Dissertations / Theses on the topic 'Study'
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Wakai, Kenji, Yoshinori Ito, Satoshi Hibi, Hisao Naito, Shoichi Hagikura, Joji Onishi, Sanae Tsukamoto, et al. "STUDY PROFILE ON BASELINE SURVEY OF DAIKO STUDY IN THE JAPAN MULTI-INSTITUTIONAL COLLABORATIVE COHORT STUDY (J-MICC STUDY)." Nagoya University School of Medicine, 2011. http://hdl.handle.net/2237/15361.
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Lutes, Kristin E. "Effectiveness of Study Strategies: A Comparison of Two Study Methods." Marietta College / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1364996951.
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Cox, Charlotte Isobel Alexandra. "Positive imagery for negative symptoms : an experimental study and a case study." Thesis, King's College London (University of London), 2014. http://kclpure.kcl.ac.uk/portal/en/theses/positive-imagery-for-negative-symptoms-an-experimental-study-and-a-case-study(df9ab6de-474d-47ce-ae97-a057e0c162e1).html.
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Background: Psychological models propose that amotivational negative symptoms are affected by two types of cognition: anticipatory success (believing one can achieve something) and anticipatory pleasure (mentally pre-creating potential future experiences of enjoyment). Mental imagery manipulations have been shown to effect cognitive change, and may therefore enhance psychological interventions for negative symptoms. This thesis considers the role of positive imagery in people with negative symptoms. Study 1 aimed firstly to investigate the relationship between anticipatory success, anticipatory pleasure and negative symptoms. It then looked at the impact of a positive guided imagery manipulation on these hypothesised mediating factors. Finally, the effects of anticipatory success, anticipatory pleasure and the imagery intervention on a behavioural measure of motivation were explored. Study 2 built on the findings of Study 1 to investigate the potential of guided mental imagery as an intervention to improve functioning. Method: For Study 1, 42 participants with psychosis and negative symptoms completed measures of negative symptoms and imaging ability, before random allocation to either a positive or neutral imagery manipulation. Anticipatory success and anticipatory pleasure towards a dart-throwing task were measured before and after the manipulation. A behavioural measure of motivation was included at the end of the procedure. Study 2 used a pilot case study design to evaluate a therapeutic intervention for negative symptoms using guided imagery. Results: Study 1 showed that negative symptoms were associated with anticipatory success, irrespective of controlling for ability, and with change in anticipatory pleasure. Anticipatory success improved during both imagery manipulations, with an effect of imagery type when the analysis was restricted to those imaging as instructed. Anticipatory pleasure, but not anticipatory success or imagery type, predicted motivated behaviour in relation to the task. In Study 2, a pilot case study of guided imagery focused on recovery goals showed improvements in anticipatory success and goal-directed behaviour. Conclusion: Guided imagery interventions are feasible and acceptable for people with negative symptoms of psychosis, and may improve functioning through cognitive mechanisms.
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Doll-Speck, Lori Jo. "Study Behavior of Nursing Students." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1182687105.
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ASAI, YATAMI, MARIKO NAITO, MASUMI SUZUKI, AKIKO TOMODA, MAYUMI KUWABARA, YUKO FUKADA, AYUMI OKAMOTO, et al. "Baseline data of Shizuoka area in the Japan Multi-Institutional Collaborative Cohort Study (J-MICC Study)." Nagoya University School of Medicine, 2009. http://hdl.handle.net/2237/12349.
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Arnold, Feeroezah. "A case study of how learners apply a Grade 10 study skills module in a mathematics class." University of the Western Cape, 2016. http://hdl.handle.net/11394/5180.
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Magister Educationis - MEdA qualitative case study was used to investigate how learners apply a study skills guide during the teaching of mathematics content in a Grade 10 class. A great amount of research and money is continually spent focussing on improving mathematics performance throughout the world. Performance of our learners in South Africa is of concern to the government as well as educators. Researchers agree that many learners lack effective study skills, which is the reason for their poor performance in mathematics. This study intended to infuse study skills in mathematics lessons as an intervention. The study skills intervention sessions were done over a period of 6 weeks. These study skills were infused in topics of the mathematics curriculum which was done in the previous quarter of the school program. Data was collected through interviews, journal entries and a questionnaire. The interviews were done before study skills instruction while the questionnaire was administered after completion of the sessions. Journal entries were completed during the 6 week instruction period by learners. It was found that some learners used the study guide as intended whilst others did not. Furthermore there was improvement in learners' scores for the topics focused on at the end of the study compared to the scores for similar topics in a school-based test written about two months before the intervention. It is concluded that the infusion of study skills in lessons has the potential for improving achievement in high-stakes mathematics examinations.
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Phooko, Frances Willemina. "Studiebegeleiding aan leerlinge in die seniorprimêreskoolfase met 'n negatiewe studiehouding / Frances W. Phooko." Thesis, Potchefstroom University for Christian Higher Education, 1997. http://hdl.handle.net/10394/8131.
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Under favourable conditions, the child in the senior primary phase (from Grade 5 to
Grade 7) should lead a happy and carefree life with few real problems for himlherself
or his parents. At this time the child is at his/her most receptive stage, therefore it is
very important that the child should acquire good study habits, study attitudes and
study methods.
Attitude plays a very important role in learning. If the child has a negative attitude
towards study, his academic achievement will not be as desired. The child who has a
negative attitude also has a negative or poor self esteem. It is important to lead the
child in the senior primary phase to develop and adopt a positive attitude and self
esteem.
The aim for this study is to determine whether the pupils (learners) in the senior
primary phase will develop a positive disposition towards learning if they are given
guidance.
The characteristics of the senior primary child in relation with his physical, social,
emotional, moral and personal development is closely scrutenised. The focus is on
study attitude and the factors that would influence it such as language, stress, self
esteem, hereditary, abilities and environment.
Thus the study guidance program for the child in the senior primary phase with a
negative study attitude has been set out comprehensively. The focus fell upon study
guidelines for study guidance in the form of group guidance and the ten sessions into
which the study guidance program was set out. The study guidance program
consisted of orientation of the group, aims or objectives, study attitude, self esteem,
study habits, study methods, facors which influence learning, facets of the memory,
attention and concentration, compiling a works program and study roster, motivation,
listening, effective reading, memory aids, memorising, summarising, underlining and
preparation and writing of the examination.
During the empirical investigation the following steps were followed: • The school guidance teacher selected fifteen pupils (learners) from the senior
primary phase (grade 6) who showed a negative study attitude.
• Questionnaires about study habits, study attitudes and study methods were
completed by the group before and after the study guidance program. The pupils
also had to write a General Science test before and after the study guidance. The
results of the General Science Tests before and after the study guidance, were
compared with each other.
The presentation and interpretation of the response of the questionnaire about study
methods, study attitudes and study habits regarding the General Science test marks
were recorded. The test marks before and after were compared.
Furthermore, from the examination it came to light that the questions in the
questionnaire showed a marked changed namely a great effect (0,8) except in
questions 41, 46 and 49 which showed a medium effect. This improvement or change
in the Science Test marks are thus educationally viable.
As a result of the positive change in the questionnaire's response and the General
Science test marks, it appears that the program was successful. It also shows that a
study guidance program can play an important role in cases where the Senior
Primary pupil (learner) has a negative study attitude. There is a definite yearning by
the child in the senor primary phase to be guided during learning and thus being
influenced positively. Guidance implies assistance, Le. during learning/study the child
must be assisted so that learning can be effective and the potential of the child be
optimally unfolded or developed. If the child's potential is optimally developed, the
child will become a happy adult who will be an asset to him/herself and to the
community.Thesis (MEd)--PU for CHE, 1998
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Al, Qadire Mohammad. "An implementation study to improve cancer pain management in Jordan using a case study." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/an-implementation-study-to-improve-cancer-pain-management-in-jordan-using-a-case-study(b0c0f5f1-db36-43a7-bba8-094099684f09).html.
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Managing the symptoms of cancer effectively is one of the most important challenges facing health care providers. Many symptoms are reported by cancer patients, including, pain, depression, distress and change in life style. Pain continues to be the most frequently reported symptom, however, cancer pain is treated inadequately and cancer patients continue to suffer pain. The use of pain assessment tools is essential to effectively manage cancer pain. Despite that, research findings indicate that pain assessment tools are routinely not used in practice. In addition, there is a paucity of data about cancer pain management in Jordan, and no published information is available about adult cancer pain assessment and barriers to optimal pain management in the country. A single-site case study with mixed methods was used to implement and evaluate a pain monitoring programme (PMP). The PMP was comprised of a pain assessment tool and included pain education of 6 hours for nurses, the goal of which was to improve cancer pain management. This case study was conducted in a referral hospital in the northern part of Jordan. Overall, 130 patients and their medical records, 6 physicians, 12 nurses, 50 family caregivers, two nurse administrators, and two Islamic scholars participated in this study. Quantitative and qualitative data were collected, using observation, semi-structured interviews, medical chart audit and questionnaires that included a demographic data sheet (DDS), brief pain inventory (BPI), and barriers questionnaire (BQ). The study utilized the Promoting Action on Research Implementation in Health Services (PARIHS) and aspects of change theory model as a framework to guide the study. Quantitative data were analysed using both inferential and descriptive statistics using SPSS release 17. Qualitative data were translated from Arabic to English and thematically analysed. It was found that pain was prevalent among Jordanian cancer patients who were frequently under-medicated. Barriers to cancer pain management were identified and they were related to patients, healthcare providers and the setting (such as lack of knowledge, and belief in God's Will). Moreover, introducing the PMP into practice might improve the adequacy of cancer pain treatment. The results of this case study showed that the implementation process is multi-layered and complex. Using the Champions, nursing administration support, and recognition of the need for change, and education were seen as determinants of successful implementation process within the Arab-Islamic culture. The PARIHS model was found to be helpful in guiding the process of knowledge translation and was suitable to the Arab culture. The study results highlight that each implementation process should be designed based upon the needs, culture, and norms of its context. In addition, it confirmed the need for assessing pain in order to have better pain management. Overall, it is suggested that having PMP in force in each healthcare setting may serve the ultimate goal of optimal cancer pain management.
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Mossberg, Christoffer. "Kollegialt lärande : lesson study och learning study med fokus på matematikämnet." Thesis, Högskolan i Borås, Akademin för bibliotek, information, pedagogik och IT, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-13696.
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Kollegialt lärande har varit metoden som många gånger använts som ett medel för skolutveckling de senaste åren med nationella insatser som matematik- och läslyftet. I detta samlingsbegrepp finner vi metoderna lesson- och learning study. Lesson study har en lång tradition i ursprungslandet Japan och har sedan slutet av 1990-talet spridit sig till stora delar av världen där den används som en metod för skolbaserad professionell utveckling. Metoden har i olika länder modifierats och i Sverige benämns den som Learning study där variationsteorin ligger som grund för elevers lärande. Genomgående för de båda metoderna är en processartad utveckling av undervisningen genom kollegialt samarbete där lektionsplaneringar skapas och revideras i cykler. Utifrån metodernas stora spridning på relativt kort tid är det av stor vikt att vara förtrogen med forskningen kring dem. Syfte Denna forskningsöversikt ämnar sammanställa en beskrivande och objektiv karta över vad som kännetecknar forskningen kring lesson- och learning study inom ämnet matematik samt vilka framgångsfaktorerna är för implementering av metoderna i skolor för att främja undervisningen i matematikämnet. Vidare syftar översikten till att reflektera kring vilka slutsatser som kan nås genom det samlade resultatet och hur denna kunskap kan användas i praktiken genom eventuell generalisering. Metod Urvalet av studier insamlades genom en systematisk litteratursökning i databaserna Primo och ERIC utifrån förbestämda urvalskriterier. Vetenskapligt granskade studier från olika delar av världen innehållande orden Lesson study, Learning study och mathematics i titeln valdes ut för närmare granskning. Två forskningsöversikter och tio primärstudier inkluderades slutligen i urvalet som ligger som grund för denna forskningsöversikt. Resultat Utifrån kartläggningen av inkluderade studier framkommer ett tydligt mönster där studier från olika länder till stor del beskriver liknande framgångsfaktorer och svårigheter med metoderna. Samtidigt som studierna i hög grad beskriver en positiv inverkan på lärares undervisning och elevers resultat och lärande beskrivs svårigheter med metoderna som ofta gestaltar sig i tidsbrist eller kulturella skillnader. Utifrån denna samstämmighet kan en viss grad av generalisering ske och denna översikt bidrar till kunskap kring framgångsfaktorer för metoderna samt förslag på vidare forskning där svagheter inom fältet identifierats.
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Satyanarayana, Kasimsetty. "Gurazada: a biographical study." Thesis, University of North Bengal, 1997. http://hdl.handle.net/123456789/1212.
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Lee, Chance R. "The global nextdoor: a case study of university study away." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/35501.
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Doctor of PhilosophyCurriculum and Instruction
Thomas Vontz
Motivated by a critical theory of place, this qualitative study sought to explore the experiences of participants in a single embedded case of the Global Opportunities office at Susquehanna University. Through in-depth interviews, document analysis, and participant observation, a thorough exploration of the case was completed over a two year period. This case study explored how 15 students, faculty, and administrators in global learning programs describe their experience across immersive locations—inclusive of locations classified as domestic and international. By using a critical case study methodological framework, this work was framed by equal access to important global learning outcomes by all students—regardless of ability to pay. Global learning programs, traditionally abroad, can be a transformational experience for students able to participate—a steady 2% of university students over the previous few decades (Twombly, Salisbury, Tumanut, & Klute, 2012). As a result, 98% of American university students are not going abroad during their undergraduate experience in an academic context, most not at all. This study explored immersive programs not traditionally thought of as cross-cultural, many considered domestic experiences. Through rigorous qualitative analysis, the data in this study resulted in three themes: i. The domestic/international distinction is insufficient. ii. Civic identity is more salient in domestic and liminal experiences. iii. Location is not enough. Curriculum is essential. Implications of this work could be of interest to students in cross-cultural programs, teaching faculty and staff, student program providers of a variety of types, and university administrators of immersive experiences. Ultimately, this study sought to explore possibilities to broaden access to global learning experiences for all students.
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Sanders, April. "Parallels Between the Gaming Experience and Rosenblatt's Reader Response Theory." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271890/.
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The world of literacy has expanded alongside technology, and new literacies are being used as an alternative or an addition to traditional text. By including video gaming as literacy, the connection can be made between students' multimodal world outside of school with the world of literacy they encounter in school. This study took two approaches of a content study and a case study. A collective case study was used to examine the gaming experience of participants with three commercial video games falling into three separate genres: Sims FreePlay (simulation); Halo 1 (first person shooter); and World of Warcraft (role playing game). The 15 gamers were placed into three sets of five participants for each video game, and interviews were conducted to explore the gaming experience in relation to stance and transaction, which are major components of Louise Rosenblatt's reader response theory. Limited research has been conducted regarding reader response theory and the new literacies; by using the reader response lens, the gaming experience was compared to the reading experience to add the new literacies to the existing literature on reader response. As a way to look at both the text and the experience, a content study examined three mainstream video games to establish literacy content by using Zimmerman's gaming literacy theory. Even though this theory is useful by detailing elements found in video games and not traditional literature, literary value cannot be fully assessed unless the theory is developed further to include other components or discuss how the depth of the components can relate to literary value. The literature does not currently contain substantial research regarding how to assess the literary value of video games, so this study begins to add to the present literature by demonstrating that at least for these games the presence of the components of the theory can be evaluated. This analysis of both the game and the experience demonstrated substantial parallels between the gaming experience and the reading transaction as well as looking at the viability of using gaming literacy theory to evaluate literacy value.
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Castillo-Pekarcik, Elena. "A study of employee theft in hospitals." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/875.
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Schmoll, Heidi Christine. "AMERICAN STUDY-ABROAD PROGRAMS IN GERMANY AND AUSTRIA: A COMPARISON OF OBJECTIVES AND PERCEIVED LEARNING OUTCOMES." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1177523417.
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Holden, Brianne. "Third Country Study: The Role of Degree-Seeking International Students as Study Abroad Participants." Thesis, University of Oregon, 2017. http://hdl.handle.net/1794/22305.
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This thesis is exploratory in nature and examines the perspective of graduate and undergraduate matriculating international students at the University of Oregon as they consider, prepare for, reflect on, and participate- or not- in study abroad programs. The three-phase model design of this study assesses the opportunities, obstacles and resources international students experience as they consider or do not consider studying abroad by analyzing online survey responses from University of Oregon graduate and undergraduate international students; quantitative data sets; semi-structured interviews with University of Oregon graduate and undergraduate international students, as well as with staff members from the Office of International Affairs.
International student areas of opportunities include receiving academic credit towards degree; practicing a language abroad; learning about new cultures; and developing new friendships. The challenges include difficulty in academic planning; limited financial resources; lack of family approval or support; and having to make difficult decisions between going abroad or visiting home. International student resources include major applicable coursework that is only open through specific study abroad programs; some available funding; and receiving practical support from staff members at the Office of International Affairs on campus. Recommendations include how international educators may be more inclusive and more sensitive to international students needs and challenges as they consider study abroad.
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Majumdar, Sudipta. "Siliguri: an urban study in socio-economic considerations." Thesis, University of North Bengal, 2001. http://hdl.handle.net/123456789/1141.
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Donnrin, Madea Malwina. "The Relationship Between Stress Levels and Study Forms in University." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-19630.
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This study examines how two common ways of studying, mandatory Group study and Individual study, affects students’ mental health. 45 Swedish University students were scouted on the web and linked to an online questionnaire where they rated themselves during two conditions: working in group projects and working individually. A Student's t-test showed a strong significant difference between stress levels during Group study and Individual study, with Group study generating higher levels of distress among the participants. These findings are relevant to the discourse of stress and stressors in the educational environment as well as in work settings.
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Andrén, Karin. "Att bli bättre som lärare helt enkelt : Lesson/learning study som skolutveckling." Thesis, Stockholms universitet, Institutionen för didaktik och pedagogiskt arbete, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-75307.
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Kjellkvist, Linda. "Lärare lär tillsammans : Kompetensutveckling i verksamheten." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-199819.
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Taylor, Desta A., Stacey L. Williams, and D. McKelvey. "The College Student Stigma Study." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/8115.
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Deb, Ajanta. "Katherine Mansfield: a thematic study." Thesis, University of North Bengal, 1999. http://hdl.handle.net/123456789/1157.
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Bell, Jeffery E. "American musical theater songs in the undergraduate vocal studio : a survey of current practice, guidelines for repertoire selection, and pedagogical analyses of selected songs." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1026700.
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American musical theater songs are popular with the general public, and many college and university voice students are familiar with them. Some voice teachers also use musical theater repertoire to varying degrees in voice instruction. Such familiarity and interest lend significance to this study of the songs in a teaching context. There is therefore a need for the establishment of repertoire-selection guidelines and pedagogical analysis of selected musical theater songs so that additional teachers will become well informed.Following the introduction in Chapter One, the results of a survey sent to one hundred members of the National Association of Teachers of Singing are presented. The survey posed questions concerning the current use of musical theater songs. Among other things, the results revealed strong interest in the analysis and application of this literature in the voice studio. Guidelines for repertoire selection (also used by the author in selecting songs that address specific aspects of singing) are introduced in Chapter Three, along with a description of analytical procedures. Chapters Four through Eight include summaries of the analyses and suggested applications in the voice studio:Developing the ability to sing longer phrases"You'll Never Walk Alone" (Rodgers)"Where Is Love?" (Bart)"After the Ball" (Harris)• Developing the ability to sing wide intervals in a legato fashion "Lost in the Stars" (Weill)"Warm All Over" (Loesser)"Green Finch and Linnet Bird" (Sondheim)•Developing the ability to articulate words rapidly "My Darling, My Darling" (Loesser) "Seventy-Six Trombones" (Willson) "Soliloquy" (Rodgers)•Developing the ability to move smoothly between registers "Someone to Watch Over Me" (Gershwin) "Where or When" (Rodgers) "O1' Man River" (Kern)•Managing a large range and mature quality "Maria" (Bernstein)"Memory" (Lloyd Webber) "One More Kiss" (Sondheim)Conclusions in Chapter Nine include: (1) teachers should judge musical theater songs by the same criteria as other songs; (2) musical theater literature offers useful material for students who are striving to develop certain aspects of singing; (3) analyses of selected songs demonstrate their suitability for pedagogical use; and (4) there is a need for additional critical analysis of musical theater literature.School of Music
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Stovall, Johnny Harold. "A Comparison of Recall by University Bible Students After Discussion and After Self-Study." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331955/.
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Recall of expository prose after one of two learning techniques was determined. Pearson correlation did not discover a significant difference between the recall writings of the examinees who studied by discussion and those who studied by underlining. The significance of the difference between two proportions found that the group which underlined recalled significantly better than the group which discussed what they had read. This highly significant difference was almost identical when all synonyms from the Turbo Lightning computer program were considered correct recall and analyzed by the significance of the difference between two proportions.
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Shieh, Hester F. "The CLASE Study: Endovascular Management of the Superficial Femoral Artery." Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/221411.
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A Thesis submitted to The University of Arizona College of Medicine - Phoenix in partial fulfillment of the requirements for the Degree of Doctor of Medicine.Objectives – The purpose of this study was to compare endovascular treatment modalities for peripheral vascular disease in the femoropopliteal arteries with respect to technical success, efficacy, and patency at mid-term follow up. Methods – A retrospective review of patients that underwent endovascular management of the femoropopliteal segment was conducted to evaluate patency. The CLASE study included five treatment arms: cryoplasty, laser, angioplasty/stent, Silverhawk atherectomy, and Viabahn endoluminal graft. Results – Between November 2004 and May 2009, 306 patients met inclusion criteria. There was a statistically significant difference in patencies among treatment groups (p=0.016), driven by laser having a significantly lower patency than the angioplasty/stent, Silverhawk atherectomy, and Viabahn endoluminal graft groups. Conclusions – Many of the expensive endovascular devices have poor patencies lasting less than six months. Angioplasty/stent is not inferior to these new devices, and may remain the standard of care.
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Wood, Charles Lloyd. "Effects of random study checks and guided notes study cards on middle school special education students' notetaking accuracy and science vocabulary quiz scores." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1123704588.
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Thesis (Ph. D.)--Ohio State University, 2005.Title from first page of PDF file. Document formatted into pages; contains xv, 229 p.; also includes graphics. Includes bibliographical references (p. 148-157). Available online via OhioLINK's ETD Center
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Olsson, Patrik. "Lesson study som arbetssätt." Thesis, Stockholm University, The Stockholm Institute of Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7783.
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Syftet med föreliggande studie är att undersöka och diskutera kring vad en lesson study erbjuder för möjligheter vad gäller lärares kunskapssyn och kompetensutveckling. Under min tid som student har jag vid flertalet tillfällen besökt olika skolor för att genomföra min praktik både inom idrott och geografi. Något som jag har märkt under praktikperioderna är att det förefaller finnas ett behov och en efterfrågan från lärare att utveckla sig själva och sitt sätt att genomföra sin undervisning. Mitt val av metod grundar sig på studiens frågeställningar. Genom att genomföra alla de åtta stegen som en lesson study innefattar enligt Martons mall (2003) gör att jag får svar på det jag vill ha svar på. Jag har i studien använt mig av kvalitativa forsknings metoder i form av passiva observationer och samtal då dessa lämpar sig bäst till arbetets syfte. Förloppet i min studie är hämtat ifrån Ference Martons (2003) mall över lesson study. Det finns emellertid många varianter på själva upplägget trots att det är ett förhållandevis ganska nytt sätt att tänka på. Tidigare har det funnits varianter såsom PLAN projekt eller forskningscirklar. Enligt båda lärarna erbjöd arbetsättet att man diskuterade kring didaktiska och metodiska frågor med en ämneskollega. Att få tillfälle att tala om upplägg och dylikt och därmed blotta sin kunskapssyn inom ämnet. Själva lesson studyns arbetssätt erbjuder även enligt de deltagande lärarna att utifrån klassrummets situation utveckla väl motiverade lektionsplaneringar.
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Elali, Wajeeh. "EVA and shareholder value creation : an empirical study." Thesis, University of Westminster, 2007. https://westminsterresearch.westminster.ac.uk/item/91xv0/eva-and-shareholder-value-creation-an-empirical-study.
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In recent years, a variant of residual income often called Economic Value Added (EVA)' or Economic Income (EI) has become a popular concern in academia and business communities. This study investigates the general hypothesis that EVA is more highly associated with shareholder wealth and firm values than are traditional performance measures. Two commonly used value-based performance metrics namely, Total Shareholder Return (TSR) and Tobin's Q are also considered to highlight the valuerelevance of EVA vis-a-vis these measures in predicting shareholder wealth. Using a sample of panel data of around 12,000 firm-year observations taken from the Stem Stewart 1000 EVA/MVA database and the DATASTREAM file over the period 1991-2002, this study finds compelling evidence that shareholder value is a function of EVA. This study also provides evidence consistent with the notion that EVA outperforms other traditional performance measures in explaining shareholder wealth. Valuerelevance tests reveal EVA to be more highly associated with shareholder wealth than TSR and Tobin's Q. The incremental tests also suggest that EVA possesses the largest explanatory power (or information usefulness) over TSR and Tobin's Q. These results conclusively support the claims made by EVA proponents and further support the potential usefulness of the EVA metric for internal and external performance.
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Ganeson, Krishnaveni. "Students' lived experience of transition into high school : a phenomenological study." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16249/1/Krishnaveni_Ganeson_Thesis.pdf.
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There is a need to understand the transition of students from primary to secondary schooling outside the confines of practitioners' and academics' viewpoints. This thesis explores that transition from the perspectives of the students themselves. It argues that they experience the transition into secondary schooling as challenging. This issue is significant because transition into high school coincides with adolescent developmental changes - social, physical, emotional, cognitive and psychological - as well as the move from the relative stability of one teacher a year to different teachers for each subject, and the shift in status from being the most senior to the most junior students in their school. These students also face challenges such as friendship and identity issues as well as problems locating places in the new environment, for example, subject classrooms, play areas, teachers' rooms.
This study's theoretical framework is constructed from a phenomenological psychological stance. A phenomenological methodology guides this study, allowing students' experiences to speak for themselves. Other methodologies were not appropriate as the researcher wanted to hear the students' voices while they were experiencing transition.
Few studies in the past have attempted to study transition into high school as it is lived and experienced by students themselves. This empirical study addresses that gap in the literature. Its findings could provide the necessary information needed to further assist educationalists in developing appropriate programs and activities to support this group.
Sixteen adolescents participated in the study. Of two common methods of collecting data in phenomenological studies - interviews and journal writing - journal writing was chosen. This data collection technique enabled the researcher to learn about transition from students' perspectives.
The data were collected in the first ten weeks of high school from Year 7 students (first year of high school in New South Wales). Drawing on the work of Giorgi (1985a, 1985b), who translated aspects of phenomenological philosophy into a concrete method of research (Ehrich, 1997), a phenomenological psychological approach was used to analyse the data in a step-by-step process. There were four steps to the analysis of the data. The first step involved reading through the entire description of the participants' experience to get a sense of the meaning of the experience as a whole. In the second step, the description was read to identify meaning units, i.e. words/phrases that clearly express meanings of the experience of transition. In the third step, the analysis involved transformation of the meaning units from participants' concrete descriptions into more general categories. The fourth step involved two aspects: a situated structural description of the experience was written, and finally the researcher produced a general structural description that represented the whole experience of the phenomenon.
Because of the small sample selected, the study does not claim generalisability across other populations of adolescents. However, what the study does is to highlight seven essential themes of transition. First peers can play a significant role in enabling a smooth transition to high school. Second, schools support transition through a number of programs and activities to help students adapt to the new environment. Third, students need to learn new procedures, location of rooms and other new routines in this environment. Fourth, learning occurs through the academic, practical and extracurricular activities and some learning is more challenging than other types of learning. Fifth, high school transition is enhanced when students are confident and feel a sense of achievement and success in their new environment. Sixth, homework and assignments are a part of the high school curriculum. Finally, teachers' attitudes/abilities can affect student integration into high school and make learning fun or boring.
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Ganeson, Krishnaveni. "Students' lived experience of transition into high school : a phenomenological study." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16249/.
Full textAbstract:
There is a need to understand the transition of students from primary to secondary schooling outside the confines of practitioners' and academics' viewpoints. This thesis explores that transition from the perspectives of the students themselves. It argues that they experience the transition into secondary schooling as challenging. This issue is significant because transition into high school coincides with adolescent developmental changes - social, physical, emotional, cognitive and psychological - as well as the move from the relative stability of one teacher a year to different teachers for each subject, and the shift in status from being the most senior to the most junior students in their school. These students also face challenges such as friendship and identity issues as well as problems locating places in the new environment, for example, subject classrooms, play areas, teachers' rooms. This study's theoretical framework is constructed from a phenomenological psychological stance. A phenomenological methodology guides this study, allowing students' experiences to speak for themselves. Other methodologies were not appropriate as the researcher wanted to hear the students' voices while they were experiencing transition. Few studies in the past have attempted to study transition into high school as it is lived and experienced by students themselves. This empirical study addresses that gap in the literature. Its findings could provide the necessary information needed to further assist educationalists in developing appropriate programs and activities to support this group. Sixteen adolescents participated in the study. Of two common methods of collecting data in phenomenological studies - interviews and journal writing - journal writing was chosen. This data collection technique enabled the researcher to learn about transition from students' perspectives. The data were collected in the first ten weeks of high school from Year 7 students (first year of high school in New South Wales). Drawing on the work of Giorgi (1985a, 1985b), who translated aspects of phenomenological philosophy into a concrete method of research (Ehrich, 1997), a phenomenological psychological approach was used to analyse the data in a step-by-step process. There were four steps to the analysis of the data. The first step involved reading through the entire description of the participants' experience to get a sense of the meaning of the experience as a whole. In the second step, the description was read to identify meaning units, i.e. words/phrases that clearly express meanings of the experience of transition. In the third step, the analysis involved transformation of the meaning units from participants' concrete descriptions into more general categories. The fourth step involved two aspects: a situated structural description of the experience was written, and finally the researcher produced a general structural description that represented the whole experience of the phenomenon. Because of the small sample selected, the study does not claim generalisability across other populations of adolescents. However, what the study does is to highlight seven essential themes of transition. First peers can play a significant role in enabling a smooth transition to high school. Second, schools support transition through a number of programs and activities to help students adapt to the new environment. Third, students need to learn new procedures, location of rooms and other new routines in this environment. Fourth, learning occurs through the academic, practical and extracurricular activities and some learning is more challenging than other types of learning. Fifth, high school transition is enhanced when students are confident and feel a sense of achievement and success in their new environment. Sixth, homework and assignments are a part of the high school curriculum. Finally, teachers' attitudes/abilities can affect student integration into high school and make learning fun or boring.
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Colless, M. M. "A dynamical study of rich clusters." Thesis, University of Cambridge, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384439.
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Vuso, Virginia Zanyiwe. "Enhancing clinical preparedness of basic midwifery students: perceptions of midwifery educators." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/13204.
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Since the inception of the student supernumerary status, both globally and in South Africa, nursing and midwifery educators have been concerned about the clinical competencies of their students. Student clinical competency levels in South Africa are critical to midwifery practice, especially as most litigation against the Department of Health in South Africa concerns negligence in midwifery practice. In addition, the litigations mostly involve newly qualified midwives, thus suggesting a link with practice competency levels. Several challenges exist in the academic and practice environments regarding student learning, practice and clinical preparedness. Lack of support during clinical placement and a lack of facilities for use during clinical practice modules are among these challenges. Some students, due to the challenges they face with clinical learning and practice, fail to meet the practical competencies for examination entry requirements. Consequently, some of these students have to repeat the year or exit the programme. The current study sought to identify how to assist midwifery educators in their activities to prepare students for clinical placement readiness. The first objective of the study was to explore and describe the perceptions of midwifery educators regarding the need for additional measures to enhance the clinical preparedness of basic midwifery students before they are allocated to the clinical areas. The second objective sought to make recommendations that would further assist the midwifery educators to clinically prepare midwifery students before being allocated and placed in different clinical areas. A qualitative, explorative, descriptive and contextual research design was used for the study and the study was conducted at a nursing college in the Eastern Cape Province from August 2014 to January 2016. The research population consisted of midwifery educators at a nursing college and a purposive sampling technique was used guided by set criteria. Data were collected using focus group interviews. Four focus groups were used making a total of 17 participants. The principles applied for data analysis were those of Tesch’s method of data analysis, which were used to develop the themes and sub-themes. An independent coder assisted with the coding of the data for the purposes of trustworthiness. In addition, Lincoln and Guba’s model of trustworthiness consisting of the criteria of credibility, transferability, dependability and conformability was used to confirm the validity of the study while the ethical principles adopted were informed consent, justice, non-maleficence, privacy and confidentiality. The study found that the participants perceived numerous challenges that hindered the clinical preparedness of their students. These related to increased workload, lack of support from management and a lack of commitment on the part of students towards their studies. The participants also identified inconsistencies in clinical practice between the clinical midwives and the educators, and even among the educators themselves. This lack of consistency in turn causes confusion among the students and thus impacts negatively on their clinical practice preparedness. Based on these findings recommendations for clinical nursing practice, nursing education and research were made.
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Lloyd, Lorraine Gladys. "The problem-solving strategies of grade two children : subtraction and division." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28106.
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This study was aimed at discovering the differences in how children responded to word problems involving an operation in which they had received formal instruction (subtraction) and word problems involving an operation in which they have not received formal instruction. Nineteen children were individually interviewed and were asked to attempt to solve 6 subtraction and 6 division word problems. Their solution strategies were recorded, and analysed with respect to whether or not they were appropriate, as to whether or not they modeled the structure of the problem, and as to how consistent the strategies were, within problem types.
It was found that children tended to model division problems more often than subtraction problems, and also that the same types of errors were made on problems of both operations. It was also found that children were more likely to keep the strategies for the different interpretations separate for the operation in which they had not been instructed (division) than for the operation in which they had been instructed (subtraction). For division problems, the strategies used to solve one type of problem were seldom, if ever used to solve the other type of problem. For subtraction problems, children had more of a tendency to use the strategies for the various interpretations interchangeably.
In addition, some differences in the way children deal with problems involving the solution of a basic fact, and those involving the subtraction of 2-digit numbers, were found. The 2-digit open addition problems were solved using modeling strategies about half as often as any other problem type. The same types of errors were made for both the basic fact and the 2-digit problems, but there were more counting errors and more inappropriate strategy errors for the 2-digit problems, and more incorrect operations for the basic fact problems.
Finally, some differences were noted in the problem-solving behaviour of children who performed well on the basic fact tests and those who did not. The children in the low group made more counting errors, used more modeling strategies, and used fewer incorrect operations than children in the high group.
These implications for instruction were stated: de-emphasize drill of the basic facts in the primary grades, delay the formal instruction of the operations until children have had a lot of exposure to word problem situations involving these concepts, use the problem situations to introduce the operations instead of the other way around, and leave comparison subtraction word problems until after the children are quite familiar with take away and open addition problems.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Moore, Robin Stanley. "The role of student writing in learning in zoology." Thesis, Rhodes University, 1996. http://hdl.handle.net/10962/d1003636.
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In this study I attempt to develop a rationale for the role of student writing in advancing learning in Zoology. To this end, I use the informed and insightful voices of five academics from the University of Cape Town's Department of Zoology to present a picture of the goals of the discipline, how they view the role that student writing plays in advan~ing these goals, a sense of the tensions they face in dealing with student diversity, and the promise and challenges of innovative approaches. My interest in how staff view student writing stems from a belief that staff make use of student writing in different ways, depending on their assumptions about writing. I explore these assumptions by means of interviews with members of staff, in which I ask about how they understand the pursuit of science, the qualities a scientist needs to develop, the best ways to develop these qualities in students, and the part that student writing plays in this development. What emerges in this study is the understanding that the kinds of writing we ask students to do reflect the forms of educational practice that we sustain. On the one hand, certain forms of writing may support forms of transmission pedagogy that are viewed as being at odds with progressive science education. On the other hand, if we are to develop alternative teaching approaches which are in keeping with contemporary views of science and learning, then we need to develop new genres of student writing that give expression to these goals and methods. The study concludes with suggested avenues into curriculum review that would operationalise the insights developed by this study.
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Homateni, Rauha Kau Ndahalomwenyo. "An investigation of how grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow : a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1003713.
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This study took place at a private high school in the Kavango region with my 32 grade 10B learners as the research participants. Its objective was to investigate how the grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow. This research study was essentially triggered by my own classroom experience of teaching the topic on refraction of light. In order to achieve the goal of this research, a qualitative case study located within an interpretive paradigm was adopted. To gather data I used multiple data gathering techniques such as brainstorming session, learners conducting interviews in the community, practical activities and focus group interviews. This resulted in descriptive data that qualified to be analyzed in a qualitative way. The themes that emerged from the generated data were coded using upper letter cases and various colours. A methodological triangulation was employed by using multiple data generation techniques. Member checking during focus group interviews also ensured validity in this case study. The findings of this study revealed that the use of learners’ cultural beliefs/everyday experiences can be used to enhance learner engagement, meaning making and conceptual development during the science lessons. In addition, the ways in which practical activities are designed and presented to learners in the science classroom determine learners’ participation and conceptual attainment. Therefore, based on my research findings, I recommend that teachers need to be trained to be able to elicit and integrate learners’ cultural beliefs/everyday experiences in conjunction with hands-on practical activities which focus on conceptual development during their science lessons. However, although this study had many benefits, it also showed that it is not easy to close the gap between learners’ prior everyday knowledge and school science. This warrants further research.
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Sletten, Magnus. "Inspirerad av Learning studies : En undersökning av lektioner i Idrott och Hälsa." Thesis, Högskolan i Gävle, Akademin för teknik och miljö, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-11141.
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Sayre, Eleanor C. "Advanced Students' Resource Selection in Nearly-Novel Situations." Fogler Library, University of Maine, 2005. http://www.library.umaine.edu/theses/pdf/SayreEC2005.pdf.
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Belal, Cherine. "Mechanisms of alpha]-synuclein-induced neurodegenertaion in Parkinson's disease and stroke." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4745.
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Parkinson's disease (PD) is a debilitating neurodegenerative disorder affecting one million Americans. Despite its social and economic impact, the pathological cascades that lead to neuron dysfunction and degeneration in PD are poorly understood. Endoplasmic reticulum (ER) stress has been implicated as an initiator or contributing factor in neurodegenerative diseases including PD. The ER is an organelle central to protein folding and intracellular Ca2+ homeostasis. Perturbations of these functions result in ER stress and upregulation of ER stress proteins, of which some have been implicated in counteracting ER stress-induced cell death. The mechanisms that lead to ER stress and how ER stress proteins contribute to the degenerative cascades remain unclear but their understanding is critical to devising effective therapies for PD. Both the accumulation of mutant a-synuclein (aSyn), which causes an inherited form of PD, and the inhibition of mitochondrial complex I function by PD-inducing neurotoxin lead to ER stress. The critical involvement of ER stress in experimental models of PD supports its potential relevance to PD pathogenesis and led us to test the hypothesis whether the homocysteine-inducible ER protein (Herp), an ubiquitin-like domain (UBD) containing ER-resident protein, can counteract mutant Alpha Syn- and neurotoxin- induced pathological cascades.ID: 031001465; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Title from PDF title page (viewed July 10, 2013).; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references.
Ph.D.
Doctorate
Molecular Biology and Microbiology
Medicine
Biomedical Sciences
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Van, Zyl James. "Curriculum design for ecotourism as part of formal training in tourism." Thesis, Cape Technikon, 1994. http://hdl.handle.net/20.500.11838/1886.
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Thesis (Masters Diploma (Technology))--Cape Technikon, Cape Town, 1994The majority of educational establishments in South Africa offering tourism courses concentrate on those subjects that are closely related to the operational side of the industry, for example: Travel Practice and Management, Business Management, Marketing, etc. whilst linle or no applied training for ecotourism is given. On the other hand the impact of tourism on the natural resources of a destination as well as on the host community is steadily increasing, particularly in developing countries. Once this phenomenon is analysed and placed in perspective, structured training and educational activities appear to be one way to ensure that both the conservation and retention of the natural beauty and resources in such destination is addressed. To be effective such educational and training activities should be specific and should take place within the context of ecotourism. The purpose of this study was, in the first place. to define 'ecorourism' and to describe its role within the broader tourism industry. It was further attempted to isolate the characteristics and to draw attention to the sensitive nature of ecosystems. The role of training in the survival of the systems mentioned, that is, the protection and conservation thereof, became patently clear. It further became apparent that the educational needs were not only applicable to the visitor, to the destination, but also to the functionary within the industry. In order to meet the objectives of the tourism trade it will be necessary for prospective employees to acquire the knowledge, skills and attitudes relative to environmental management. In order to contribute to sustainable tourism development future employees of this industry should also be motivated to participate in the management of the environment.
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Leung, Bun. "A study to investigate the use of self-regulated learning strategies between two classes of secondary four students in two different secondary schools in Hong Kong." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21184161.
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Lemley, Duane C. "Delayed Versus Immediate Feedback in an Independent Study High School Setting." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1154.pdf.
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Choi, Jaehwa. "Effect of categorization on type I error and power in ordinal indicator latent means models for between-subjects designs." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3828.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2006.Thesis research directed by: Measurement, Statistics and Evaluation. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Laihonen, Per. "Scientific problems related to the choice of angles in case studies." Thesis, Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-32615.
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A case study is often criticised for the risk that a researcher have a subjective interpretation of the data. This paper has the ambition to analyse how to choose the right angles in case studies to prove that you made a reliable case study. The most highlighted in this case study will be case study methodology. It will also be about what you should think about as a researcher in order to stay as objective as possible. By analysing and comparing the interpretations of different sources, the answer was that there are many things to consider as a researcher to understand how to choose the right angles. There are things to consider before and during the case study. The result after examining various sources was that you have to be precise and clear in a case study. The method description should be as clear as possible so that others will be able to perform the test. Subjective interpretations should not be taken with. The key is to choose an objective interpretation and highlight different perspectives to get a reliable case study.
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Fagan, Catherine A. "The long-term effects of study abroad experiences on career, educational, and travel choices." Scholarly Commons, 2002. https://scholarlycommons.pacific.edu/uop_etds/561.
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Hebl, Holli A. "The effect of a study skills course on the retention rate of at-risk college freshman." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999heblh.pdf.
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Sharmin, Farhana. "Metabolic and ecological study of environmental pentose utilizing bacteria (E-PUB)." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/60051/1/Farhana_Sharmin_Thesis.pdf.
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Lignocellulosic materials, such as sugar cane bagasse, a waste product of the sugarcane processing industry, agricultural residues and herbaceous crops, may serve as an abundant and comparatively cheap feedstock for largescale industrial fermentation, resulting in the production of marketable end-products. However, the complex structure of lignocellulosic materials, the presence of various hexose and pentose sugars in the hemicellulose component, and the presence of various compounds that inhibit the organisms selected for the fermentation process, all constitute barriers that add to the production costs and make full scale industrial production economically less feasible. The work presented in this thesis was conducted in order to screen microorganisms for ability to utilize pentose sugars derived from the sugar mill industrial waste. A large number of individual bacterial strains were investigated from hemi-cellulose rich material collected at the Proserpine and Maryborough sugar mills, notably soil samples from the mill sites. The research conducted to isolation of six pentose-capable Gram-positive organisms from the actinomycetes group by using pentose as a sole carbon source in the cultivation process.
The isolates were identified as Corynebacterium glutamicum, Actinomyces odontolyticus, Nocardia elegans, and Propionibacterium freudenreichii all of which were isolated from the hemicellulose-enriched soil. Pentose degrading microbes are very rare in the environment, so this was a significant discovery. Previous research indicated that microbes could degrade pentose after genetic modification but the microbes discovered in this research were able to naturally utilize pentose.
Six isolates, identified as four different genera, were investigated for their ability to utilize single sugars as substrates (glucose, xylose, arabinose or ribose), and also dual sugars as substrates (a hexose plus a pentose). The results demonstrated that C. glutamicum, A. odontolyticus, N. elegans, and P. freudenreichii were pentose-capable (able to grow using xylose or other pentose sugar), and also showed diauxie growth characteristics during the dual-sugar (glucose, in combination with xylose, arabinose or ribose) carbon source tests. In addition, it was shown that the isolates displayed very small differences in growth rates when grown on dual sugars as compared to single sugars, whether pentose or hexose in nature.
The anabolic characteristics of C. glutamicum, A. odontolyticus, N. elegans and P. freudenreichii were subsequently investigated by qualitative analysis of their end-products, using high performance liquid chromatography (HPLC). All of the organisms produced arginine and cysteine after utilization of the pentose substrates alone. In addition, P. freudenreichii produced alanine and glycine. The end-product profile arising from culture with dual carbon sources was also tested. Interestingly, this time the product was different. All of them produced the amino acid glycine, when grown on a combination substrate-mix of glucose with xylose, and also glucose with arabinose. Only N. elegans was able to break down ribose, either singly or in combination with glucose, and the end-product of metabolism of the glucose plus ribose substrate combination was glutamic acid.
The ecological analysis of microbial abundance in sugar mill waste was performed using denaturing gradient gel electrophoresis (DGGE) and also the metagenomic microarray PhyloChip method. Eleven solid samples and seven liquid samples were investigated. A very complex bacterial ecosystem was demonstrated in the seven liquid samples after testing with the PhyloChip method. It was also shown that bagasse leachate was the most different, compared to all of the other samples, by virtue of its richness in variety of taxa and the complexity of its bacterial community. The bacterial community in solid samples from Proserpine, Mackay and Maryborough sugar mills showed huge diversity. The information found from 16S rDNA sequencing results was that the bacterial genera Brevibacillus, Rhodospirillaceae, Bacillus, Vibrio and Pseudomonas were present in greatest abundance. In addition, Corynebacterium was also found in the soil samples.
The metagenomic studies of the sugar mill samples demonstrate two important outcomes: firstly that the bagasse leachate, as potentially the most pentose-rich sample tested, had the most complex and diverse bacterial community; and secondly that the pentose-capable isolates that were initially discovered at the beginning of this study, were not amongst the most abundant taxonomic groups discovered in the sugar mill samples, and in fact were, as suspected, very rare. As a bioprospecting exercise, therefore, the study has discovered organisms that are naturally present, but in very small numbers, in the appropriate natural environment. This has implications for the industrial application of E-PUB, in that a seeding process using a starter culture will be necessary for industrial purposes, rather than simply assuming that natural fermentation might occur.
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Beard, D. R. "An optical study of defects in diamond." Thesis, University of Reading, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379713.
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Pruitt, William Nelson III. "Predicting Study Abroad Propensity among College Students." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/79961.
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The present and increasingly globalized environment of commerce and information has created the need for a workforce adept at global citizenship (Reimers, 2009). As a demand for global citizens has increased, higher education has responded by developing 21st century workforce competencies among its students (NAFSA International Strategic Plans and Mission Statements, 2012). Study abroad is one of the means employed by higher education to increase students' global competency (Carlson, Bum, Useem and Yachimowicz, 1990).
This study explored the relationship between demographic characteristic, and personal, social, and academic experiences of students with respect to predicting propensity to study abroad. Prior research has focused on each of these factors individually while this study explored the influence of these factors collectively on the likelihood to study abroad. Factors were defined by variables measured by the 2014 National Survey on Student Engagement (NSSE) (NSSE, 2014). The data analyses included a combination of independent sample t tests, one-way ANOVAs, and linear regression.
The results revealed that gender, race, major, and SES are good predictors of participation in study abroad. Additionally, academic collegiate experiences germane to diversity and societal awareness increased propensity to participate in study abroad.Ph. D.
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Frieslaar, Denise Eleanor. "The development and evaluation of the Objective Structured Dispensing Examination (OSDE) for use in an undergraduate pharmacy training programme." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
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Addison, Joan Elizabeth. "William Mason : a study." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/william-mason-a-study(c6999db0-6aaf-4f9a-958a-f3094d1f5589).html.
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This thesis is an examination of the work of William Mason, an eighteenth-century poet who, though highly regarded in his own time, is little known in ours. The thesis seeks to revalidate Mason as a poet worthy of attention in the twenty-first century. The Introduction contextualises Mason, both socially and culturally. Emphasis is given to the importance of Whig politics in his life and works, and to the influence upon him from an early age of the philosophy of John Locke. Attention is also drawn to Mason’s ability as an innovative adaptor of ancient genres, the importance to him of Milton’s verse, and the relevance of his ‘public’ poetry to modern Britain. The first part of Chapter One provides an overview of Mason’s poetic trajectory, from his popularity in the eighteenth century to his decline in the nineteenth. The general loss of interest in eighteenth-century poetry, and its revival in the twentieth, is considered. In the second part of the chapter, Mason’s youthful poetic claim to be the literary and moral descendant of Milton and Pope is examined in the context of his early monody, and its innovative purpose and style. Attention is drawn to the intertextuality that informs much of the poetry discussed in this thesis. The treatment of the Pindaric ode in the hands of earlier poets, and Mason’s far more authentic one, are subsequently discussed. Examples are given which illustrate Mason’s successful treatment of the genre, and of his concern with the preoccupations of the age. In Chapter Two Mason’s georgic, The English Garden, is examined. Consideration is given to Mason’s choice of Miltonic form, to the poet’s employment of his subject, gardening, as a representation of the state of the nation, and to the poet’s personal involvement in the verse in a variety of manifestations. His success in matching subject to form is demonstrated. Mason’s correspondence with Walpole concerning the American war, his collaboration with William Burgh, and his use of prose as well as poetry for political purposes, are discussed. Chapter Three provides a brief account of the attitudes to satire from the late seventeenth century to Pope’s death, and goes on to look at Mason’s own satire. His satires are discussed in the context of his political and literary relationships with Walpole, Gray, Pope and Churchill, and his concern with the issue of slavery is foregrounded. The individual satires are examined, and examples explored of Mason’s novel and varying employment of the genre in the service of his Whig viewpoint. The Conclusion draws together the points made in the body of the text, and claims a place for Mason amongst the eighteenth-century poets rediscovered by recent scholarship.
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Lockwood, Elise Nicole. "Student Approaches to Combinatorial Enumeration: The Role of Set-Oriented Thinking." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/338.
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Combinatorics is a growing topic in mathematics with widespread applications in a variety of fields. Because of this, it has become increasingly prominent in both K-12 and undergraduate curricula. There is a clear need in mathematics education for studies that address cognitive and pedagogical issues surrounding combinatorics, particularly related to students' conceptions of combinatorial ideas. In this study, I describe my investigation of students' thinking as it relates to counting problems. I interviewed a number of post-secondary students as they solved a variety of combinatorial tasks, and through the analysis of this data I defined and elaborated a construct that I call set-oriented thinking. I describe and categorize ways in which students used set-oriented thinking in their counting, and I put forth a model for relationships between the formulas/expressions, the counting processes, and the sets of outcomes that are involved in students' counting activity.