the open-ended piles would result in lower driving resistance, the results indicate that the majority of the time savings came from open-ended piles being more stable during driving and thereby requiring fewer adjustments.Under slagdrivning av öppna pålar i friktionsjord förekommer det att den interna jordpelaren mobiliserar tillräckligt mycket internt mantelmotstånd för att förhindra inträngning av ny jord. Detta fenomen, på svenska vanligen kallat jordpluggning, medför att drivbeteendet för pålen övergår till att likna det hos en sluten och massundanträngande påle. Oförmåga att på ett korrekt sätt beakta jordpluggning medför ofta att drivmotståndet för öppna pålar antingen överskattas, vilket medför att onödigt kraftfull och kostsam utrustning används, eller underskattas vilket kan medföra att pålen pluggar och inte kan drivas till avsett djup. I dagsläget kräver drivbarhetsanalyser generellt sett att användaren måste modellera pålen som en pluggad eller opluggad påle. Detta medför att det finns ett behov att kunna utvärderajordpluggning innan drivbarhetsanalysen genomförs, samt även vid utvärdering av resultaten från drivbarhetsanalysen. Detta examensarbete fokuserar på jordpluggning vid slagdrivning av öppna pålar i friktionsjord och syftar till att öka kunskapen inom området genom att utvärdera modeller som kan användas för att uppskatta huruvida jordpluggning är sannolikt, samt modeller för att uppskatta drivmotståndet för öppna pålar. Utvärderingen av nämnda modeller skedde med utgångspunkt i kända mekanismer som förknippas med jordpluggning, samt i praktiska aspekter av påldrivning. Två nyligen publicerade modeller, en avsedd att utvärdera huruvida pluggning är sannolikt och den andra för att uppskatta det förväntade drivmotståndet, jämfördes med befintliga modeller för samma ändamål. De huvudsakliga slutsatserna av modellutvärderingen är: • Internt mantelmotstånd, pålens diameter samt pålens hastighet/acceleration var de faktorer som hade störst inverkan på resultatet hos de modeller som avser utvärdera huruvida jordpluggning är att förvänta. • Pålens diameter visade sig få mindre inverkan på beräknat drivmotstånd i den nyligen publicerade modellen, baserad på mätningar av plugglängd relativt penetrationsdjup, jämfört med i den befintliga modellen. Examensarbetet innefattar även en fältstudie genomförd under inledningen av pålningsarbetet vid uppförandet av nya Värtahamnen i Stockholm. Markförhållandena på platsen medför att pålarna drivs genom bottenmorän, ett jordförhållande där det i stor utsträckning saknas erfarenheter relaterade till jordpluggning. Med hjälp av pålprotokoll jämfördes drivbarheten hos 146 öppna och slutna pålar med diametrar 914-1168 mm. Målet var att fastställa huruvida öppna pålar medförde ökad drivbarhet och i så fall under vilket skede av drivprocessen. Pålprotokollen användes för att kvantifiera vinsten i form av drivtid samt erforderlig drivenergi. De huvudsakliga slutsatserna från fältstudien är: • Betydande tidsvinst kunde påvisas för öppna pålar, jämfört med stängda pålar. Tidsvinsten var större under slagdrivning än under vibrationsdrivning och i snitt 9 minuter jämfört med 26 minuter för stängda pålar. • I motsats till det förväntade utfallet, nämligen att de öppna pålarna inte skulle plugga, antyder resultaten att majoriteten av tidsvinsten kan kopplas till att de öppna pålarna var mer stabila under drivning vilket resulterade i färre korrigeringar
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Michelson, Stephen Christopher. "Dielectric measurements over a wide temperature range using the open-ended coaxial probe." Thesis, University of Cambridge, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339504.
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Euler, Elias. "Perspectives on the role of digital tools in students' open-ended physics inquiry." Licentiate thesis, Uppsala universitet, Fysikundervisningens didaktik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-382750.
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In this licentiate thesis, I present detailed case studies of students as they make use of simulated digital learning environments to engage with physics phenomena. In doing so, I reveal the moment-to-moment minutiae of physics students’ open-ended inquiry in the presence of two digital tools, namely the sandbox software Algodoo and the PhET simulation My Solar System (both running on an interactive whiteboard). As this is a topic which has yet to receive significant attention in the physics education research community, I employ an interpretivist, case-oriented methodology to illustrate, build, and refine several theoretical perspectives. Notably, I combine the notion of semi-formalisms with the notion of Newtonian modeling, I illustrate how Algodoo can be seen to function as a Papertian microworld, I meaningfully combine the theoretical perspectives of social semiotics and embodied cognition into a single analytic lens, and I reveal the need for a more nuanced taxonomy of students’ embodiment during physics learning activities. Each of the case studies presented in this thesis makes use of conversation analysis in a fine-grained examination of video-recorded, small-group student interactions. Of particular importance to this process is my attention to students’ non-verbal communication via gestures, gaze, body position, haptic-touch, and interactions with the environment. In this way, I bring into focus the multimodally-rich, often informal interactions of students as they deal with physics content. I make visible the ways in which the students (1) make the conceptual connection between the physical world and the formal/mathematical domain of disciplinary physics, (2) make informal and creative use of mathematical representations, and (3) incorporate their bodies to mechanistically reason about physical phenomena. Across each of the cases presented in this thesis, I show how, while using open-ended software on an interactive whiteboard, students can communicate and reason about physics phenomena in unexpectedly fruitful ways.
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Bennevall, Marcus. "Cultivating Creativity in the Mathematics Classroom using Open-ended Tasks : A Systematic Review." Thesis, Linköpings universitet, Matematik och tillämpad matematik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-125847.
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Creativity is an ever relevant concept in problem-solving. Indeed, one could argue that no problem is really problematic unless it requires creative thinking; such problems can be solved by simply applying known facts and employing suitable algorithms. Yet, that is exactly how many tasks in mathematics textbooks are structured today. The present study aims to find other tasks, which can infuse creativity in the mathematics classroom. Special attention is turned towards a class of tasks known as open-ended tasks because of their creative potential. A literature review spanning 70 sources yields 17 types of open-ended tasks, and these are subsequently exemplified, classified, analyzed, and discussed from a teacher’s perspective.Kreativitet är ett begrepp som ständigt är relevant i problemlösning. Man skulle till och med kunna hävda att ett problem egentligen inte är problematisk såvida det inte kräver kreativt tänkande; sådana problem kan ju annars enkelt lösas genom att applicera kända fakta och använda lämpliga algoritmer. Ändå är det precis så som många uppgifter är strukturerade i dagens matematikläroböcker. Den här uppsatsen syftar till att hitta andra sorters uppgifter som därmed skulle kunna ingjuta kreativitet i matematikklassrummet. Särskild uppmärksamhet riktas mot en viss klass av uppgifter – öppna uppgifter – på grund av deras kreativa potential. En litteraturgenomgång av 70 källor alstrar 17 typer av öppna uppgifter, och dessa exemplifieras, klassificeras, analyseras, och diskuteras sedan utifrån ett lärarperspektiv.
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Kapoor, Kunal. "A multidimensional scaling and participatiory design approach to classify open ended aircraft maintenance data." Connect to this title online, 2006. http://etd.lib.clemson.edu/documents/1175186103/.
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Tsur, Moran. "Scratch Microworlds : introducing novices to scratch using an interest-based, open-ended, scaffolded experience." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/112561.
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Thesis: S.M., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2017.Cataloged from PDF version of thesis.
Includes bibliographical references (pages 99-101).
Currently, many introductory coding activities for children focus on engaging them in solving puzzles. This thesis explores a different approach to introducing coding that engages children in creating projects based on their interests. I present the iterative design and testing of Scratch Microworlds, simplified versions of the Scratch coding environment that contain a small set of blocks for making projects based on a theme, such as dance, soccer, or music. I use a design-based research approach to iteratively design, implement and evaluate Scratch Microworlds. The design of Scratch Microworlds is guided by three questions: (1) how to simplify initial experiences while still supporting creativity, (2) how to provide scaffolding while maintaining learners' agency, and (3) how to provide starting points that spark rather than limit the imagination. This thesis describes the design process, and analyzes the results of user-testing with children and educators. It concludes with a set of guidelines for the design of newcomer experiences into coding that support children as creative thinkers, informed by constructionist learning theory.
by Moran Tsur.
S.M.
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Chowdhury, Md Shajjad. "A multilevel converter with a floating bridge for open-ended winding motor drive application." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/40015/.
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In this thesis, a dual inverter topology is considered as an alternative to a multilevel converter for the control of high speed machines. Instead of feeding to one end of the stator with a single power converter, this topology feeds from both sides of the stator winding using two converters, thus achieving multilevel output voltage waveforms across the load. A large amount of published work in the area of open end winding power converter topologies are focused on symmetrical voltage sources. This published research recognises the advantages of the converter system in terms of increased reliability, improved power sharing capability and elimination of common mode voltages when compared to traditional single sided three phase converter solutions. However isolated DC supplies come with the price of additional components thus increase size, weight and losses of the converter system. The aim of this project is, therefore, to investigate on reducing size, weight and losses of the open end winding motor drive by eliminating the need for isolated supply as well to achieve multilevel output voltage waveform. A traditional open-end winding induction motor drive has been analysed in terms of weight and losses and it has been clearly identified that the isolation transformer not only increases the size and weight of a drive system but also includes additional losses. A modified dual inverter system has then been proposed where one of the bridge inverters is floating, thus eliminated the need for isolated supplies. An asymmetric DC voltage sources ratio of 2:1 is utilised to achieve multilevel output voltage waveform across the load. The switching sequences are also analysed to identify the charging and discharging sequences to achieve control over floating capacitor voltage. This thesis describes the theoretical derivation of the modified converter model and algorithms as well as experimental results from an 11kW laboratory prototype.
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Burkholder, Robert J. "High-frequency asymptotic methods for analyzing the EM scattering by open-ended waveguide cavities /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487599963593742.
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Choe, David, Matthew Stevens, Christina Summy, and Richard Herrier. "Optimizing Patient Adverse Drug Reaction History Through the Use of Structured Open Ended Questions." The University of Arizona, 2014. http://hdl.handle.net/10150/614206.
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Class of 2014 AbstractSpecific Aims: To assess if the use of three targeted open ended questions elicited more adverse drug reactions (ADRs) and allergies than found in the electronic medical record. Subjects: Inpatients at the University of Arizona Medical Center (UAMC) in Tucson, AZ that were 18 years or older and agreed to participate in the study. Methods: Data was collected using a verbal questionnaire. Each patient was asked the exact same three open ended questions in the same order by the one student to determine the number of ADRs the patient has had. The patient’s electronic medical record at UAMC was used to determine the number of ADRs documented. The number of ADRs elicited by the two methods were documented and compared using statistical analysis. No demographic variables were collected in this study. Main Results: A total of 58 patients at UAMC agreed to participate in our study by answering three targeted open ended questions. Overall the use of the three open ended question did elicit more ADRs (mean = 1.12) than listed on their electronic medical record which were elicited by asking one closed ended question (mean = 0.91). However, the results were not statistically significant (p-value = 0.57). Conclusion: The use of three targeted open ended questions appears to elicit a similar number of ADRs compared to the number of ADRs listed in the patient’s electronic medical record.
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Tuhkala, M. (Marko). "Dielectric characterization of powdery substances using an indirectly coupled open-ended coaxial cavity resonator." Doctoral thesis, Oulun yliopisto, 2014. http://urn.fi/urn:isbn:9789526205595.
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Abstract The main objective of this thesis was to research and develop a sensitive characterization method for dielectric powdery substances which could be utilized in various industrial and research fields. With modern electromagnetic simulation tools and the presented experimental measurements, the characterization of dielectric powders using an indirectly coupled open-ended coaxial cavity resonator operating in TEM mode at 4.5 GHz was found to have potential. The modelling and the experimental measurement results of commonly used dielectric powders revealed that, from the nine classical mixing rules, it was possible to derive reliable inclusion permittivity values when using the properties of the perturbed resonator and the Bruggeman symmetric and the Looyenga mixing theories. In addition, the determination accuracy of the inclusion permittivity was found to be greatly improved with the correction factor included into the previously presented permittivity equation of the quarter wave coaxial resonator. Determination of the dielectric losses was found to be reliable when using the differences between the perturbed and unperturbed resonator and the general mixing model equation. The sensitivity of the characterization method was researched with both humidity exposed and surfactant treated modified SiO2, Al2O3 and ZrO2 powders. Experimental results showed that the effect of adsorbed water on the particles was most pronounced when measuring the dielectric losses of the inclusions. Furthermore, a clear correlation with the theory of the general mixing model was found. Thus, in addition to the changed dielectric properties between dry and humidity exposed powders, it was also possible to determine the moisture content with reasonable accuracy. This correlated well with the traditional, mass based, determination. Stearic acid coating of the particles induced only a small change in inclusion permittivity but a notable change in dielectric losses. Unlike the cases with the larger particle sized SiO2 and Al2O3, the dielectric loss of ZrO2 inclusions, with stearic acid coating, was decreased significantly from 6.2 × 10-3 to 3.8 × 10-3. When characterizing magnesium and calcium titanate composite powders, with CaTiO3 molar ratios of 0.0, 0.02, 0.05 and 0.1, the method was found to have good sensitivity and accuracy. Additions of CaTiO3 exhibited a clear increase in net inclusion permittivities from 13.4 up to 14.9 and in dielectric loss tangents from 7.1 × 10-3 up to 8.5 × 10-3. In addition, a good correlation was found in the theoretical determination of the CaTiO3 molar ratios using the resonator measurement results and the general mixing model. The characterization method was proved to be capable of measuring the dielectric properties and detecting even very slight changes in the powders. Thus, the method could be utilized in various types of powdery material characterization, for example, in the analysis and quality control of different composite powdersTiivistelmä Väitöstyön päätavoitteena oli tutkia ja kehittää herkkä jauhemaisten eristemateriaalien karakterisointimenetelmä, jota voitaisiin hyödyntää usealla teollisuuden ja tutkimuksen alueella. Hyödyntäen nykyaikaisia sähkömagnetiikan simulointityökaluja sekä kokeellisia mittauksia, havaittiin TEM -moodissa 4,5 GHz taajuudella toimivan avoimen epäsuorasti kytketyn koaksiaalionteloresonaattorin soveltuvan karakterisoimaan eristejauheita. Sähkömagneettinenmallinnus yhdessä yleisesti käytettyjen eristejauheiden kokeellisten mittausten kanssa osoitti, että partikkelin permittiivisyysarvot voitiin johtaa luotettavasti. Tällöin käytettiin näytemateriaalilla täytetyn resonaattorin ominaisuuksia, sekä yhdeksästä vertaillusta klassisesta sekoitusyhtälöstä Bruggeman symmetristä ja Looyengan sekoitusteorioita. Tämän lisäksi tarkkuutta voitiin parantaa huomattavasti lisäämällä korjauskerroin aikaisemmin julkaistuun neljännesaalto-koaksiaaliresonaattorin permittiivisyyden määrittävään yhtälöön. Eristehäviöiden määrittäminen havaittiin luotettavaksi, kun käytettiin mitattavalla materiaalilla muutetun ja tyhjän resonaattorin ominaisuuksien eroja, sekä general mixing model -yhtälöä. Karakterisointimenetelmän herkkyys tutkittiin ilmankosteudelle altistetuilla, sekä pintakäsittelyllä muutetuilla SiO2, Al2O3 ja ZrO2 -jauheilla. Mittaustulokset osoittivat, että partikkelin pinnalle adsorpoituneen veden vaikutus oli kaikkein korostunein, kun mitattiin partikkelien eristehäviöitä. Tämän lisäksi havaittiin myös selkeä korrelaatio general mixing model -teorian kanssa. Näin ollen muuttuneiden eristeominaisuuksien määritysten lisäksi voitiin määrittää jauheen kosteussisältö riittävällä tarkkuudella. Tulokset korreloivat hyvin perinteisen massaeroihin perustuvan määrittämisen kanssa. Partikkelien pinnoitus steariinihapolla aiheutti ainoastaan pienen muutoksen permittiivisyyteen mutta merkittävän muutoksen eristehäviöihin. Toisin kuin suuremman partikkelikoon SiO2:lla ja Al2O3:lla ZrO2 -partikkelin eristehäviö laski huomattavasti steariinihappopinnoituksen jälkeen, 6,2 × 10-3:sta 3,8 × 10-3:een. Karakterisoitaessa magnesium- ja kalsiumtitanaattikomposiittijauheita käyttämällä CaTiO3 -moolisuhteita 0,0, 0,02, 0,05 ja 0,1 menetelmällä havaittiin olevan hyvä herkkyys ja tarkkuus mitattavan materiaalin muutoksille. CaTiO3 -määrän lisäykset aiheuttivat selkeän nousun partikkelien kokonaispermittiivisyyksissä, joka kasvoi 13,4:sta 14,9:ään, sekä häviötangentissa, joka kasvoi 7,1 × 10-3:sta aina 8,5 × 10-3:een. Tämän lisäksi resonaattorin mitattuihin ominaisuuksiin sekä general mixing model -yhtälöön perustuvan teoreettisen määrityksen havaittin korreloivan hyvin CaTiO3 -moolisuhteisiin. Karakterisointimenetelmän osoitettiin soveltuvan eristeominaisuuksien mittaukseen sekä havaitsemaan jopa erittäin pienet muutokset jauheiden eristeominaisuuksissa. Menetelmää voitaisiin hyödyntää usean tyyppisissä jauhemateriaalien ominaisuuksien määrityksissä, kuten esimerkiksi erilaisten komposiittijauheiden analysoinnissa ja laaduntarkkailussa
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Choueiri, George H. "An experimental study of natural convection in vertical open-ended concentric and eccentric annuli." Thesis, University of Ottawa (Canada), 2009. http://hdl.handle.net/10393/28436.
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The effects of eccentricity on the natural convection heat transfer from a vertical open-ended cylindrical annulus with diameter ratio of 1.63 and aspect ratio of 18:1 have been investigated experimentally. Measurements of transient and steady state wall temperature distributions for different eccentricities were collected to help understand the heat transfer processes and also to serve as benchmarks for the validation of future CFD studies. Particle image velocimetry was used to validate the calculated mass flow rate in the annulus. It was found that, whereas at very low eccentricities there was insensitivity to eccentricity on the overall heat transfer, a diminishing of the heat transfer occurred for higher eccentricities. Plots of the local azimuthal variation of the Nusselt number showed that at low eccentricities heat transfer improved on one side of the annulus but decreased on the other side. The Nusselt number was found to decrease with eccentricity, while the Rayleigh and Grashof numbers had an increasing trend. It was also found that the mass flow rate did not appear to be strongly influenced by varying eccentricity within the experimental range. The Reynolds number was calculated and the flow within the annulus was found to be transitional nearing laminar with increased distance from the inlet.
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Koenitz, Hartmut. "Reframing interactive digital narrative: toward an inclusive open-ended iterative process for research and practice." Diss., Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/34791.
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In more than two decades of research and practical experiments in interactive digital narrative (IDN), much insight about the relationship of narrative and digital media has been gained and many successful experiments have been undertaken, as a survey of the field illustrates. However, current approaches also limit the scope of experimentation and constrain theory in interactive narrative forms original to digital media.
After reviewing the "interactivisation" of legacy theory (neo-Aristotelian poetics for interactive drama, poststructuralism for hyperfiction, 20th century narratology for interactive fiction and as a general theory for IDN), the thesis introduces a theoretical framework that changes the focus from the product-centered view of legacy media towards system and the process of instantiation. The terms protostory describing the overall space of potential narratives in an IDN system, narrative design for the concrete assemblage of elements and narrative vectors as substructures that enable authorial control are introduced to supersede legacy terms like story and plot.
On the practical side, the thesis identifies limitations of existing approaches (e.g. legacy metaphors like the timeline, and authoring tools that support only particular traditions) To overcome these limitations a software toolset built on the principles of robustness, modularity, and extensibility is introduced and some early results are evaluated.
Finally, the thesis proposes an inclusive, open-ended iterative process as a structure for future IDN research in which practical implementations and research co-exist in a tightly coupled mutual relationship that allows changes on one side to be integrated on the other.
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Aydogan, Arzu. "The Effect Of Dynamic Geometry Use Together With Open-ended Explorations In Sixth Grade Students." Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/3/12608990/index.pdf.
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The aim of this study was to investigate the effects of using a dynamic geometry environment together with open-ended explorations on sixth grade students&rsquoperformance in polygons and congruency and similarity of polygons. Two groups of sixth grade students were selected for this study: (1) An experimental group composed of 66 students whom 34 were boys and 32 were girls
and (2) a control group composed of 68 students whom 35 were boys and 33 were girls. While the students in the control group received instruction via traditional methods, the students in the experimental group studied the same topics by open-ended explorations in a dynamic geometry environment. Geometry Test (GT) and Computer Attitude Scale (CAS) were used as data collection instruments. All students had taken the GT as pre-test, post-test, and delayed post test. However, CAS was administered only to the experimental group at the end of the instruction. Furthermore, some qualitative data were collected through video-taped classroom observations and interviews with selected students. Pre-test scores showed no statistical difference between control and experimental group students in terms of their performances in polygons and congruency and similarity of polygons before the study. On the other hand, the results of the post and delayed-post tests which are analyzed by independent t test showed that experimental group achieved significantly better than the control group students. In addition, a statistically significant correlation between CAS and GT was observed. Those results were also supported by the qualitative data. In conclusion, the results indicated that dynamic geometry environment together with open-ended explorations significantly improved students&rsquo
performances in polygons and congruency and similarity of polygons.
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Taylor, Carol H. "Promoting Mathematical Understanding through Open-Ended Tasks; Experiences of an Eighth-Grade Gifted Geometry Class." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/36.
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Promoting Mathematical Understanding Through Open-Ended Tasks; Experiences of an Eighth-Grade Gifted Geometry Class by Carol H. Taylor Gifted students of mathematics served through acceleration often lack the opportunities to engage in challenging, complex investigations involving higher-level thinking. This purpose of this study was to examine the ways mathematically gifted students think about and do mathematics creatively as indicators of deep understanding through collaborative work on four open-ended tasks with high-level cognitive demand. The study focused on the mathematical thinking involved in students’ construction of mathematical understanding through the social interaction of group problem solving. This case study used ethnographic methodology within a social constructivist frame with gifted education and sociocultural contextual influences. Participants were 15 gifted students in an 8th-grade gifted geometry class. Data collection included field notes, student artifacts, student journal entries, audio recordings, and reflections. Transcribed audio recordings were segmented (Tesch, 1990) into phases of interaction, coded by function, then coded by levels of exhibited mathematical thinking from observable cognitive actions (Dreyfus, Hershkowitz, & Schwarz, 2001; Williams, 2000; Wood, Williams, & McNeal, 2006), and analyzed for maintenance or decline of high-level cognitive demand (Stein, Smith, Henningsen, & Silver, 2000). Interpretive data analysis was connected to data analysis of transcribed recordings. Results indicated social interaction among students enabled them to talk through the mathematics to understand mathematical concepts and relationships, to construct more complex meaning, and exhibit mathematical creativity, inventiveness, flexibility, and originality. Students consistently exhibited these characteristics indicating mathematical thinking at the levels of building-with analyzing, building-with synthetic-analyzing, building-with evaluative-analyzing, constructing synthesizing, and occasionally constructing evaluating (Dreyfus et al., 2001; Williams, 2000; Wood et al., 2006). The results of the study support the claim of a relationship between mathematical giftedness and the ability to abstract and generalize (Sriraman, 2003), provide evidence that given the opportunity, students can construct deep mathematical understanding, and indicate the importance of social interaction in the construction of knowledge. This study adds to the body of knowledge needed in research on gifted education, problem solving, small-group interaction, mathematical thinking, and mathematical understanding, through empirically assessed classroom practice (Friedman-Nima et al., 2005; Good, Mulryan, & McCaslin, 1992; Hiebert & Carpenter, 1992; Lester & Kehle, 2003; Phillipson, 2007; Wood, Williams, & McNeal, 2006).
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Off, Dominik Manuel [Verfasser], and Jianwei [Akademischer Betreuer] Zhang. "Hierarchical Plan-based Robot Control in Open-Ended Environments / Dominik Manuel Off. Betreuer: Jianwei Zhang." Hamburg : Staats- und Universitätsbibliothek Hamburg, 2013. http://d-nb.info/1035503794/34.
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Berrub, Myra Joyce. "The design, construction, and testing of an open-ended roof channel to reduce attic temperature." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0008/MQ32901.pdf.
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Han, Yi. "Axial load tests and analysis for open-ended steel tubular piles driven into weathered rock." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0006/MQ46582.pdf.
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Siu, Yuet-ming, and 蕭月明. "Students' responses to content specific open-ended mathematics tasks: describing activities and difficulties ofclassroom participants." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45007901.
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Khanafer, Khalil. "Buoyancy-driven flows and heat transfer in open-ended enclosures : elimination of the extended boundaries /." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486402288263397.
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Spangenberg, Amanda May. "Quantifying Uses of Open-Ended Questions and Contingent Comments in Language Sampling: A Methodological Study." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1530870714910087.
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Kanda, Naoyuki. "Open-ended Spoken Language Technology: Studies on Spoken Dialogue Systems and Spoken Document Retrieval Systems." 京都大学 (Kyoto University), 2014. http://hdl.handle.net/2433/188874.
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Sibbald, Christopher L. "A new technique for modeling open-ended waveguide structures and its application to dielectric spectroscopy." Thesis, University of Ottawa (Canada), 1991. http://hdl.handle.net/10393/7808.
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A novel technique for modeling the aperture admittance of open-ended waveguide structures radiating into a homogeneous, lossy dielectric half-space is presented. This technique combines both analytical and numerical approaches to express the aperture admittance as rational function of frequency and the relative permittivity of the external medium. The coefficients of the rational approximation, which depend upon the geometry of the waveguide and aperture, are determined in a very convenient manner from a relatively small number of computed admittances. This computed data is obtained via a full-wave movement method solution and, hence, includes the effects of radiation and energy storage in the near-field and evanescent waveguide modes. The accuracy of the numerical method is demonstrated by comparison with measured values. The new technique is successfully applied to obtain a model for the open-ended coaxial line geometry. The new model has important applications in the field of dielectric spectroscopy. In addition to yielding accurate solutions for the aperture admittance of the line as a function of the permittivity of the external medium, the model yields a unique solution to the inverse problem and permits a rigorous sensitivity and uncertainty analysis.
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Karpinska, Justyna. "Designing tangible play objects for toddlers’ open-ended play using multimodal feedback and multisensory stimuli." Thesis, Södertörns högskola, Medieteknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-32952.
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Designing tangible objects for children’s development andlearning has been a common theme in the HCI community.However, studies involving designing of tangibles fortoddlers’ hedonic interaction and play experiences havebeen few. This paper explores how toddlers (between oneand three years old) behave when interacting with tangibleplay objects in the context of open-ended play. The aim ofthis study was to explore how the integration ofmultisensory stimuli and multimodal feedback in tangibleobjects can affect toddlers’ play, behaviors and engagementin the context of open-ended play. Furthermore, two playobjects called Sound Cubes were developed and used in aninteraction study conducted at a preschool in Stockholm.The results presented in this paper suggest that the openendedplay objects provided toddlers with opportunity formultiple manipulations that lead to interesting interactions.Moreover, multimodal feedback and multisensory stimulicreated a positive affect on toddlers’ engagement in play.
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Kimball, Jeffrey. "Motivations of Students in the Open-Ended Use of Mobile Computing in Lecture-Based Classrooms." NSUWorks, 2015. http://nsuworks.nova.edu/gscis_etd/366.
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While research supports the integration of mobile computing into instruction, there is disagreement concerning the unstructured use of mobile devices in lecture-based college classrooms. Research supports the argument that unstructured use creates distraction and decreased academic performance. Research also suggests that unstructured use actually supports lecture instruction through personalized learning situations. In either case, the motivations of students to use mobile device is often unclear. This study sought to investigate the motivations for students’ acceptance of mobile devices. The Unified Theory of Acceptance and Use of Technology (UTAUT) was utilized to identify the factors leading to college students’ adoption of mobile devices. A survey based on UTAUT was distributed to 254 college students in six distinct lecture-based general education courses. The results revealed that Performance Expectancy, Effort Expectancy, and Social Influence were positively correlated with Behavioral Intention for class-related behavior, with Performance Expectancy being the most significant. None of the constructs were significant for behavior unrelated to lecture. Analysis of the students’ intention based on the UTAUT moderators of age, gender, and experience did not produce any significant difference, nor did an analysis of the classes by subject. The study concludes that the ability of a mobile device to complete specific tasks was the strongest motivating factor leading to intention.
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Sverin, Tomas. "Open-ended problems in physics : Upper secondary technical program students’ ways of approaching outdoor physics problems." Thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-52486.
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This study reports on technical program students’ approaches to solving open-ended problems during an introductory physics course in a Swedish upper secondary school. The study used case study methodology to investigate students’ activities in outdoor context. The findings come from observations and audio recordings of students solving three different open-ended problems. The results showed that the students had difficulties to formulate ‘solvable’ problems and to perform necessary ‘at home’ preparations to be able to solve the problems. Furthermore, students preferred to use a single solution method even though different solution methods were possible. This behavior can be attributed to their previous experience of solving practical problems in physics education. The result also indicated need of different levels of guidance to help the students in their problem solving process. A tentative conclusion can be made that open-ended problems have an educational potential for developing students’ understanding of scientific inquiry and problem solving strategies in the process of performing practical outdoor activities.
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Fischer, Andrew Martin. "Banking on the edge : towards an open ended interpretation of informal finance in the Third World." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=68088.
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This thesis proposes an original framework for the analysis of third world informal finance. It will be supported by a comprehensive survey of the associated literature. Specifically, most mainstream interpretations of informal finance adhere to a dualist paradigm that revolves around three key assumptions. First that informal firms are less efficient than formal firms in conducting financial transactions, second that their activities are protected from formal competition due to segmented financial markets, and finally that the economic impact of informal finance is inferior to an overall formal system. Yet much of the qualitative evidence of informal finance contradict these assumptions and limit the validity of dualist interpretations. The dualist conclusion that informal finance is a transitory phenomenon can therefore be derailed, leaving room for a more open ended interpretation of contemporary financial informality.