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1
Matthews, Vernon Keith. "Preparatory vocational education grant proposal." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1620.
Full textAbstract:
This thesis was written as part of a process to secure funds for developing a "Preparatory Vocational Education" training academy for entry-level "Irrigation Technicians." Research revealed that funding for vocational program development was being awarded to "All-inclusive" or academy-style programs. These programs provide instruction necessary for students with zero experience to compete as entry-level journeymen. This project is based on a partial proposal draft for a U.S. Department of Labor Grant.
2
Kucuk, Tugba. "University Preparatory School Students'." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610789/index.pdf.
Full textAbstract:
This study aimed at investigating university preparatory school students&rsquoand teachers&rsquo
perceptions of computer-assisted language learning (CALL) environment. The sample consisted of 308 students and 50 teachers from Zonguldak Karaelmas University Preparatory School. Data was gathered from the participants via two Effective CALL Questionnaires (ECALLQ) developed by the researcher. Both inferential and descriptive statistics were used to analyze the data. Principal component analysis was used to find the dimensions of the student questionnaire. Repeated measures ANOVA and paired-samples t-test were employed to define the priorities of the students within the dimensions of each subscale. MANOVA was used to investigate whether there were significant differences among students&rsquo
CALL environment perceptions with respect to certain background variables.Descriptive statistics were used to analyze students&rsquo
and teachers&rsquo
perceptions of computer&rsquo
s role and teacher&rsquo
s role in CALL environment and to analyze all participants&rsquo
responses to the open-ended questions.The study indicated that students perceive the computer&rsquo
s role with respect to (1)language skills, (2) overall effect of computer and (3) motivation
teacher&rsquo
s role with respect to (1) teacher assistance, (2) teacher guidance and (3) teacher presence
students&rsquo
expectations from the teacher with respect to (1) laboratory activities guided by the teacher and (2) overall guidance. According to the students&rsquo
perceptions, language skills,teacher assistance and lab activities guided by the teacher were found to be the most effective dimensions.Descriptive statistics showed that both students and teachers are undecided about the effectiveness of CALL, and they believe that teachers are effective in CALL environment.
3
Yasar, Engin. "University Preparatory Class Efl Students'." Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/2/12606818/index.pdf.
Full textAbstract:
This study aims to investigate university preparatory class students&rsquoattitudes towards the assessment system by which they are evaluated and alternative assessment before and after the implementation of the electronic portfolio, their attitudes towards the electronic portfolio before and after keeping it for two months, their suggestions about improving the electronic portfolio and how keeping the electronic portfolio affects their computer literacy. For this purpose, 19 intermediate level EFL students in the Department of Basic English, METU were chosen as subjects. For this study, data were collected by administering two questionnaires before and after the implementation, conducting informal interviews with the students and keeping a diary in order to record teacher reflection. Then, the data collected through these data collection tools have been analysed. Finally, the results are discussed in order to interpret students&rsquo
attitudes towards the current assessment system at DBE, alternative assessment tools and the electronic portfolio. The findings of this study indicated that although the students are not completely dissatisfied with the current assessment used at DBE, their attitude towards alternative assessment tools, portfolio, and electronic portfolio was also positive before the implementation and keeping the electronic portfolio for two months made their attitudes towards these assessment tools even more positive. In addition, some of the students indicated that using both traditional and alternative assessment tools may reflect better assessment of their performance.
4
McCarty, Emily C. "Preparatory and Performance Self-Efficacy in Athletes." University of Dayton / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1438120542.
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5
Carmichael, Colin S. "Modelling student performance in a tertiary preparatory course." University of Southern Queensland, Faculty of Sciences, 2006. http://eprints.usq.edu.au/archive/00003577/.
Full textAbstract:
[Abstract]: In this dissertation a review of the literature as it applies to the modelling of educational performance data is undertaken. Statistical linear models, including the novel Beta, Tweedie and Tobit regression models, are then applied to the performance data of students who have undertaken a preparatory mathematics course. These models are then critically reviewed and compared with the commonly used standard linear regression model.Issues that arise from the application of statistical linear models to educational performance data are then explored. For example, the effects of non-Normality, which characterizes educational performance data, and thepresence of large numbers of students who fail to complete the course (a characteristic of this particular context), are examined and reported. Both of these effects can violate the underlying assumptions of the standard linearregression model. Simulation studies are then used to assess the appropriateness of the linear model when it is applied under the condition of non-Normality and the presence of large numbers of missing observations.Findings from this study indicate that issues relating to model effectiveness are clouded in the educational context by typically large values of the error variance (high noise) and the difficulty in finding suitable performancepredictors. Educational models of performance typically lack statistical power, so that in many instances it doesn’t matter what model is applied to the data. Nevertheless, the study highlights many reasons why modelsalternative to the standard linear regression model should be applied to such data. For example, in situations where the effect is not constant over the entire domain of the explanatory variable, a linear model based upon the betadistribution will be much more appropriate. Similarly, in situations where the performance data contains exact zeros (for example the performance of students who withdraw from the course without providing any measure of achievement) it is more appropriate to use a Tweedie linear model than the standard linear regression model.
6
La, Delfa S. "Preparatory work for C 3 line-list calculation." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/14899/.
Full textAbstract:
The goal of this dissertation is to study the infrared absorption spectrum of the C 3 (carbon three) molecule. In particular, the aim is to investigate its ground electronic state up to 12:500 cm-1, as this affects the atmospheres of cool C-rich stars. The linear C 3 molecule shows very unusual properties for a linear molecule: a high degree of floppiness, no permanent dipole moment and a strong bentstretch interaction. Consequently, the C 3 spectrum presents particular features such as overtones, hot bands, and, as has been recently detected in Carbon stars and molecular clouds, a quite low fundamental bending frequency (63 cm-1) when in the ground electronic state. This dissertation aims to address each of these features. The first section discusses the context for this work: the stars. It provides a brief introduction about the Astrophysics related to this research project. A review at the recent literature is provided and the experimental results which provide the goal for the results of the theoretical work in the rest of the dissertation are set out. The second section introduces the C 3 molecule and outlines its properties. Previous C 3 studies are discussed and the theoretical approach used to study ro-vibrational spectra of triatomic molecules is set out. Preparatory tests and calculations are carried out to allow a theoretical reproduction of C 3 roto vibrational spectrum in the infrared region to be produced. The third part of the thesis expands on the nuclear motion calculations of section 2 and presents the results of the large scale calculations performed using the DVR3D suit programs written by Tennyson et al. [1]. This program allows the calculation of energy levels, wave-functions, expectation values and Einstein Coefficients. It takes as input the Potential Energy Surface (PES) and a Dipole Moment Surface (DMS) constructed a priori (in section 2) by solving the electronic problem within the Born-Oppenheimer's approximation. Because the quality of the PES sets the accuracy of the ro-vibrational calculations tests on different C 3 PESs and DMSs are performed. To reproduce accurate spectra of cool stars atmosphere in the temperature range of 2000 - 4000 K it was necessary perform calculations with high rotational quantum number. For this reason, tests with J>>0 were necessary to optimize the DVR3DRJZ parameters in order to guarantee a certain degree of accuracy and energy levels convergence. The results of these calculations and associated C 3 line-lists should be very useful to support the observations and model atmospheric studies. This work was generously supported by the QUASAAR Marie Curie Network.
7
Du, Plessis Heléne. "An evaluation of a high school preparatory programme." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20506.
Full textAbstract:
This dissertation reports a process and outcome evaluation of an anonymised organisation's preparatory programme. The preparatory programme is an out-of-school time (OST) programme that aims to prepare the students that are selected for the scholarship programme, for high school. The programme has been implemented since 2008 and this dissertation will focus on the cohorts which received the programme in 2014 and 2015. The preparatory programme was investigated in terms of its plausibility and a theory of change was developed in consultation with the programme co-ordinator. Three questions related to the programme's process were posed. These questions related to whether the programme had been implemented as intended, whether the CAT instrument that the programme was using was a useful tool for informing selection, and which aspects of the programme the participants found most and least helpful. Five questions regarding outcomes were posed that enquired whether students who had received the programme improved their mathematics and English performance, their cognitive reasoning ability, and their self-efficacy; and whether students in each of the teaching streams had benefitted equally from the intervention. The evaluation used secondary data collected throughout 2015 and included student' term 2 and term 4 report cards, their performance on internal programme assessments, CAT scores, SEQ-C results, a focus group with the teachers who taught on the 2014 iteration of the programme, and interviews with the programme co-coordinator and students that had received the programme. Data analysis methods included the use of descriptive statistics, as well as parametric and non-parametric statistical tests for quantitative data. IBM Statistics 22 was used for the analysis of quantitative data and QSR NV ivo 10 was used for qualitative data. The results revealed that several minor changes were made to the planned structure of the programme in order to maintain the quality of the intervention. Students found the mathematics and English components of the programme useful, although how well they retained and applied the content from the programme varied. Students did not find the creative writing workshops or the study skills workshop particularly useful. The CAT instrument could potentially be a useful tool for informing selection, although it is not currently being used to its full potential. Students' mathematics aggregate s improved significantly, while English aggregates did not. There was no significant change in internal assessment scores for both mathematics and English. Students in the mid-stream appeared to benefit most from the preparatory programme. There was a significant improvement in student CAT scores, as well as on each of the CAT subscales (quantitative, verbal, and non-verbal). There was a significant increase in social self-efficacy scores and a significant decrease in academic self-efficacy scores. Total self-efficacy scores and emotional self-efficacy scores did not change significantly between the pre-and post-test. However, none of these observed effects could be attributed directly to participation in the preparatory programme due to the lack of a comparison group. It is possible that changes between repeated measures on participants were due to maturation effects, regression to the mean, or another historical event which influenced the outcomes of the programme participants.
8
Austin, Jonathan Edward. "The English boys boarding preparatory school, 1914-1940." Thesis, n.p, 1995. http://ethos.bl.uk/.
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9
Adams, Randy J. "IDENTIFYING RISK AND PROTECTIVE FACTORS OF PREPARATORY AND NON-PREPARATORY STUDENTS IN AGRICULTURAL EDUCATION PROGRAMS OF A RURAL KENTUCKY HIGH SCHOOL." UKnowledge, 2013. http://uknowledge.uky.edu/cld_etds/6.
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Today there is an increased demand for secondary agriculture education programs to prepare students to be college and career ready through a program of study. The purpose of this study was to identify risk and protective factors of preparatory and non-preparatory students within an agriculture education program at Anderson County High School in Lawrenceburg, Kentucky. The results of this study did not determine that there was a difference in risk and protective factors between preparatory and non-preparatory students within agriculture education courses. The study concluded that students among both categories were equally exposed to risks such as family conflict and peers that abused alcohol and/or drugs. The study also concluded that both preparatory and non-preparatory students could benefit from increased protective factors such as understanding the relevance of coursework within agriculture education courses, increased parent involvement in schoolwork, and having contact with peers who are involved in CTSO’s such as the FFA. It is recommended that agriculture education researchers at post-secondary institutions conduct further research on retention within career pathways from various theoretical frameworks.
10
Lindberg, Cheryl Senf. "A Comparison of the Effectiveness of Childbirth Preparatory Techniques." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc331561/.
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Stress reduction techniques have been used to assist people in coping with stressful medical procedures and events. Labor and delivery training classes have utilized techniques to assist women with the childbirth process. The classes generally included basic education of labor and delivery, respiration behavior, relaxation of muscles, and participation of a coach. Reducing the amount of pain experienced in labor and delivery has been suggested for facilitating the process and decreasing the amount of medication received. The painful experience changed from an uncontrollable situation into a positive one, allowing women to feel more resourceful, less anxious, and less threatened.
11
Madon, Mohd Sani. "Preparatory strategies for optimising an all-out sprint effort." University of Western Australia. School of Human Movement and Exercise Science, 2007. http://theses.library.uwa.edu.au/adt-WU2007.0109.
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[Truncated abstract] The inclusion of a warm-up in the form of prior exercise (PE) is generally advocated as a preparatory strategy of choice to improve sprint performance. Although there is evidence that both increasing muscle temperature and mobilising the cardiorespiratory system prior to exercise contribute largely to the benefit of PE on sprint performance, their relative importance is unknown. Another important question relates to situations where an athlete has to engage in a sprint shortly after one or several earlier sprints. Under these conditions, is engaging in mild exercise also the most effective preparatory strategy to adopt prior to sprinting when performed after a previous sprint(s)? It was the primary aim of this thesis to address these questions. Firstly, we hypothesised that there is a temporal shift in the mechanisms responsible for the effect of PE on power output during a maximal sprint effort, with temperature-dependent mechanisms playing a more important role at the onset of the sprint and mobilisation of the cardiorespiratory system playing a more important role later. To test this hypothesis, we compared the responses of a 30-s sprint to different PE protocols designed to control for either muscle temperature or pre-exercise VO2. ... A group of trained athletes was subjected to four consecutive bouts of 30-s sprint, each separated by 20 min of either active recovery at 40% VO2 peak or passive recovery. Our results show that PP, MP-20 and MP-10 did not fall between the first and last sprints, and were not affected by active recovery. In contrast, we found that MP10 and MP30 decrease significantly between the first and last sprint of the passive recovery trial, but not when active recovery is performed between consecutive sprints. Finally, this study also showed that the fall in mean power associated with repeated 30-s sprints in the passive recovery trial resulted primarily from a fall in early, but not late power output. These findings show that the early and late mean power output of repeated sprints respond differently to active and passive recovery, with the decrease in total mean power with repeated 30-s sprints resulting primarily from a fall in early as opposed to either late power output or peak power, thus highlighting the benefit of active recovery as a favourable preparatory strategy for the performance of repeated sprints of short (<10s) or longer duration (<30s), but not for repeated peak power.
12
O'Hara, Joanne E. "Colen Campbell and the preparatory drawings for Vitruvius Britannicus." Thesis, University of York, 2010. http://etheses.whiterose.ac.uk/1572/.
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Colen Campbell (c.1676-1729) is remembered for his contribution to English architecture in the early eighteenth century, and most notably for his authorship of three volumes of the architectural book Vitruvius Britannicus. In recent interpretations, Campbell's part in this venture has been called into question, assigning him the role of a mere draughtsman, only promoted to author due to circumstantial pressures. This thesis aims to contribute to the existing scholarly work by taking into consideration the drawings for the production of Vitruvius Britannicus, which have hitherto remained understudied. These drawings will be used as the basis for my investigation of the production of Vitruvius Britannicus. I also supply the first catalogue raisonné of these drawings. Across five chapters, I trace the production of Vitruvius Britannicus in the order in which it occurred. This chronology is reflected in the structure of my thesis. Chapter I sets out the provenance of the Campbell drawings and investigates their purpose and technique, both in the categories of drawing for building and drawing for engraving. Chapter II presents the origins of the designs included by Campbell in Vitruvius Britannicus. Chapter III investigates possible origins of the book in Scotland, by looking at three disparate individuals who may have provided Campbell with graphic material or skills needed for the production. In addition, visual material Campbell certainly utilised when in London is analysed. Chapter IV considers the accuracy of the source material which Campbell adopted, drawing on specific remaining examples. Chapter V deals with the final stage of production, the transformation of the drawings to engravings. The engraver for Vitruvius Britannicus, Henry Hulsbergh, is investigated, as is another, unidentified, engraver who assisted in the production of volume I. I present a challenge to the recent interpretations of Vitruvius Britannicus, and add to the existing understanding of the role which Campbell played in the production. I develop a hitherto unexplored interpretation of the genesis of the book, emphasising Campbell's own Scottish origins, and promote the view that he was instrumental in the conceptualisation of its production from the earliest stages.
13
Gunes, Cevriye. "Learning Style Preferences Of Preparatory School Students At Gazi University." Master's thesis, METU, 2001. http://etd.lib.metu.edu.tr/upload/12605465/index.pdf.
Full textAbstract:
The purpose of this study was to determine the learning styles of preparatory school students from Gazi University and examine the relationship between students&rsquolearning style preferences (LSP) and faculty students will study in, gender, proficiency level of English and achievement scores on listening, reading, grammar, and writing in the English Course. The instrument, Index of Learning Styles (ILS), was administered to 367 randomly selected students. As for the data analysis, descriptive statistics portrayed the frequencies, percentages, means and standard deviations, the t test was conducted to see whether students&rsquo
achievement scores differ according to their LSPs and the Crosstabs procedure was conducted to investigate whether the LSPs of the students at Gazi University differ according to faculty they will study in, gender and level of proficiency. The results indicated that there was no significant difference between students&rsquo
LSPs and faculty, gender, level and achievement scores.
14
Ataman, Fatma. "Predictors Of Organizational Socialization Of English Instructors At Preparatory Schools." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614963/index.pdf.
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The purpose of this study was to investigate the relationship between the socialization of English instructors at preparatory schools of Turkish universities at organization, department and task levels, and various individual (academic degree, teaching experience, length of employment at current work place, job satisfaction, commitment, and self-efficacy) and organizational (type of university, training, work conditions, knowledge sharing) variables.
A pilot study with 225 instructors from four universities was conducted to confirm the validity of Haueter, Macan, and Winter&rsquos (2003) Newcomer Socialization Questionnaire (NSQ) adapted into Turkish. Although the results of exploratory factor analysis in the pilot study did not reveal supportive results for the structures in NSQ, results of the confirmatory factor analysis indicated moderate fit for the structures in the scale. The main study was designed as a correlational study and the participants comprised of 737 English instructors working at 16 public and private universities selected from four cities in Turkey and Turkish Republic of Northern Cyprus via cluster sampling. In order to collect the data, an inventory consisting of three parts made up of self-developed and pre-developed scales was utilized. The first part consisted personal questions about education, age, gender and length of employment of the participants. The second part included questions about training and work conditions of the participants. The items related to training and work conditions were developed by the researchers. The third and final part of the inventory consisted of five separate scales for measuring both the predicted and predictor variables. Turkish adaptation of three-dimensional Organizational Socialization Scale, which was self-developed, and the Turkish version of three-dimensional Teachers&rsquo
Sense of Efficacy Scale developed and validated by Ç
apa, Ç
akiroglu, and Sarikaya,(2005), three-dimensional Organizational Commitment Scale developed and validated by Wasti (1997), Job Satisfaction and Knowledge Sharing scales developed by Kondakç
i and Haser (2011), all of which were pre-developed were utilized to measure the predictors of organizational socialization. Both descriptive and inferential statistics techniques were used for the data analysis. Exploratory factor analysis and confirmatory factor analysis for the self-developed Organizational Socialization Scale, and confirmatory factor analyses for the pre-developed Teachers&rsquo
Efficacy Scale, Organizational Commitment Scale, Job Satisfaction Scale and Knowledge Sharing Scale were conducted within the scope of this study. Hierarchical multiple regression analyses was carried out in order to investigate the relationship between organizational socialization and its predictors. Descriptive, inferential and multiple regression statistical analyses were performed by the software PASW Statistics 18 and the confirmatory factor analysis was performed by the software AMOS 18. The results of the main study revealed that socialization of English instructors to the organization, department, and task are significantly predicted by several organizational and individual variables. Among organizational variables knowledge sharing and training are the most significant ones
and among individual variables, job satisfaction, self-efficacy for instructional strategies, and affective commitment are the most significant ones. In this respect, the practitioners in the field should provide necessary conditions so as to promote and improve knowledge sharing, job satisfaction, appropriate training in the work place, as well as offering opportunities for instructors to improve their self-efficacy as a teacher and satisfaction with the job, which can lead to increase in affective commitment.
15
Blackburn, James Robert. "The role of dopamine in preparatory and consummatory defensive behaviours." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29009.
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The effects of neuroleptic drugs on avoidance and freezing behaviours of rats were examined in a series of experiments. In Chapter I it was found that the acquisition of a one-way avoidance response was precluded by a dose of haloperidol (0.15 mg/kg) that did not prevent escape responses and that did not initially disrupt performance of a previously acquired response. The atypical neuroleptics thioridazine (10-50 mg/kg) and clozapine (1.25-10.0 mg/kg) did not preclude acquisition of the response and had nonspecific effects on performance of an acquired response. In contrast, metoclopramide (5.0 mg/kg), like haloperidol, precluded acquisition of avoidance responding without initially disrupting performance. Given the clinical profiles of these drugs, these results suggest that disruption of avoidance responding by neuroleptic drugs may be more closely related to their capacity to produce extrapyramidal side effects than to their ability to relieve psychotic symptoms.
Chapter II examined the effect of metoclopramide on performance of avoidance responses after various training regimes. Metoclopramide effects were attenuated by a single training session of 10 trials, or, if the tone warning signal had previously been paired with shock, as few as 5 trials. No prophylactic effect of pretraining was observed if the rats were given noncontingent safety conditioning consisting of pairings of shock termination with the safe side of the apparatus plus a light cue. However, metoclopramide had little impact if pretraining consisted of prior tone-shock pairings plus the opportunity to escape from unsignalled shock in the avoidance apparatus. These results exclude the possibility that attenuation of metoclopramide effects is due to overtraining of the avoidance response.
Chapter III established that freezing responses to shock are potentiated by metoclopramide, although the magnitude of freezing responses to a conditional stimulus signalling shock was not enhanced significantly. Following up on this discovery, Chapter IV determined that the disruptive effect of metoclopramide on avoidance responding was enhanced by the presence of additional shock or shock cues. It was concluded that the enhancement of freezing by metoclopramide contributes to the deficit in avoidance responding observed following metoclopramide treatment.
These results were interpreted as supporting a hypothesis that central dopamine systems are involved in the execution of preparatory responses directed towards distal stimuli, but not in consummatory responses directed towards diffuse local or internal cues.Arts, Faculty of
Psychology, Department of
Graduate
16
Fernandez, Laura Gabriela. "Hemispheric differences in preparatory attention : a divided visual field study." Phd thesis, Université René Descartes - Paris V, 2013. http://tel.archives-ouvertes.fr/tel-00875182.
Full textAbstract:
A crucial aspect of attentional control is the capacity of anticipating a stimulus appearance in order to improve the speed and effectiveness of its subsequent processing. Preparatory attention (PA) is the ability to modulate (enhance) the intensity of attention directed to a selected stimulus prior to its occurrence, preventing subjects from being distracted by interfering stimuli. Some studies propose that PA is lateralized to the right hemisphere (RH) while others suggest that both the left hemisphere (LH) and the RH participate in the modulation of PA. The aim of the present thesis was to examine the role of each brain hemisphere in the modulation of PA directed to a spatial location. We developed a lateralized version of the Attentional Preparatory Test, (APT, proposed par LaBerge, Auclair & Siéroff, 2000), named the Lateralized APT or LAPT. The APT measures the ability of subjects to modulate PA directed to a target location when the probability of a distractor occurrence varies across several blocks of trials. In the APT, the response times increased as the probability of a distractor appearing in the preparatory phase preceding the target presentation increased, showing that PA is modulated by the events occurring prior to the target appearance. We developed the LAPT using the divided visual field paradigm in which stimuli can occur in the left (LVF) or the right (RVF) visual fields. The visual field differences in subjects' performance are assumed to reflect differences in the processing strategies of both hemispheres (RVF/LH vs LVF/RH). In a series of studies we showed that the modulation of PA by the expected probability of events was different in each visual field/hemisphere, depending on task configuration. In the RVF/LH, PA is modulated by the expected probability of distractor events, especially when this probability is explicit. In addition, the LH seems to play a crucial role in modulating PA when the target and the distractor are hard to discriminate. In the LVF/RH, PA is modulated by the temporal probability of events and may depend on the most probable delay in which the target is expected, but only when the discrimination between the target and the distractor is easy. Most importantly, our findings suggest that the differences between RVF/LH and LVF/RH in the modulation of PA take place at the perceptual level of processing because they are independent of the hand use in executing the response, thus also independent of the processes taking place at the motor programming level. Taken together our results, they suggest that each hemisphere uses a different strategy to modulate PA when directed to a spatial location.
17
Berglund, David. "Preparatory Studies to Introduce Regulatory T Cells in Clinical Transplantation." Doctoral thesis, Uppsala universitet, Klinisk immunologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-220873.
Full textAbstract:
Solid organ transplantation has evolved from being an experimental procedure to a life-saving treatment for patients with end-stage organ failure. The risk of losing a transplant due to acute rejection is very low with the use of modern immunosuppressive protocols and the short-term results are impressive. However, long-term outcomes are suboptimal and transplant recipients are at increased risks for severe complications such as cancers, opportunistic infections and cardiovascular events. The previous struggle to achieve short-term survival has turned into a search for new strategies to improve patient and transplant longevity. Regulatory T cells (TRegs), a subset of T cells, occur naturally in the immune system and have the capacity to down regulate immune responses. Under normal conditions they maintain self-tolerance and prevent excessive immune activation. Functional TReg defects lead to a massive autoimmune response and are not compatible with life. Preclinical data support that TRegs can be used as a cell therapy to prevent transplant rejection, with the potential to minimize the need for traditional immunosuppression and improve the long-term outcome. This thesis aims to enhance the translation of TReg cell therapy to clinical organ transplantation. In particular, strategies for isolation and expansion of TRegs from uremic patients awaiting kidney transplantation have been assessed. A non-invasive imaging technique to study T cell products after intravenous administration was developed, for use in future clinical trials. The performance of a novel cell purification technique was investigated to potentially improve the clinical production of TRegs. The thesis demonstrates that TRegs can be isolated and expanded from uremic patients to display potent suppressive properties in vitro. The mode of isolation and expansion affect the functional characteristics, where cells purified with cytometry based techniques and expanded with mature dendritic cells were the most advantageous. T cells can be labeled using the radioactive tracer [111In]oxine with preserved viability and subsequently followed in vivo with SPECT/CT for more than 1 week after intravenous administration. The use of microfluidic switch technology offers a novel way of purifying TRegs at high speed, purity and viability, under conditions compatible with clinical use.
18
Williams, David John. "Corporate culture in preparatory schools : the business of independent education." Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343009.
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19
Prasad, T. V. (Thyagarajan V. ). ""Reading into" texture : preparatory understanding of design in urban settings." Thesis, Massachusetts Institute of Technology, 1990. http://hdl.handle.net/1721.1/69264.
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20
Gibson, William Elijah Jr. "Students' Perceptions of the Preparatory Academy, A Dropout Prevention Program." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/29016.
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The Preparatory Academy was established in September, 1999 to improve academic achievement and reduce the dropout rate of at-risk high school students in a mid-Atlantic state. The study looks at the Preparatory Academy as a dropout prevention program for high school students. Students attending the Preparatory Academy are one or more years behind grade level and have not been successful in a general education setting. In addition, the students are identified by the school division as being at-risk of not graduating from high school. The Preparatory Academy was designed to address the increasing drop out rate and to advance students one or two grade levels in one school year, whereby giving them an opportunity to reach their age appropriate grade.
A qualitative design methodology was chosen to evaluate the Preparatory Academy effectiveness from the eyes of the students who were successful in the program. Eight participants who successfully completed the Academy during the 2004-2005 academic year were selected from each participating high school. Students participated in focus groups and answered questions about their experiences, their beliefs, and their perceptions while in the Preparatory Academy. Seven staff members, three administrators, two teachers, and two guidance counselors, were interviewed to clarify Academy procedures and policies.
The results of this study show that the Preparatory Academy is perceived by students to be an effective dropout prevention program. Students reported an increased commitment to graduation from high school and reported an increase in grade point average. In addition, data revealed students having a positive change in their attitude toward themselves and their education. When asked about the reason, the students gave credit to the Preparatory Academy.Ed. D.
21
Dumas, Kuchling Janine. "1:1 Digital devices and preparatory school teachers’ classroom practices." Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80435.
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In this study, the influence of a 1:1 digital device on South African preparatory school teachers’ perceptions regarding their classroom practices is described. The focus is on the Chromebook as an ‘artifact’ of learning. Digital technology is becoming prevalent in all education spheres and, subsequently, interest in this topic is growing. In order to create an environment where optimal learning takes place, teachers and pupils should adapt their learning and teaching methods to embrace the effects of technology. Teachers are at the forefront of education and education trends involving digital devices are becoming a reality across all grades.
Qualitative research was conducted to gain insight into eight teachers’ perceptions on using a 1:1 digital device (the Chromebook) for teaching and learning in a private Gauteng school. The major findings were that teachers had to adapt their preparation, facilitation and assessment strategies to accommodate the use of the Chromebook in the classroom. This was mostly done successfully by the participants. The teachers realised that the Chromebook is a useful learning and teaching artifact or learning and teaching support material as a tool in the classroom. It enhances multimodal learning, encourages the inclusion of multiliteracies, and creates a third space of learning, where teachers and pupils cooperate in constructing new knowledge. A concern addressed by the teachers was that digital learning would have a negative impact on writing skills. They also stated that there should be a balance between technology and traditional teaching methods.
The most important recommendations are that teachers should change their attitude and their preparation and implementation of lessons when using the digital device in the classroom. Teachers should realise that pupils whose parents have the financial means and who have access to trending technology, today’s digital natives, have instant access to information and this has changed the way learning takes place. Although new to some teachers, the use of digital devices is second nature for many pupils of the 21st century. Teachers should embrace opportunities for professional development so that the digital device can be effectively incorporated in the learning process in the classroom.Dissertation (MEd)--University of Pretoria 2020.
pt2021
Humanities Education
MEd
Unrestricted
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Breathnach, Helen. "Parent views of play in the Preparatory Year in Queensland." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/60127/1/Helen_Breathnach_Thesis.pdf.
Full textAbstract:
Over the past ten years, Queensland has experienced a period of significant education reform including the introduction in 2007 of a Preparatory Year of schooling for children aged five years. Recently, the development of a new Australian Curriculum represents a further curriculum reform impacting on Prep in Queensland, as Prep is, for the first time, part of the broader school curriculum and specific content is to be taught. The place of play as a context for learning is a current topic of interest during this period of change, and this thesis argues that consideration of parent views with regard to play and its place in Prep is timely and strategic.
This thesis reports the findings of a research project that used case study to elicit and describe the ways in which eight parents viewed play in Prep. Analysis of parent interviews identified four themes: (1) parents interpreting play in Prep, (2) play and learning in Prep, (3) the Prep teacher's role in play and (4) parent tensions regarding play and learning in Prep.
The results of the study suggest that variation exists in the ways in which parents may view and interpret play in Prep in Queensland. Analysis of the data further suggests that these interpretations may reflect parents' understanding of the Prep program and their attitudes to play and school generally. This thesis suggests that parents may spend limited time in Prep classrooms, which may impact on their understanding of play as a theoretical tenet in Prep and may highlight limitations in parent-teacher partnerships.
The results of this study suggest that more attention be given to engaging parents in early childhood programs and eliciting their views on these programs. The results also suggest the importance of early childhood teachers advocating on behalf of play with their teaching colleagues, school leaders and policy makers.
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Drosinos, John P. "The effect of the United States Naval Academy Foundation Preparatory Program on the academic performance of Naval Academy midshipmen." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2004. http://library.nps.navy.mil/uhtbin/hyperion/04Dec%5FDrosinos.pdf.
Full textAbstract:
Thesis (M.S. in Leadership and Human Resource Development)--Naval Postgraduate School, Dec. 2004.Thesis Advisor(s): Steve Mehay, Linda Mallory. Includes bibliographical references (p. 95-98). Also available online.
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Gustafsson, David. "Constitutive modelling of the nickel base superalloy IN718, a preparatory study." Thesis, Linköping University, Department of Management and Engineering, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-15755.
Full textAbstract:
One of the limiting factors in gas turbine design is the allowable metal temperatures and loads in critical components. Specially designed superalloys are used when the conditions are most severe. One of these superalloys is Inconel 718. To be able to design components for higher temperature and higher loads, an accurate understanding and computational model of the material is needed. In this thesis the deformation mechanisms of Inconel 718 have been investigated and a theoretical basis for modelling in a large deformation context has been established. Finally a viscoplastic nonlinear kinematic hardening material model with an Armstrong-Frederick backstress evolution law has been implemented as a first step in describing the constitutive behaviour of the material Inconel 718.
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Saarinen, E. (Emilia). "“Everyone loves” atmosphere:cornerstones of compassionate classroom atmosphere in a preparatory class." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201605131737.
Full textAbstract:
Compassion has been defined in literature as empathy in action and seeing others as fellow human beings worthy of dignity. Other important elements of compassion are alleviation of suffering, wisdom, feeling of interdependence, responsibility and morality. It has been argued that if our society consisted of more compassionate people, people would use their knowledge for common good. In the current situation of the world, where conflicts are getting worse and asylum seekers are searching for shelter in different parts of the world, compassion is definitely needed. In my master thesis I wanted to find out, what kind of conditions in school support the development of compassion. A year ago I accomplished a practice in a truly warm-hearted, compassionate preparatory class, which gave the inspiration for my master thesis. My research question is: What are the cornerstones of compassionate classroom atmosphere in this preparatory class? I conducted a qualitative ethnographic research, as I wanted to understand compassionate classroom atmosphere with the participants, from their perspective. Data was collected mainly by two weeks ethnographic observation in the class and a thematic interview with the teacher and the learning counsellor. Also children’s perspective was heard through a small questionnaire, a short interview and a drawing. For the analysis I have used data based content analysis. In my research I found out that compassionate classroom atmosphere is a “holistic package”. It is built on eight cornerstones, which are all interlinked with each other. The cornerstones of compassionate classroom atmosphere are safety, respect, contentment with profession and studies, good social relationships, trust, true encounter, support, humour and play. The versatile use of literature, several citations from data and my reflection on different research phases give the reader a possibility to evaluate the reliability of my research. Instead of generalizations, I emphasize thorough research, in which the complexities of this classroom are of greater importance. Ethical codes have accompanied me through the whole research process. On the basis of my research outcomes I argue that compassionate classroom atmosphere, which lies on the eight cornerstones, gives good conditions for the growth of compassion. A compassionate world would lead to better a future, where people truly care for their fellow human beings and do their best to support each other. Therefore, compassionate atmosphere should be the goal of all classroomsEnglanninkieliselle termille ”compassion” ei ole sopivaa suomennosta, joten käytän tässä yhteydessä suomennosta ”aktiivinen empatia”. Termi ”aktiivinen empatia” pohjautuu kirjallisuuteen ja sille olennaisia piirteitä ovat toisten ihmisten näkeminen arvokkaina lähimmäisinä, kärsimyksen vähentäminen, viisaus, tunne keskinäisestä riippuvuudesta, vastuuntuntoisuus ja moraalisuus. Jos yhteiskunnassamme olisi enemmän aktiivisesti empaattisia ihmisiä, käyttäisivät ihmiset tietonsa ja osaamisensa yhteisen hyvän puolesta. Aktiivisen empatian tarve korostuu erityisesti juuri nykyisenkaltaisissa tilanteissa, joissa konfliktit pahenevat eri puolilla maailmaa ja ihmiset etsivät turvaa, rauhaa ja parempia oloja. Pro gradu -tutkielmassani halusin selvittää, millaiset olosuhteet koulussa tukevat aktiivisen empatian kehitystä. Vuosi sitten suoritin yhden harjoitteluistani eräässä lämminhenkisessä ja välittävässä valmistavan opetuksen luokassa, mikä inspiroi minua tutkimaan aihetta pro gradu -tutkielmassani. Tutkimuskysymykseni on: Minkä kulmakivien varaan aktiivisesti empaattinen luokkailmapiiri tässä valmistavan opetuksen luokassa rakentuu? Laadullisen tutkimukseni metodologiana on etnografia, joka mahdollistaa tutkittavan ilmiön ymmärryksen yhdessä tutkittavien kanssa korostaen juuri tutkittavien näkökulmaa. Tutkimuksen aineisto koostuu pääasiassa kahden viikon etnografisen havainnointijakson kenttämuistiinpanoista sekä opettajan ja koulunkäyntiohjaajan teemahaastattelusta. Lisäksi lasten näkökulma tulee tutkimuksessani esiin kyselyn, haastattelun sekä piirroksen välityksellä. Aineisto on analysoitu aineistolähtöisen sisällönanalyysin keinoin. Tutkimustulokseni osoittavat, että aktiivisesti empaattinen luokkailmapiiri on ”kokonaisvaltainen paketti”, joka rakentuu kahdeksan kulmakiven varaan. Nämä kulmakivet ovat turvallisuus, kunnioitus, tyytyväisyys työhön ja opintoihin, hyvät sosiaaliset suhteet, luottamus, aito kohtaaminen, tuki sekä huumori ja leikki. Nämä kulmakivet ovat tiiviisti yhteydessä ja vaikuttavat toinen toisiinsa. Tutkimukseni monipuolinen teoreettinen viitekehys, runsaat aineistoviitteet sekä tutkimusprosessin reflektointi eri vaiheissa antavat lukijalle mahdollisuuden arvioida tutkimuksen luotettavuutta. Tutkimuksessa ei pyritä yleistettävyyteen vaan tiheään kuvaukseen, jossa luokan vuorovaikutuksellinen monitahoisuus on tutkimuksen keskiössä. Koko tutkimuksen ajan pyrkimyksenä on ollut noudattaa tutkimuksen tekemisen eettisiä periaatteita. Tutkimustuloksiini pohjautuen esitän, että näille kahdeksalle kulmakivelle rakennettu luokkailmapiiri tarjoaa hyvät olosuhteet aktiivisen empatian kasvulle. Aktiivinen empatia johtaisi parempaan tulevaisuuteen, jossa ihmiset aidosti välittävät lähimmäisistään ja tekevät parhaansa tukeakseen heitä. Tämän vuoksi aktiivisesti empaattinen ilmapiiri tulisi olla kaikkien luokkien tavoite
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Allen, Suzanne. "Pathway Reflections: Intercultural Understanding in NSW Preparatory Programs to Higher Education." Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/22873.
Full textAbstract:
This qualitative study addresses intercultural understanding (ICU) in NSW English entry programs to higher education, offered by Registered Training Organisations and universities. These preparatory programs or ‘pathways’ offer international students an alternative entry to university, predominantly through delivering additional English language support. The study entailed investigation into the nature and value of ICU in three institutes. Two of the institutes offered English Language Intensive Courses for Overseas Students, and the participants were enrolled in classes at the advanced level of ‘English for Academic Purposes’. The third institute also focused on academic English in offering English Communication classes. Pathway processes were explored through observations, curricula analysis, and interviews with administrative staff, tutors, and students. Throughout, the researcher gave recognition to cultural multiplicities (Deleuze, 1968/1994), with particular attention to pedagogical feminism. Critical discourse analysis was employed as the methodology. An additional dimension to the research is provided with auto-ethnographic reflections from the researcher’s own teaching experiences in pathway programs. The study locates methods for students and tutors to penetrate practices that may enrich ICU and clarifies areas where educational policy and pedagogical methodologies may be revised to facilitate deepening ICU. Key Words: higher education, intercultural learning, intercultural understanding, international students, pathway.
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Garcia, Carmen Alicia. "Tracking Chemistry Self-Efficacy and Achievement in a Preparatory Chemistry Course." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1638.
Full textAbstract:
Self-efficacy is a person's own perception about performing a task with a certain level of proficiency (Bandura, 1986). An important affective aspect of learning chemistry is chemistry self-efficacy (CSE). Several researchers have found chemistry self-efficacy to be a fair predictor of achievement in chemistry. This study was done in a college preparatory chemistry class for science majors exploring chemistry self-efficacy and its change as it relates to achievement. A subscale of CAEQ, Chemistry Attitudes and Experiences Questionnaire (developed by Dalgety et al, 2003) as well as student interviews were used to determine student chemistry self-efficacy as it changed during the course. The questionnaire was given to the students five times during the semester: in the first class and the class before each the four tests taken through the semester. Twenty-six students, both men and women, of the four major races/ethnicities were interviewed three times during the semester and events that triggered changes in CSE were followed through the interviews. HLM (hierarchical linear modeling) was used to model the results of the CSE surveys. Among the findings, women who started at significantly lower CSE than men accomplished a significant gain by the end of the semester. Blacks' CSE trends through the semester were found to be significantly different from the rest of the ethnicities.
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Dagkas-Tsoukalas, Vladimiros. "Liberal trusteeship : preparatory work for an epistemic defence of non-egalitarian liberalism." Thesis, University of St Andrews, 2017. http://hdl.handle.net/10023/10251.
Full textAbstract:
This thesis examines some epistemic defences of democracy put forward by David Estlund, Michael Fuerstein, Cheryl Misak, and Fabienne Peter, as well as a critique of democracy raised by Jason Brennan. It then develops an epistemic defence of a moderately non-egalitarian system, which it proposes to call liberal trusteeship. According to the proposed theory, the power to draft laws ought to be separated from the power to enact those drafts into law. The former power ought to be vested in trustees, who are essentially specialists that have inquired extensively into a given matter, and the latter power ought to be vested in a democratically elected parliament. Subsequently, this thesis argues that parliament should nevertheless have the prerogative to ultimately override trustees on ethics and pass its own legislation regulating moral matters; that the criteria for selecting trustees should be determined by jury courts; and that parliament and jury courts should be given some powers to influence the composition of trustee committees, so that the political process can guard against the risk that trustees might be biased or corrupt. The above proposal is grounded on three principal claims. Firstly, this thesis argues that moral authority and legitimacy ought to be reserved for the political system that strikes the best balance between competence and equality. Secondly, it argues that liberal trusteeship is more likely than democracy to determine correctly what ought to be done in light of the progress of open and vigorous inquiry into a given matter. Thirdly, and as a result, it argues that liberal trusteeship is likely to exercise power sufficiently more competently than democracy, such that its moderate deviation from political equality will be justified. In the light of this, the thesis concludes that liberal trusteeship would strike a better balance between competence and equality than democracy.
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Fourie-Gouws, Josina Nina. "The solo classical guitar concerto : a soloist’s preparatory guide to selected works." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/63459.
Full textAbstract:
The study addresses the preparatory information needs of potential performers of solo classical guitar concerti. Identifying a range of specific decisions that play an important part in the pre-performance planning of an anticipated concerto performance provides performance considerations for each selected concerto. The content of six solo classical guitar concerti spanning almost 180 years by six composers from four countries was analysed for the purpose of this study. Two early guitar concerti by guitarist composers Mauro Giuliani (1781-1829) and Ferdinando Carulli (1770-1841), two modern concerti by non-guitarist composers Mario Castelnuovo-Tedesco (1895-1968) and Joaquín Rodrigo (1901-1999) and two modern concerti by guitarist composers Heitor Villa-Lobos (1887-1959) and Leo Brouwer (b.1939) were investigated.
The study examines specific compositional and performance aspects of each concerto to serve as a guideline for professional performers, students and teachers. Each concerto was analysed according to similar themes: the historical significance of the investigated concerti, pre-performance considerations, the level of difficulty of selected concerti, technical observations, performance recommendations and observations regarding balance between the soloist and orchestra. As an addendum the study provides a comprehensive list of published concerti for solo classical guitar.Mini Dissertation (MMus)--University of Pretoria, 2017.
Music
MMus
Unrestricted
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Nickerson, Lloyd Emery II. "JOURNALING AS A TEST PREPARATORY MEASURE IN SECONDARY MATHEMATICS: SUCCESSFUL STUDENT STRATEGIES." Cedarville University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=cedar1182276113.
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FitzPatrick, Brian S. "The performance of Preparatory School candidates at the United States Naval Academy." Thesis, access online version, 2001. http://handle.dtic.mil/100.2/ADA397259.
Full textAbstract:
Thesis (M.S.)--Naval Postgraduate School, 2001."September, 2001." Includes abstract. DTIC report no.: ADA397259. Author was part of NPS's company officers program and was stationed at the Naval Academy while doing the research for this thesis. Includes bibliographical references (leaves 93-95). Full text available online from DTIC.
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Smyth, Jennifer Ann. "Australian preparatory students' representation of their knowledge of the nature of science." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/122929/1/Jennifer_Smyth_Thesis.pdf.
Full textAbstract:
This study makes a unique contribution to the field of science education. Few studies have investigated the prior knowledge of the nature of science that Australian Preparatory students bring to their learning and how they represent that knowledge. Understanding students' prior knowledge enables teachers to build on it to develop engaging and relevant science lessons for young learners. Affording students the opportunity to develop an understanding of the nature of science is important for future citizens to contribute responsibly to contemporary socioscientific issues and the unexpected consequences that accompany them.
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Vintersvärd, Anna. "Copyright in Social Media : A Preparatory Study in Access to Protected YouTube Clips." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Redovisning och Rättsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-17747.
Full textAbstract:
Social media, such as YouTube, contain different types of information provided by the users. Because of the popularity and ability to reach out to others, coprorations might want to use this information in its advertising. However, some of the information is copyright protected works. How can a coproration use the limitations in the copyright protection to its advantage? Even when it is allowed to use the work with regard to the limitations in the copyright protection, attention must be paid to personal information and marketing provisions. This bachelor's thesis disclosures the method by which a work or the information is legally eccessed for advertising purposes.
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Phull, Harminder. "A preparatory study for carbon dioxide activation and revisitation of a crystallographic pitfall." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28744.
Full textAbstract:
Ruthenium beta-diketiminate complexes were studied in attempts to observe small molecule activation. [eta-p-cymene(iPrArNCMe) 2C]Ru[(iPrArNCMe)2CH] was prepared by the reaction of [RuCl2(p-cymene)]2 with 2 equivalents of [(iPrArNCMe)2CH]K in hexanes. The resulting complex was characterized by X-ray crystallography and 1 H NMR. Attempts to reduce the complex in-situ using potassium, sodium metal and sodium hydride afford [(iPrArNCMe) 2CH]Ru[eta5-1-methyl-4-(propan-2-ylidene)cyclohexa-2,5-dien-1-yl]. The resulting complex was characterized by X-ray crystallography and 1H NMR. The formation of [eta5-p-cymene( iPrArNCMe)2C]Ru[(iPrArNCMe)2CH] and [(iPrArNCMe)2CH]Ru[eta5-1-methyl-4-(propan-2-ylidene)cyclohexa-2,5-dien-1-yl] is attributed to nucleophilic attack and dehydrogenation of the pi-bound p-cymene ring respectively.
While exploring small molecule activation on ruthenium systems a publication detailing the formation of an unprecedented Mg/Al-containing cluster [{R 2Al(mu-NSiMe3)(mu-OSiMe3)Mg(THF)2(mu- O2C)3]˙2 THF (R = Me (A), Et (B)) detailed the first end-on CO2 coordination to a d0 main group metal. This claim prompted a re-investigation of the complex and through detailed X-ray, DFT and NMR analysis the cluster is appropriated re-assigned as [{Me2Al(mu-OSiMe3) 2Mg(THF)2(mu-OCN)}]·1.5 THF.
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Carter, Barbara Jo. "Developing a college preparatory curriculum for high school students of international missionary families." Theological Research Exchange Network (TREN) Access this title online, 2006. http://dx.doi.org/10.2986/tren.049-0477.
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Ma, Hoi-ling Helen, and 馬海菱. "Appropriateness and feasibility of medical preparatory play in preparing children for anaesthetic procedure." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B44626022.
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Ohl, Sven. "Small eye movements during fixation : the case of postsaccadic fixation and preparatory influences." Phd thesis, Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2014/6986/.
Full textAbstract:
Describing human eye movement behavior as an alternating sequence of saccades and fixations turns out to be an oversimplification because the eyes continue to move during fixation. Small-amplitude saccades (e.g., microsaccades) are typically observed 1-2 times per second during fixation.
Research on microsaccades came in two waves. Early studies on microsaccades were dominated by the question whether microsaccades affect visual perception, and by studies on the role of microsaccades in the process of fixation control. The lack of evidence for a unique role of microsaccades led to a very critical view on the importance of microsaccades.
Over the last years, microsaccades moved into focus again, revealing many interactions with perception, oculomotor control and cognition, as well as intriguing new insights into the neurophysiological implementation of microsaccades.
In contrast to early studies on microsaccades, recent findings on microsaccades were accompanied by the development of models of microsaccade generation. While the exact generating mechanisms vary between the models, they still share the assumption that microsaccades are generated in a topographically organized saccade motor map that includes a representation for small-amplitude saccades in the center of the map (with its neurophysiological implementation in the rostral pole of the superior colliculus).
In the present thesis I criticize that models of microsaccade generation are exclusively based on results obtained during prolonged presaccadic fixation. I argue that microsaccades should also be studied in a more natural situation, namely the fixation following large saccadic eye movements. Studying postsaccadic fixation offers a new window to falsify models that aim to account for the generation of small eye movements. I demonstrate that error signals (visual and extra-retinal), as well as non-error signals like target eccentricity influence the characteristics of small-amplitude eye movements.
These findings require a modification of a model introduced by Rolfs, Kliegl and Engbert (2008) in order to account for the generation of small-amplitude saccades during postsaccadic fixation. Moreover, I present a promising type of survival analysis that allowed me to examine time-dependent influences on postsaccadic eye movements. In addition, I examined the interplay of postsaccadic eye movements and postsaccadic location judgments, highlighting the need to include postsaccadic eye movements as covariate in the analyses of location judgments in the presented paradigm.
In a second goal, I tested model predictions concerning preparatory influences on microsaccade generation during presaccadic fixation. The observation, that the preparatory set significantly influenced microsaccade rate, supports the critical model assumption that increased fixation-related activity results in a larger number of microsaccades.
In the present thesis I present important influences on the generation of small-amplitude saccades during fixation. These eye movements constitute a rich oculomotor behavior which still poses many research questions. Certainly, small-amplitude saccades represent an interesting source of information and will continue to influence future studies on perception and cognition.Die Beschreibung des Blickbewegungsverhaltens als eine sich abwechselnde Folge von Sakkaden und Fixationen stellt eine starke Vereinfachung dar, denn auch während einer Fixation bewegen sich die Augen. Typischerweise treten Bewegungen von kleiner Amplitude (z.B. Mikrosakkaden), 1-2 mal pro Sekunde während einer Fixation auf. Frühe Studien zu Mikrosakkaden wurden von Fragen bezüglich des Einflusses von Mikrosakkaden auf die visuelle Wahrnehmung, und Studien zu der Rolle von Mikrosakkaden bei der Fixationskontrolle dominiert. Fehlende Evidenz für eine Rolle, die ausschließlich Mikrosakkaden zufällt, führten zu einer sehr kritischen Betrachtung von Mikrosakkaden. In den letzten Jahren rückten Mikrosakkaden wieder mehr in den Fokus. Vielerlei Zusammenhänge mit Wahrnehmung, okulomotorischer Kontrolle und Kognition, sowie neue Erkenntnisse bezüglich der neurophysiologischen Implementierung von Mikrosakkaden konnten aufgedeckt werden. In den letzten Jahren wurden verschiedene Modelle der Mikrosakkadengenerierung vorgestellt. Auch wenn sich diese in ihren exakten Mechanismen unterscheiden, so teilen sie doch die Annahme, dass Mikrosakkaden in einer topographisch organisierten motorischen Karte für Sakkaden ausgelöst werden. Diese Karten beinhalten eine Repräsentation für klein-amplitudige Sakkaden im Zentrum der Karte (mit dem rostralen Pol der colliculi superiores als neurophysiologische Implementierung). In der vorliegenden Arbeit kritisiere ich, dass Modelle der Mikrosakkadengenerierung ausschließlich auf Resultaten langanhaltender präsakkadischer Fixation beruhen. Ich führe an, dass Mikrosakkaden in einer natürlicheren Situation untersucht werden sollten, nämlich während der Fixation nach einer großen Sakkade. Die Untersuchung postsakkadischer Fixation bietet eine neue Möglichkeit Modelle der Mikrosakkadengenerierung zu falsifizieren. In den Studien zeige ich, dass Signale über den Fehler in der Sakkadenlandeposition (visuelle und extra-retinale), sowie fehler-unabhängige Signale, wie die Zielreiz-Exzentrizität, einen entscheidenden Einfluss auf kleine Sakkaden haben. Diese Resultate erfordern Modifikationen an dem kürzlich eingeführten Modell von Rolfs, Kliegl und Engbert (2008), um die Generierung von kleinen Sakkaden auch während der postsakkadischen Fixation erklären zu können. Darüber hinaus präsentiere ich eine viel versprechende Ereigniszeitanalyse, die uns erlaubt zeitabhängige Einflüsse auf das postsakkadische Blickbewegungsverhalten zu untersuchen. Außerdem untersuche ich das Zusammenspiel von postsakkadischen Augenbewegungen und postsakkadischen Positionsurteilen. Dabei wird die Bedeutung von postsakkadischen Augenbewegungen als Kovariate in den statistischen Analysen betont. Ein zweites Ziel dieser Arbeit besteht darin Modellvorhersagen bezüglich vorbereitender Einflüsse auf die Mikrosakkadengenerierung zu untersuchen. Die Ergebnisse, hinsichtlich eines signifikanten Einflusses des preparatory set auf die Mikrosakkadenrate unterstützt die wesentliche Modellannahme, dass erhöhte fixationsbezogene Aktivität zu einer größeren Anzahl an Mikrosakkaden führt. In der vorliegenden Arbeit präsentiere ich wichtige Einflüsse auf die Generierung von kleinen Sakkaden während der Fixation. Diese Augenbewegungen stellen ein vielseitiges okulomorisches Verhalten dar, welche weiterhin zahlreiche Fragen mit sich bringen und sicherlich zukünftige Studien zu Wahrnehmung und Kognition beeinflussen werden.
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Mlera, Luwanika. "Preparatory investigations for developing a transcript-based rotavirus reverse genetics system / Luwanika Mlera." Thesis, North-West University, 2012. http://hdl.handle.net/10394/9523.
Full textAbstract:
Reverse genetics systems that are based on either viral transcripts or cDNA genome
segments cloned in plasmids have recently been reported for some of the dsRNA
viruses of the Reoviridae family, namely African horsesickness virus, bluetongue
virus and orthoreovirus. For rotaviruses, three reverse genetics systems which only
allow the manipulation of a single genome segment have been described. These
rotavirus single genome segment reverse genetics systems are not true stand-alone
systems because they require a helper virus and a recombinant virus selection step.
A true selection-free, plasmid- only or transcript-based reverse genetics system for
rotaviruses is lacking.
This study sought to identify and characterise the factors that need to be understood
and overcome for the development of a rotavirus reverse genetics system using
mRNA derived from the in vitro transcription of a consensus nucleotide sequence as
well as from double-layered particles. The consensus whole genome sequence of
the prototype rotavirus DS-1 and SA11 strains was determined using sequenceindependent
whole genome amplification and 454® pyrosequencing. For the
rotavirus DS-1 strain, a novel isoleucine in a minor population variant was found at
position 397 in a hydrophobic region of VP4. NSP1 contained seven additional
amino acids MKSLVEA at the N-terminal end due to an insertion in the consensus
nucleotide sequence of genome segment 5. The first 34 nucleotides at the 5'-
terminus and last 30 nucleotides at the 3'-terminal end of genome segment 10
(NSP4) of the DS-1 strain were determined in this study. The consensus genome
segment 11 (NSP5/6) sequence was 821 bp in length, 148 bp longer than previously
reported. The 454® pyrosequence data for a rotavirus SA11 sample with no known
passage history revealed a mixed infection with two SA11 strains. One of the strains
was a reassortant which contained genome segment 8 (NSP2) from the bovine
rotavirus O agent. The other ten consensus genome segments of the two strains
could not be differentiated. Novel minor population variants of genome segments 4
(VP4), 9 (VP7) and 10 (NSP4) were identified. Molecular clock phylogenetic
analyses of the rotavirus SA11 genomes showed that the two SA11 strains were
closely related to the original SA11-H96 strain isolated in 1958. Plasmids containing inserts of the consensus cDNA of the rotavirus DS-1 strain were
purchased and used to generate exact capped transcripts by in vitro transcription
with a T7 polymerase. Wild-type transcripts of rotavirus SA11 were obtained from in
vitro transcription using purified rotavirus SA11 double-layered particles. The purified
rotavirus DS-1 and SA11 transcripts were transfected into BSR, COS-7 and MA104
cells. Work on MA104 cells was discontinued due their very low transfection efficacy.
In BSR and COS-7 cells, rotavirus DS-1 and SA11 transcripts induced cell death.
However, no viable rotavirus was recovered following attempts to infect MA104 cells
with the BSR and COS-7 transfected cell lysates. The cell death was determined to
be due to apoptotic cell death mechanisms. Immunostaining showed that the DS-1
genome segment 6 (VP6) and SA11 transcripts were translated in transfected BSR
and COS-7 cells. Based on visual inspection, the translation seemed to be higher in
the retinoic acid-inducible gene-I (RIG-I) deficient BSR cells than in COS-7 cells.
This suggested that the transfection of rotavirus transcripts induced an innate
immune response which could lead to the development of an antiviral state.
Therefore, the innate immune response to rotavirus transcripts was investigated in
HEK 293H cells using qRT-PCR and western blot analyses. Results of this
investigation showed that RIG-I, but not MDA5 sensed rotavirus transcripts in
transfected HEK 293H cells. Furthermore, rotavirus transcripts induced high levels of
cellular mRNA encoding the cytokines IFN-1β, IFN-λ1, CXCL10 and TNF-α. Other
cytokines namely, IFN-α, IL-10, IL-12 p40 and the kinase RIP1 were not significantly
induced. Inhibiting the RNA-dependent protein kinase R (PKR) reduced the induction
of cytokines IFN-1β, IFN-λ1, CXCL10 and TNF-α, but the expression levels were not
abrogated. The importance of a consensus sequence and the insights gained in the
current study regarding the role of the innate immune response after transfection of
rotavirus transcripts into cells in culture, should aid the development of a true
rotavirus reverse genetics system.Thesis (PhD (Biochemistry))--North-West University, Potchefstroom Campus, 2013
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Basurto, Santos Nora M. "Transition in EFL from secondary to preparatory in Mexican state schools : participant perspectives." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/3116/.
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The teaching and learning of English as a foreign language has a long tradition within the Mexican Education System. However, it has been widely recognised that this endeavour has been unsuccessful for the most part. This inquiry looks at three interrelated fields in education and in TESOL — academic transfers, language-in-education policy and planning, and students’ and teachers’ perceptions — in order to answer the following question: How can transfer between secondary and preparatory school be made more effective? A qualitative instrumental ethnographic case study, descriptive in nature, was undertaken with a focus on developing a detailed picture of how the main stakeholders in EFL teaching and learning in Mexican state schools perceive the transfer process of students moving from secondary to preparatory education. Two phases of fieldwork were carried out in secondary and preparatory schools in Xalapa, Veracruz. Semi-structured interviews, official documents, transcripts, and field notes were the main sources of data. 7 EFL teachers, a secondary school co-ordinator, a head of a secondary school, and 14 core students making the transfer from secondary to preparatory education participated in this investigation. The findings of this study suggest that a first important step forward to improve the EFL transfer experience within the state school sector is to move away from the top down approach to language-in-education policy making that has prevailed for such a long time. This investigation has also identified that there is a disjunction between policy-makers’ rhetoric and what in actuality is feasible to implement in real classrooms given the contextual constraints that teachers and students have to face. It has also illustrated some of the most salient issues hindering the EFL teaching and learning in state schools. The outcomes of this study suggest some obstacles that could be addressed by people who are most directly concerned with EFL policy and its implementation in the public sector. It also provides a greater understanding of the issues to be addressed in further research.
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Horn, Francis Joseph. "A canonical study of the ownership of the property of Malvern Preparatory School." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.
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Geronymo, Jairo Correa. "A method of sight reading for piano ensemble : with commentary and preparatory exercises /." Thesis, Connect to this title online; UW restricted, 2003. http://hdl.handle.net/1773/11310.
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Holmes, Emma. "Preparatory and selective attention during multi-talker listening in normal and impaired hearing." Thesis, University of York, 2014. http://etheses.whiterose.ac.uk/8291/.
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One of the great challenges of hearing research is to work out how listeners can perceive what one talker is saying when other talkers are speaking at the same time. Faced with this requirement for ‘multi-talker listening’, normally-hearing listeners achieve improved speech intelligibility when they know characteristics of an upcoming talker before he or she begins to speak. One aim was to investigate the time course of this improvement in intelligibility and the brain activity that accompanies it. A task was devised in which participants had to report key words spoken by a ‘target’ talker when one or two other talkers spoke simultaneously. Before the talkers began to speak, a visual cue indicated the location (left/right) or gender (male/female) of the target talker. The accuracy and latency of reporting key words progressively improved when participants had longer to prepare for the location or gender of the target talker. Preparatory brain activity, measured with electro-encephalography, began with a short latency (< 100 ms) after the reveal of the visual cue and was sustained until the talkers began to speak. Hearing-impaired listeners, both children and adults, typically show poorer speech intelligibility during multi-talker listening than normally-hearing listeners. One advantage of the experimental design was that brain activity during preparatory attention (before the onset of acoustical stimuli) could be compared between normally-hearing and hearing-impaired listeners and atypical attention identified, without confounding differences in transduction at the auditory periphery. This thesis demonstrates atypical preparatory EEG activity in children, aged 7-16 years, with bilateral moderate cochlear hearing loss, which provides evidence for atypical preparatory attention. Therefore, atypical preparatory attention might be one factor that contributes to poorer speech intelligibility in noisy environments. An implication is that acoustic hearing aids may not have the potential alone to restore normal processing of acoustical stimuli in hearing-impaired listeners.
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Wong, Fung Ting Rachel. "Teacher factors and washback : case studies of IELTS preparatory courses in Hong Kong." Thesis, University of Bristol, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.738248.
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Tamone, Suzanne G. "Teachers' ways of seeing their approaches with student behaviour in the preparatory year." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/118671/1/Suzanne_Tamone_Thesis.pdf.
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This PhD study researched teachers' ways of seeing their approaches with student behaviour in Preparatory (Prep) classrooms, in Queensland State schools. Using a phenomenographic approach and variation theory with individual interviews (n=21), this study sought to reveal Prep teachers' conceptions of their approaches with student behaviour. More specifically, it aimed to identify what Prep teachers do when they approach student behaviour, and to describe variation in their ways of seeing (or conceptualizing) approaches with student behaviour. The results of this study show that Prep teachers' approaches with student behaviour are experienced in both fragmented and holistic ways.
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Andersson, Christoffer, and Pontus Andersson. "Beredning av distributionsnät Myren-Torseröd i Tanum." Thesis, Högskolan Väst, Avdelningen för data-, elektro- och lantmäteriteknik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-9569.
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Examensarbetet i den här rapporten kommer att handla om hur ett beredningsarbete mellan Myren-Torseröd i Tanums kommun går till väga. På uppdrag av Ellevio AB skall berednings och entreprenadföretaget Trolk EL & Tele AB vädersäkra ett område mellan Galtö-Torseröd i Tanums kommun. Denna rapport kommer dock bara innehålla distributionsnätet 0,4-24 kV i området Myren-Torseröd. Det befintliga luftledningsnätet skall raseras och ersättas med markkabel. Även befintliga nätstationer och stolpstationer skall skrotas och ersättas med nya. Under beredningsarbetet skall fältbesök göras för att få en överblick i området beredningen skall ske, även för att mäta ut placering av t.ex. nätstationer. Beredningsarbetaren skall skriva avtal med markägare för att ha tillgång till marken, sedan skall även tillstånd sökas från t.ex. Länsstyrelsen, trafikverket och kommunen. Hela beredningsarbetet i detta projekt omfattar 68 kunder.This report will focused on how the preparatory work between Myren-Torseröd in Tanum will proceed. On behalf of Ellevio AB, the preparation and construction company Trolk EL & Tele AB shall weatherproof an area between Galtö-Torseröd in Tanum. This report will only include the distribution 0,4-24 kV in the area between Myren-Torseröd. The existing overhead line network will be dismantled and replaced with underground cables. Even existing substations and pole stations to be scrapped and replaced with new ones. During the preparatory work, there have been field visits to get an overview of the field of processing operations, and to measure the position of e.g. substations. To have access to the ground the preparation worker must sign contracts with landowners, and shall also seek authorization from the County Administrative Board, the transport department and municipality. The entire preparation work in this project includes 68 customers.
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Захарова, Вікторія Миколаївна, Виктория Николаевна Захарова, and Viktoriia Mykolaivna Zakharova. "Формування загальних фізико-математичних понять у іноземних слухачів підготовчого відділення." Thesis, Вид-во СумДУ, 2009. http://essuir.sumdu.edu.ua/handle/123456789/18129.
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Красицька, А. В. "Системний аналіз напряму діяльності підготовчих курсів." Thesis, Cумський державний університет, 2016. http://essuir.sumdu.edu.ua/handle/123456789/47931.
Full textAbstract:
Ринок освітніх послуг України характеризується високим попитом і пропонує велику кількість тренінгових програм і курсів. Сьогодні кожний освітній заклад вимушений самостійно самовизначатися, формулювати свою специфіку і шукати свою «соціальну нішу». Виникає проблема вибору напряму підготовчого курсу, адже при невірному виборі можливий такий негативний економічний фактор, як зниження попиту, що безпосередньо призводить до зменшення прибутку, та може привести до банкрутства підприємствах [1]. Процес
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Koven, Karyn Ashley. "Establishing college preparatory conditions and a college-going culture in California charter high schools." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=2025607951&sid=3&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Pointon, Sally. "Two heads one tale : a study of the merger of two independent preparatory schools." Thesis, University of Southampton, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418956.
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Fraser, Morine C. "Just evaluation, using holistic and qualitative methods within a First Nations college preparatory course." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ57435.pdf.
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