Tesis: "Primary and secondary pollutants"

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Todoroki, Christine Louisa. "Primary and secondary log breakdown simulation". Thesis, University of Auckland, 1997. http://wwwlib.umi.com/dissertations/fullcit/9913695.

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Log breakdown by sawing can be viewed as a multi-phase process that converts logs into boards by a series of cutting operations. In the primary phase, logs are sawn into s labs of wood known as flitches or cants. These are further processed by secondary operations, that resaw, edge (cut lengthwise) and trim (cut widthwise) the raw material, resulting in the manufacture of the board product whose value is influenced by its composite dimensions and quality (as indicated by a grade). Board grade is in turn determined by the number, type, size, and location of defects. Owing to its biological origins, each log, and subsequent board, is unique. Furthermore, as each sawmill, and processing centre within the mill, has a unique configuration, the problem of determining how each log entering a mill should be sawn is very complex. Effective computer simulation of log breakdown processes must therefore entail detailed descriptions of both geometry and quality of individual logs. Appropriate strategies at each breakdown phase are also required. In this thesis models for emulating log breakdown are developed in conjunction with an existing sawing simulation system which requires, as input, detailed three-dimensional descriptions of both internal and external log characteristics. Models based on heuristic and enumerative procedures, and those based upon the principles of dynamic programming (DP) are formulated, encoded, and compared. Log breakdown phases are considered both independently and in a combined integrated approach-working backwards from the board product through to the primary log breakdown phase. This approach permits methodology developed for the later processes to be embedded within the primary phase thus permitting the determination of a global rather than local solution to the log breakdown problem whose objective is to seek the highest possible solution quality within the minimum possible time. Simulation results indicate that solution quality and processing speeds are influenced by both solution methodology and degree of data complexity. When the structure of either factor is simplified, solutions are generated more rapidly-but with an accompanying reduction in solution quality. A promising compromise that combines DP techniques with mathematical functions based on a subset of the original data is presented.
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Meier, Lori T. "Episode 4: Primary & Secondary Sources". Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/4.

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In this episode, we discuss the use of primary and secondary sources in the elementary social studies classroom. We explore the definitions for both primary and secondary sources, examine how they are connected to K-5 standards and curriculum frameworks, and visit various digital resources where teachers can find engaging primary sources for their students.
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3

James, Peter Michael. "Fracture under primary and secondary stresses". Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/fracture-under-primary-and-secondary-stresses(fac07e1f-5bb4-447d-8eb7-ccca0205bdd6).html.

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Components found within many industries contain crack like defects. The work detailed here considers such a component under the combined influence of primary and secondary stresses; where primary stresses contribute to plastic collapse and secondary stresses are redistributed under plastic deformation. A number of approaches are available to detail the combined loading on the crack tip parameter J, or KJ, which is used to assess proximity to failure from crack extension. However, these approaches are recognised to be conservative and can lead to the unnecessary replacement of components, stricter surveillance and inspection regulations, and further costs associated with downtime.The aim of the work presented is to investigate these conservatisms and develop a further approach to quantify the interaction of primary and secondary stresses on fracture. A large matrix of cracked body finite element analyses of a circumferentially cracked cylinder has been performed under a range of loadings. This is then used to detail the interaction of primary and secondary stresses on fracture by providing a function to describe a scaling term, g, that multiplies the secondary crack driving force contribution. This term has been shown to be relatively independent on the magnitude of secondary stresses and is also dependent on the material stress strain relation. This relation for g has also been shown to be compatible with the R6 defect assessment procedures V factor approach, through the Vg plasticity interaction term, that provides a scaling term to the secondary contribution in R6. A review of experiments considering combined loading has indicated that the number of tests that cover a range of primary stress induced plasticity levels is limited. Further experiments were therefore considered within this research to provide added experimental fracture toughness data by which to compare the R6 V factor and Vg approaches. These experiments introduced a compressive pre-load to the ends of three-point bend specimens so that a tensile residual stress resulted on unloading. A crack was introduced and the specimens tested at one of three temperatures so that changes in the materials fracture toughness with temperature ensured different levels of plasticity at failure; so that crack growth occurred over three sets of load normalised to the load for plastic collapse. Tests were also conducted that did not include the residual stress so that the effect of residual stress could be shown under different levels of plastic redistribution. The Vg Approach and the existing Complex R6 V Approach have then been applied to all available experimental data for validation. The results show that both approaches conservatively predict the failure of all tests and that the Vg Approach can reduce the level of conservatism.

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4

Turan, Y. "Pyrimidine primary and secondary metabolism in plants". Thesis, Swansea University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.639271.

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In this study, the biosynthesis of albizziine has been elucidated, and a direct precursor relationship shown to exist between uracil and albizziine. This was confirmed by the demonstration that [2-¹⁴C]uracil specifically labels C-5 of albizziine. It is concluded that the biosynthetic sequence involves the hydroxylation of uracil to isobarbituric acid, then amination to 5-aminouracil, followed by hydrogenation and ring-opening, to yield albizziine. 2,3-Diaminopropanoic acid was shown to be formed from albizziine by the action of β-ureidopropionase. Thus, the formation of albizziine and 2,3-diaminopropanoic acid represents a further aspect of the interfacing of pyrimidine primary and secondary metabolism through uracil. Lathyrine was shown to be catabolyzed in Lathyrus tingitanus to yield the non-protein amino acid 4-hydroxyhomoarginine, and it was thus confirmed that 4-hydroxyhomoarginine is a catabolite rather than a precursor of lathyrine. 2-Amino-4-carboxypyrimidine, the immediate precursor of the lathyrine ring-system, was shown to be synthesized enzymically from uracil. The relative amount of exogenously supplied uracil diverted into production of the isomeric pyrimidinyl amino acids willardiine and isowillardiine in Pisum sativum, and also that diverted into the production of the pyrimidine amino acid lathyrine in Lathyrus tingitanus was determined. Uracil was shown to have a pronounced inhibitory effect on the germination and growth of Phaseolus aureus and Glycine max. As these plants do not produce pyrimidine-derived secondary products, this observation is consistent with the view that production of such compounds is a detoxification mechanism for bioactive pyrimidines.

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5

Briuglia, Maria Lucia. "Primary and secondary crystal nucleation of pharmaceutics". Thesis, University of Strathclyde, 2017. http://digitool.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=28867.

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Control of the crystallisation process is essential in the consistent and reliable production of many particulate materials in the pharmaceutical and chemical industries. Crystal Nucleation defines the crystal size distribution of the obtained crystal population affecting downstream operations. The literature agrees on crystal nucleation division as primary and secondary nucleation depending on the conditions of the used supersaturated solution. Primary nucleation occurs in a clear supersaturated solution, while secondary nucleation is induced by at least one parent crystal present in the solution. Despite the large amount of research conducted on this field, several challenges for primary and secondary nucleation fundamental understanding are still identifiable. The aim of this thesis is to develop meticulous and accurate methods to measure primary and secondary nucleation in order to systematically study nucleation mechanisms relevant to industrial scales. This thesis is constituted of two main parts: one part studies primary nucleation and develops a method for control and measure primary nucleation rate within the metastable zone width (Chapter 2) using different volumes and hydrodynamics (Chapter 3). The second part concerns studies of secondary nucleation under well-controlled conditions providing a systematic method to measure secondary nucleation rates (Chapter 4), which can be integrated in industrial workflows (Chapter 5) and applied to study the chiral outcomes (Chapter 6). The developed methods decouple primary and secondary nucleation events improving crystallisation processes understanding. The reliability and reproducibility of the novel proposed methods offer an appropriate process control strategy to address existing challenges on crystal nucleation.

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6

Stubbs, Samuel Christopher. "The virome in primary and secondary immunodeficiency". Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/277043.

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The afflictions suffered by immunocompromised individuals have historically been attributed to overt infections caused by bacterial and fungal pathogens. For this reason, treatment methods have focused on resolving these infections, with great success in terms of reducing short-term morbidity and mortality rates. This initial success only served to reinforce the dogmatic opinion that to ‘cure’ immunodeficiency, one needs only to resolve and prevent recurrence of bacterial and fungal infections. However, reports of long-term health problems in immunocompromised cohorts suggest that treatment of bacterial and fungal infections alone does not resolve all aspects of the disease, and that viruses may play a greater role than previously expected. This thesis investigates whether viral infections do indeed have a significant impact in the immunocompromised patient. The overall prevalence of blood-borne viral infections in immunocompromised cohorts was determined through the combined use of unbiased, metagenomic sequencing and qPCR. The viral species detected were compared with patient records in order to determine whether there were any correlations between viral presence and patient outcome following treatment. Furthermore, by investigating a cross-section of cohorts with both inherited and acquired immunodeficiences, commonalities and differences could be found in terms of the types of viruses that infect these cohorts and their abundance in patients with different types of immunodeficiency. The findings of this work suggest that a large number of clinically undiagnosed viruses infect immunocompromised patients, however the prevalence of these viruses varies according to the form of immunodeficiency and, to a lesser extent, according to differences between individuals in the same cohort. Importantly, some of the more common viruses detected appear to be correlated with poor patient outcomes such as graft rejection and future infectious complications. Overall, these results suggest that viral infections do indeed play a larger role in the health of immunocompromised patients than has previously been thought although whether this is due to a direct cause or as a consequence is yet to be determined.

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7

Mundy, Lukas. "Cytochrome P4501A Induction by Highly Purified Hexachlorobenzene in Primary Cultures of Avian Hepatocytes". Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20292.

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Hexachlorobenzene (HCB) is a persistent organic pollutant that was primarily produced for use as a fungicide dating back to the 1940s. Worldwide emissions have declined steadily over the past forty years, but HCB is still produced as a by-product of a number of industrial processes and is still detected in remote locations around the globe. Many studies have been conducted to determine the toxic and biochemical effects of HCB, but it has been suggested that reported toxic and biochemical effects initially attributed to HCB exposure may have actually been elicited by contamination of HCB by polychlororinated dibenzo-p-dioxins (PCDDs), polychlorinated dibenzofurans (PCDFs) and dioxin-like polychlorinated biphenyls (PCBs). This thesis investigates whether highly purified HCB (HCB-P; defined as HCB containing < 0.2 ppb of any PCDD, PCDF, or co-planar PCB congener [the detection limit of current analytical methods]) can induce cytochrome P4501A (CYP1A) in three avian species in vitro. Primary cultures of chicken (Gallus gallus domesticus), ring-necked pheasant (Phasianus colchicus) and Japanese quail (Corturnix japonica) embryo hepatocytes were used to compare the potencies of reagent-grade (RG-HCB), HCB-P and 2,3,7,8-tetrachlorodibenzo-p-dioxin (TCDD) as inducers of ethoxyresorufin O-deethylase (EROD) activity, CYP1A4 messenger ribonucleic acid (mRNA) and CYP1A5 mRNA. The potencies of two mono-ortho substituted PCBs, 2,3,3’,4,4’-pentachlorobiphenyl (PCB 105) and 2,3’,4,4’,5-pentachlorobiphenyl (PCB 118) were also assessed in chicken embryo hepatocytes using the same endpoints. All compounds induced EROD activity and up-regulated CYP1A4/5 mRNAs in the hepatocytes of each species. The potency of HCB relative to the potency of TCDD (ReP) was 0.0001, 0.001 and 0.01 in chicken, ring-necked pheasant and Japanese quail embryo hepatocytes, respectively. ECthreshold values were suggested to be more appropriate than EC50 values because ECthreshold values account for differences in maximal EROD and CYP1A4/5 mRNA levels that are observed with HCB exposure in avian embryo hepatocytes more so than EC50 values. Differences in species sensitivity to HCB were also assessed, and did not vary as greatly as the listed ReP values. The results presented herein suggest that HCB is capable of inducing effects downstream of activation of the aryl hydrocarbon receptor, and may warrant its inclusion in the World Health Organization’s toxic equivalency concept.

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8

Huang, Bin 1965. "Boyle and Locke on primary and secondary qualities". Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=60073.

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This thesis attempts to describe the similarities and the differences between Boyle's position and Locke's on the primary and secondary quality distinction.
It is in the Corpuscular Hypothesis that Boyle draws the distinction between primary and secondary qualities. Locke not only accepts the Corpuscular Hypothesis but also presents some arguments to support it.
Chapter 1 and Chapter 2 respectively examine the differences in the positions of Boyle and Locke on primary and secondary qualities, in their lists of primary qualities, the terminologies they employ, and the scopes of their discussions. Little attention has previously been paid to these differences.
Chapter 3 discusses the essence of the primary/secondary quality distinction. My point is that the distinction between primary and secondary qualities is really a distinction between two kinds of powers for both Boyle and Locke.

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9

Deal, Jane Elizabeth. "Aspects of primary and secondary hypertension in childhood". Thesis, Imperial College London, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307609.

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Roberts, Joanne P. "The transition from primary school to secondary school". Thesis, Bangor University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491673.

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A feature ofthe education system in the United Kingdom is the transfer of children, at approximately age of 11, from a smaller primary school to a larger secondary school. Evidence suggests this transition is an important time in a child's life and whilst many children make a smooth transition, some find this change very difficult. This thesis reviews the literature regarding parental influence on the transition from primary school to secondary school. Research has identified tha,t parental involvement in a child's education can have a considerable effect on a child's academic and psychological adjustment. However, during transition, when children typically have to manage a number of competing demands, parental involvement generally declines substantially. To contextualise and facilitate an understanding ofthe factors which effect parental involvement during transition, th~ review aisp considered the influence oftransition on adolescent adjustment and parental influence on adolescent adjustment. The experimental paper explored the long term effects oftransition on adolescent adjustment by investigating how pre transition levels of cognitive ability, levels of psychopathology and emotional intelligence have an effect on transition. Pre transition (year 6) pupils comple.ted measures ofcognitive ability, emotional intelligence and psychopathology. Post transition (year 7 and year 8) pupils completed measures ofemotional intelligence, psychopathology and answered questions abouttransition. The results demonstrated low self concept and/or high anxiety scores were significant predictors ofa negative report oftransition. Furthermore, a higher score on one measure ofemotional intelligence proved a significant predictor ofa positivereport oftransition.

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11

van, Bokhorst E. "Forcing of the primary and secondary crossflow instability". Thesis, City, University of London, 2018. http://openaccess.city.ac.uk/20151/.

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With fossil fuels diminishing and fuel prices rising the development of more efficient aeroplanes is needed from an economical and environmental point of view. One possibility to increase the aerodynamic efficiency is to reduce the skin friction. This reduction can be achieved by having large areas of laminar flow. To be able to design laminar flow wings a thorough understanding of the transition from laminar to turbulent flow on a swept wing is needed. The current experimental investigation focuses on the influence of environmental disturbances on the development of the crossflow instability. In order to study this influence, in the low turbulence wind tunnel at City University of London, an experimental model had to be designed. It was chosen to have a 45 degrees swept flat plate with a displacement body placed above it which created a favourable pressure gradient on the plate. With the sweep angle and favourable pressure gradient the conditions to have a transition process dominated by the crossflow instability were met. To characterize the flow detailed single hot-wire scans were carried out with a custom made data acquisition system in LabVIEW. Prior to the experiments on the crossflow instability, measurements to characterize the freestream environment and to obtain the pressure distribution on the flat plate were carried out. The turbulence intensity was found to be around 0.02% for freestream velocities from 10 to 18m/s. The pressure distribution was obtained with two methods, with static pressure ports embedded in the plate and with a custom made pressure belt which spanwise location could easily be varied. Both methods gave comparable results and showed that a moderate favourable pressure gradient was created on the plate compared to other studies. The pressure belt results and panel code results were compared to a three-dimensional RANS computation of the set-up. A similar pressure gradient was found for all three pressure distributions. The magnitude of the pressure coefficient obtained from the panel code was slightly higher due to the inviscid character of this code. The main experiments focused on two stages of the transition process, the development of the primary and secondary crossflow instability. The goal of the primary crossflow instability experiments was to investigate the influence of the wavelength content of different roughness distributions while previous studies focused more on the roughness height. A cylindrical and pyramidal roughness elements were studied for this purpose. The roughness elements were spaced at a spanwise distance of λ, which was the wavelength of the most amplified stationary crossflow wave following linear stability analysis. From the calculation of the Fourier coefficients it followed that the pyramidal roughness distribution had stronger forcing at λ and weaker forcing at λ/n compared to the cylindrical roughness distribution. The experiments on the secondary instability first investigated the characteristics of this instability during different stages of its development. While in previous studies the characteristics in the early growth stage were studied here the characteristics of the secondary instability during breakdown are reported. Next, the experiments focused on excitation of the secondary instability by wall-forcing and freestream forcing. The secondary instability was forced from the wall with a small speaker. The results with different amplitudes of the excitation signal showed that the secondary instability is receptive for wall-forcing. The secondary instability was forced from the freestream through a small pipe which was connected to a speaker placed in the displacement body. The first experiments showed that the freestream forcing did not interact with the secondary instability in the boundary layer. Analogously to the travelling primary instability a thin roughness strip was placed on the swept flat plate at the location where the secondary instability started to grow. With the roughness in place an interaction between the freestream disturbances and secondary instability did occur and the phase structure of the secondary instability could be obtained.

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Zedan, Haya Saud. "Discharge summary communication from secondary to primary care". Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12980/.

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Studies were conducted in Nottingham, UK to assess quality of discharge summary communication sent from secondary to primary care using updated processing methods. Objectives (1) Assess available evidence on effectiveness of interventions aiming to improve discharge information communication specifically introducing computerised discharge summaries (2) Assess differences in discharge summary quality using new processing methods (3) Obtain perspectives of secondary care on discharge communication issues, identifying points of weakness and primary care views on discharge information communicated from hospital. Methods (1) Systematic review of literature on effectiveness of interventions aiming to improve discharge summary information communication (2) Before and after studies of two different discharge summary types in three departments within Nottingham University Hospitals NHS Trust (3) Qualitative interviews with key stakeholders (N=27) and observations in 3 sites. Results The systematic review returned 21 interventions with emphasis on the introduction of computerised systems to improve quality (timeliness and completeness of discharge summaries). Nine studies significantly improved the completeness of the discharge summary. Ten studies significantly increased the timeliness of the generation of the document and the transfer of information. The three before and after studies produced varying results; the HCOP findings suggested improvements post-intervention in completeness of summaries; this was not statistically significant. In Nephrology, computerisation significantly speeded up the timeliness of discharge summaries but there was no significant difference in completeness between the two types. In Paediatrics, computerisation increased the number of summaries not completed, and the handwritten summary was significantly faster. Computerised discharge summaries contained more information- this was statistically significant. The qualitative study identified issues with understanding the concept of discharge, the purpose and importance of the discharge summary, and organisational issues around the ability to balance the demands for completeness and timeliness, a lack of leadership and user-centred design of the electronic discharge system. Conclusions The literature reviewed found examples of the potential computerisation has on discharge documentation quality. The research studies conducted showed that the introduction of computerisation into the discharge documentation process produced mixed results in quality (completeness and timeliness) of discharge summaries communicated from secondary to primary care. Slight improvements were found in the before and after studies and staff feedback was positive. The success of such interventions depends largely on increased clinical leadership and user-centred design. An established link to patient safety is needed to increase awareness of the importance of discharge summary communication and justify major system change.

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13

Hodgkin, Kieran. "Schooling, Physical Education and the primary-secondary transition". Thesis, Cardiff Metropolitan University, 2014. http://hdl.handle.net/10369/6525.

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Preliminary evidence indicates that although there have been attempts to ensure continuity across the primary-secondary transition (Tobell, 2003), discontinuities remain and that there is a „hiatus in progression‟ (Galton et al., 2000). For pupils the transition to secondary school is a time of change leaving their small familiar primary school and entering a large unfamiliar secondary school. This thesis presents pupils‟ expectations and experiences of the primary-secondary transition, across the curriculum and specifically with regards to Physical Education (PE). The primary-secondary transition with regards to PE is marked by significant changes in resource provision, and a mode of delivery from (mainly) non-specialist teachers to subject specialists (Capel and Piotrowski, 2000). As an exploratory case study, an ethnographic approach was adopted with „pupil-voice‟ a distinctive and central feature. Two phases of fieldwork were conducted. The first phase examined Year 6 (aged 10-11) pupils‟ expectations of the primary-secondary transition at Urban Primary and tracked these pupils into City Comprehensive to explore their experiences (June-October 2011). The second phase of fieldwork examined the particularities of the transition concerned with PE. Once more, expectations of Year 6 pupils at Urban Primary were explored and tracked into City Comprehensive (June-October, 2012). Thematic inductive analysis was conducted and there were four super-ordinate findings which relate to: pupils‟ perceptions of the process of transition across the curriculum and with regards to PE; the notion of „being good enough‟; social implications of transition; concept of „growing up‟; teachers and teaching. Findings suggest that these factors contribute to a discontinuous experience for pupils during transition. Future research directions point towards a focus on academia across transition and a consideration of the development in physical competence within primary school settings. Throughout this thesis reflexivity and reflection were used to provide an insight into the research journey as part of the doctoral apprenticeship.

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Boknäs, Niklas. "Studies on interfaces between primary and secondary hemostasis". Doctoral thesis, Linköpings universitet, Avdelningen för mikrobiologi och molekylär medicin, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-132413.

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Our conceptual understanding of hemostasis is still heavily influenced by outdated experimental models wherein the hemostatic activity of platelets and coagulation factors are understood and studied in isolation. Although perhaps convenient for researchers and clinicians, this reductionist view is negated by an ever increasing body of evidence pointing towards an intimate relationship between the two phases of hemostasis, marked by strong interdependence. In this thesis, I have focused on factual and proposed interfaces between primary and secondary hemostasis, and on how these interfaces can be studied. In my first project, we zoomed in on the mechanisms behind the well-known phenomenon of thrombin-induced platelet activation, an important event linking secondary to primary hemostasis. In our study, we examined how thrombin makes use of certain domains for high-affinity binding to substrates, called exosite I and II, to activate platelets via PAR4. We show that thrombin-induced platelet activation via PAR4 is critically dependent on exosite II, and that blockage of exosite II with different substances virtually eliminates PAR4 activation. Apart from providing new insights into the mechanisms by which thrombin activates PAR4, these results expand our knowledge of the antithrombotic actions of various endogenous proteins such as members of the serpin superfamily, which inhibit interactions with exosite II. Additionally, we show that inhibition of exosite II could be a feasible pharmacological strategy for achieving selective blockade of PAR4. In my second project, we examined the controversial issue of whether platelets can initiate the coagulation cascade by means of contact activation, a hypothesis which, if true, could provide a direct link between primary and secondary hemostasis. In contrast to previous results, our findings falsify this hypothesis, and show that some of the erroneous conclusions drawn from earlier studies can be explained by inappropriate experimental models unsuitable for the study of plateletcoagulation interfaces. My third project comprised an assessment of the methodological difficulties encountered when trying to measure the ability of platelets to initiate secondary hemostasis by the release of microparticles expressing tissue factor. Our study shows that the functional assays available for this purpose are highly susceptible to error caused by artificial contact activation. These results could help to improve the methodology of future research and thus pave the way for new insights into the roles of tissue factor-bearing microparticles in the pathophysiology of various thrombotic disorders. From a personal perspective, my PhD project has been a fascinating scientific odyssey into the largely unexplored interfaces between primary and secondary hemostasis. Looking forward, my ambition is to continue our work exploring platelet-coagulation interactions and to translate these insights into clinically meaningful information, which may someday improve the treatment of patients with bleeding and/or thrombosis.

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15

Trerise, Margot Alana. "Evaluation of primary and secondary treatment of distillery wastewaters". Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1246.

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Muyombano, Emmanuel. "The Geography of Primary and Secondary Education in Rwanda". Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7773_1263508586.

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The study focuses on primary and secondary education rather than tertiary education as primary schools enrol the largest number of Rwandan students and absorb the major share of public spending on education.

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17

Gormley, G. J. "Musculoskeletal disease : innovations at the primary/secondary care interface". Thesis, Queen's University Belfast, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411787.

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18

Muellejans, Harald. "Secondary electron emission in coincidence with primary energy losses". Thesis, University of Cambridge, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240071.

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19

Jarman, Ruth. "A study of primary-secondary curricular continuity in science". Thesis, Queen's University Belfast, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266759.

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20

Cullimore, John Edward. "Prospects for primary and secondary prevention of cervical adenocarcinoma". Thesis, University College London (University of London), 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261819.

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21

Pearce, David. "Contract and the idea of primary and secondary rights". Thesis, University of Exeter, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.407297.

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22

Lester, Leanne J. "Bullying and the transition from primary to secondary school". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/546.

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Peer relationships within the school environment are one of the most important determinants of social and mental wellbeing for adolescents and as such, schools have become increasingly aware of the prevalence, seriousness and negative impacts of bullying behaviour. The transition from primary to secondary school provides both challenges and opportunities as many adolescents undergo transition while experiencing environmental, physiological, cognitive and social changes as part of the adolescent development process. This is also a period during a student’s school life when their risk of being bullied is higher than at other times. The aim of this study was to use longitudinal data to examine bullying experiences and their temporal association with other problem behaviours, social and mental health during the transition period from primary to secondary school. The findings from this research will facilitate the development of empirically grounded recommendations for effective school policy and practice to help reduce the bullying experiences and enhance the social and mental health of adolescents who are transitioning from primary school to high school. Longitudinal data collected during the Supportive Schools Project (SSP) were used to address the aim of the study. The SSP project recruited 21 Catholic education secondary schools in Perth, Western Australia, and tracked 3,459 students from the last year of primary school (Year 7) to the end of the second year of secondary school (Year 9). The SSP aimed to enhance the capacity of secondary schools to implement a whole-of-school bullying reduction intervention. Students completed a self-administered questionnaire on four occasions that allowed for a longitudinal assessment of their knowledge, attitudes, and bullying experiences during the transition from primary to secondary school. This research comprised four stages. The predictive relationship of bullying perpetration and victimisation and the future level of involvement in other problem behaviours were explored in Stage 1 of this research. Stages 2 and 3 investigated the direction and strength of the relationships between social and mental health factors (e.g., loneliness at school, connectedness to school, peer support, safety at school, depression and anxiety) and bullying victimisation during early adolescence, and determined the most critical time to focus school-based social health and bullying intervention programs. Stage 4 investigated the social health predictors and mental health outcomes of chronic victimisation over the primary to secondary school transition period. Six research questions were tested as part of this research and are reported in a series of five peer-reviewed publications. The first research question, (Does the level of bullying involvement predict level of engagement in problem behaviours?) was addressed in Stage 1. Results from Stage 1 found high correlations between cyberbullying and traditional forms of bullying, and found levels of traditional victimisation and perpetration at the beginning of secondary school (Year 8) predicted levels of engagement in problem behaviours at the end of Year 9. Cyberbullying was not found to represent an independent risk factor over and above levels of traditional victimisation and perpetration for higher levels of engagement in problem behaviours. Stage 1 results highlighted the importance of reducing the frequency of bullying prior to and during transition to lessen the likelihood of future involvement in bullying and other problem behaviours. Knowledge of the temporal relationships between social and mental health and bullying experiences over the transition period may allow for early intervention to address bullying, which in turn, may lessen the likelihood of involvement in other problem behaviours. These results from Stage 1 led to Stages 2 and 3. Stage 2 addressed the relationship between social health and bullying experiences, answering Research Questions 2 and 3 (What is the temporal association between peer support, pro-victim attitudes, school connectedness and negative outcome expectancies of bullying behaviour and perpetration-victimisation over the transition period from primary to secondary school?; What is the temporal association between social variables such as connectedness to school, peer support, loneliness at school, safety at school and victimisation during and following the transition period from primary to secondary school?). Stage 3 involved examining the temporal relationship between mental health and victimisation addressing Research Question 4 (What is the temporal association between mental health and bullying victimisation over the transition period?). The significant reciprocal associations found in the cross-lag models between bullying and social and mental health indicate social and mental health factors may be both determinants and consequences of bullying behaviours (Stages 2 and 3). Based on the magnitude of the coefficients, the strongest associations in the direction from victimisation to the social health variables occurred from the beginning to the end of Year 8, suggesting these relationships may already be well established for some students by the time they complete primary school. Reducing students’ victimisation in Year 8 may, therefore, protect students from poorer social and mental health outcomes during the first and subsequent years of secondary school. Understanding the social health predictors and mental health outcomes of those chronically victimised over the transition period led to Stage 4 of this research. Stage 4 answered Research Questions 5 and 6 (How do social variables such as connectedness to school, peer support, loneliness at school, and safety at school predict class membership in bullying victimisation trajectories over the transition period?; Can class membership in bullying victimisation trajectories predict mental health outcomes such as depression and anxiety?). Using developmental trajectories of victimisation during and following the transition from primary to secondary school, adolescents were assigned to non-victim, low, increasing and stable victimisation groups. Adolescents with poorer social health were more likely to be in the increasing and stable victimised groups than in the not bullied group. Students in the low increasing victimised group had poorer mental health outcomes than those in the stable and not bullied groups. Unexpectedly, the impact of victimization onset at the start of secondary school had a greater impact on mental health than prolonged victimisation beginning at an alternative developmental stage. The results of Stage 4 reiterate the importance of intervening to reduce bullying prior to and during the transition period. There are limitations which may affect the validity and generalisability of these research findings. Threats to the internal validity of this study include data collection methods, selfreport data, measurement limitations, and attrition. The causal links and trajectory groups were studied over a relatively short, but critical, social time period consisting of immense social growth and development of social skills and relationships. For some students, the associations studied may have been well established prior to their involvement in the study. These findings collectively suggest that by secondary school bullying behaviours and outcomes for students are fairly well established. Prior to transition and the beginning of secondary school appears to be a critical time to provide targeted social health and bullying intervention programs. The results of this study have important implications for the timing of school-based interventions aimed at reducing victimisation and the harms caused by long-term exposure.

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23

Mollart, Katherine. "The wellbeing of adolescents during the primary-secondary school transition". Thesis, University of Oxford, 2013. https://ora.ox.ac.uk/objects/uuid:358d9b62-2b0d-4055-bd4a-6ec73e3f896c.

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The transition to secondary school can represent a significant life event for many adolescents and can adversely affect their psychological adjustment and wellbeing. Little is known about how adjustment to this transition can be facilitated for young people. The review paper critically evaluated the evidence-base for school transition programmes that target pupil's mental wellbeing. A keyword search of abstract databases was conducted and 20 studies were evaluated. The majority of studies could not conclude that their intervention improved mental wellbeing to a statistically significant level, and numerous methodological limitations weaken the existing evidence-base. However, the most promising areas of research pertain to intervening with the parents and teachers of adolescents experiencing school transition. Further research should investigate this further. The empirical paper employed a qualitative methodology to examine how adolescents make sense of and create meaning from their experience of going to boarding school, and to explore what can be done to facilitate this adjustment. Ten female and male adolescents were interviewed in their second year of attending boarding school. The interviews, analysed using lnterpretative Phenomenological Analysis, yielded three superordinate themes: 1) 'Home is where the heart is', which captures adolescents experiences of homesickness, the stronger relationships formed with their family, and the development of new attachment figures with their house matron and peers, 2) 'Living in a bubble', which reflects a feeling of being constrained at boarding school and an awareness of it being a hierarchical environment, and 3) 'Gaining familiarity with the place and just being me' as adolescents appeared to positively adjust over time. Results are discussed in terms of attachment, coping and adjustment theories and models of psychosocial development. Clinical and organisational implications for professionals working in boarding schools, as well as suggestions for future research arc discussed.

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24

Fleming, Douglas Munro. "The European study of referrals from primary to secondary care". Proefschrift, Amsterdam : Maastricht : Thesis Publishers ; University Library, Maastricht University [Host], 1993. http://arno.unimaas.nl/show.cgi?fid=5871.

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25

Ko, Pang. "Suffix trees and suffix arrays in primary and secondary storage". [Ames, Iowa : Iowa State University], 2007.

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26

Chaudhary, Abdul Jabbar. "Added-value chemicals from secondary and low-grade primary sources". Thesis, City University London, 1990. http://openaccess.city.ac.uk/7664/.

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A number of metals have been recovered from a variety of secondary and low-grade primary sources. Processing the leach solution directly to recover metals has the advantage over the conventional metal salt recovery system which usually requires the expensive chemical purification steps to get high added-value chemicals. Metals were recovered from dilute solutions using fluidised bed electrolysis in an easily dissolved form to produce added value-chemicals. A detailed study on the separation of cobalt and nickel from cobalt-nickel cake by oxidative precipitation using Caro's acid as an oxidant is also reported. Following encouraging laboratory studies the process was successfully tested on pilot scale at a copper nickel smelter. The cobalt level was brought down from 8.6 g/l to 50 ppm with the pH kept above 4. Studies have also been carried out for the recovery of gold along with other metals from computer scrap. Following nitric acid pretreatment the gold was recovered using acidic thiourea leaching method. The manufacture of arsenic acid from arsenic(IH) oxide by nitric acid was also studied. Two reported methods are, (1) standard method (addition of solid arsenic oxide to hot acid) and (2) slurry method (addition of acid to slurried arsenic oxide). The problems associated with the standard method are, (a) Excessive foaming and (b) Evolution of large volume of gases leads to uncontrollable reaction. These problems were avoided by changing the standard route to slurry method. The slurry method was tested successfully on a plant scale production at William Blythe & Co. Ltd., U.K. The company is now producing arsenic acid routinely using slurry method. The production of aluminium sulphate from clay samples and the purification of quartz for glass industry is also reported. The use of 50% sulphuric acid was found to be the best to extract all the aluminium in the clay samples. The excess of sulphuric acid (23% of stochiometry) is required to leach all the aluminum. The product was found to contain trace level impurities of iron, calcium, potassium, and sodium. The quartz purification step includes the use of sulphide and non-sulphide collectors to remove the undesirable impurities. The final stage involves the acid washing step to dissolve the acid soluble impurities. The acid washed product was pure and suitable for glass industry.

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27

Coleman, Michael. "Primary and secondary processes in normal and dyslexic word identification". Thesis, University College London (University of London), 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399762.

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28

Blomfield, Penelope Ingram. "Prospects for the primary and secondary prevention of cervical cancer". Thesis, University College London (University of London), 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261777.

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29

Paudel, R. "Genetic and neuropathological study of primary and secondary dystonic syndromes". Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/1463442/.

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This thesis will examine monogenetic forms of primary dystonia related to TOR1A, THAP1 and GCH1 genes with a focus on genetic and neuropathological investigation. Further, this thesis discusses the neuropathology of genetic disorders under the neurodegeneration with brain iron accumulation (NB IA) spectrum , B eta - propeller protein associated neurodegeneration (B PAN ) and neuroacanthocytosis. The genetics of spinocerebellar ataxia 8 will be discussed. This thesis also discusses the possibility of a common pathology for the lysosomal storage disorders (LSDs) impinging on ceram ide pathway.

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30

Blanchard, A. E. "Developmental and mating preference differences in primary and secondary psychopathy". Thesis, University of Liverpool, 2016. http://livrepository.liverpool.ac.uk/3006989/.

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There is a long-standing debate regarding developmental differences in primary and secondary psychopathy, and what these differences say in terms of their evolutionary origins. Although both are thought to be fast life history strategies that are adaptive in harsh and unpredictable environments, primary psychopathy is thought to have a genetic basis, while secondary psychopathy is thought to be caused by environmental factors. The aim of the thesis was to contribute further to the debate by investigating hitherto unexamined factors in the development of primary and secondary psychopathy using a Life History, Parental Investment Theory perspective. Specifically, whether quality of parental bonding, quality of attachment in close relationships, and fetal programming (pertaining to prenatal testosterone exposure) differed between men and women high in primary or secondary psychopathy. The contribution of prenatal testosterone to callous unemotional traits and externalising behaviours in children was also examined. Furthermore, as putative adaptive personality types, the attractiveness of primary or secondary psychopathy in partners to heterosexual men and women high or low in primary or secondary for short and long-term mating was investigated. The thesis consists of four studies that utilised a series of questionnaires, the 2D:4D digit ratio and vignettes measured in non-clinical samples: Chapter 2 explored differences between men and women high in primary or secondary psychopathy in recollections of how cold and controlling their parents were during childhood alongside attachment style in adulthood. Primary psychopathy in men was associated with avoidant attachment and uncaring mothers, while in women it was related to uncaring fathers and anxious and avoidant attachment. Secondary psychopathy in men related to uncaring mothers and fathers, while in women it was not related to parental bonding quality or either attachment type. Chapter 3 examined the quality of maternal bonding and exposure to prenatal testosterone (2D:4D ratio) as influences in the development of primary or secondary psychopathy between men and women. The findings re-confirmed differences between sex and psychopathy variants. Chapter 4 investigated the effects of exposure to higher levels of prenatal testosterone (2D:4D ratio) on callous unemotional traits (CU) and externalising behaviour in children aged 5-6 years old. CU traits were found to moderate the relationship between prenatal testosterone and externalising behaviour. Chapter 5 explores the attractiveness and mating preferences of men and women high or low in primary or secondary psychopathy for short and long term relationships. Men high in primary or secondary psychopathy did not discriminate in mate choice in either relationship context, however women high in primary or secondary psychopathy preferred their opposite sex equivalents in short and long-term relationships. Men and women low in primary or secondary psychopathy preferred partners equivalent to them in psychopathy regardless of relationship length. In summary, the results of this thesis demonstrate differences in psychopathy variants between men and women, as well as in children, further highlighting contrasts in genetic and environmental contributions to primary and secondary psychopathy. Moreover, the variations between men and women high in primary or secondary psychopathy appear to function according to inequity in parental investment which also informs their mating preferences in short and long term mating.

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31

Keating, Laura S. "The primary-secondary quality distinction in Descartes, Boyle, and Locke /". The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487843688958067.

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32

Matthews, Rhiannon Elizabeth. "Parent and child constructions of the primary-secondary school transition". Thesis, Cardiff University, 2015. http://orca.cf.ac.uk/78280/.

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The transition from primary to secondary school has been identified as a critical moment in a child’s educational career, which can have implications for their emotional well-being and educational and social outcomes. The majority of literature relating to transition has focused on three main areas; the effects of transition on academic attainment and well-being, pupil’s experience of transition, and predictors of difficult transition. This paper seeks to contribute to the understanding of pupils’ transition experiences by exploring an area which is, to date, under-researched. The study explores child and parent constructions relating to transition within a population of primary school pupils who have been identified as ‘vulnerable’. A mixed method approach was utilised to explore parent and child constructions of the primary to secondary transition and whether transition anxiety differs in parent-child dyads that consist of an anxious parent or a non-anxious parent. A sample comprising of 37 parent-child dyads from a single Local Authority participated in the first stage of research. The parents of these children were divided into two groups following the completion of the STAI; anxious parents and non- anxious parents. Each member of the dyad completed a quantitative measure of transition related concerns which were then statistically analysed in relation to the research questions. In addition to the quantitative measures, 11 parent-child dyads participated in individual semi-structured interviews to further explore their construction related to transition. These interviews were transcribed and analysed using thematic analysis. Five themes were found: growth, information gathering, adaptation, struggling with discontinuity and feelings of hope. The implications of findings are discussed in relation to the role of Educational Psychologists and Educational Professionals. Further directions for research are considered, alongside the limitations of the present study.

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33

Scott, Christina S. "Don DeLillo : an annotated primary and secondary bibliography, 1971-2002 /". Ann Arbor : UMI, 2004. http://catalogue.bnf.fr/ark:/12148/cb40140445j.

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34

Sturrock, Keryn. "Science inquiry pedagogy in upper primary and lower secondary lessons". Thesis, Sturrock, Keryn (2021) Science inquiry pedagogy in upper primary and lower secondary lessons. PhD thesis, Murdoch University, 2021. https://researchrepository.murdoch.edu.au/id/eprint/61136/.

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For over 50 years science inquiry has been positively associated with student achievement. Recently, the role of science inquiry as a means of effective science teaching has come under increased scrutiny after analyses of international large-scale assessments found an overall negative association between science inquiry and student achievement. Unclear in the research literature is the methods teachers use when implementing science inquiry in the standard classroom, as previous research was based on classroom interventions and student reports. To better understand the association between science inquiry and student achievement it is necessary to first explore teachers’ day-to-day science inquiry instruction using classroom observations. The current research describes upper primary and lower secondary teachers’ science inquiry implementation in 56 science lessons and the reasons teachers chose to implement certain pedagogies. The qualitative design combined teacher surveys, structured classroom observations, and interviews to describe teachers’ science inquiry pedagogies using the guidance and cognitive dimensions of science inquiry. Primary teachers implemented predominantly guided inquiry for approximately 50% of the total observed lesson time, while secondary teachers used mainly structured inquiry for roughly 18% of lesson time. Although primary and secondary teachers implemented all the essential features of science inquiry, the features were spread across multiple lessons. Therefore students were not experiencing science inquiry in its entirety and were not provided the opportunity to understand how the essential features work together during an investigation. Further, the epistemic domain of science inquiry was practically absent from teachers’ instruction, limiting students exposure to the nature of scientific knowledge. The current research provides a contemporary and multifaceted account of science teaching practice in standard science lessons that, when synthesised with pedagogical theory, facilitated a conceptual model of science teaching practice. The findings and the model can be used by educational researchers and policy-makers to make informed decisions when seeking to improve science education, especially with respect to scientifically reflexive praxis and curriculum that supports empirical knowledge generation through science inquiry instruction.

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35

Courtney, Louise Mary. "Moving from primary to secondary education : an investigation into the effect of primary to secondary transition on motivation for language learning and foreign language proficiency". Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/366903/.

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Despite the fact that the primary languages initiative was not made compulsory in 2011, excellent progress has been made in implementing primary language teaching in the majority of English schools. However, previous research in a range of contexts has shown that a critical success factor for the success of early foreign language teaching lies in the successful transition of pupils from primary to secondary school. Transition studies focused on the core subjects of English, maths and science have shown that there are issues related to social adjustment as well as evidence of a drop in learner motivation across the first year of secondary school along side a hiatus in academic progress. In relation to foreign language teaching, it is well-documented that poor transition and liaison arrangements contributed to the failure of the last major primary languages in England. Several other studies report a lack of clear evidence of a sustained advantage for early starters and a drop in learner motivation following transition which has been attributed to a lack of continuation in teaching approaches and a tendency for secondary schools to start language teaching from scratch. Taking a longitudinal mixed-method approach to the investigation of learner motivation and linguistic progression, with a cohort of 26 students from two primary schools, the study provides detailed information firstly on the levels of French attainment reached at the end of the primary phase as well as motivation for language learning. Data collected at two points post transition show that motivation developed qualitatively and quantitatively across the year, particularly in relation to the learning situation and the perceived instrumentality of language learning. There was no evidence of a hiatus in terms of learner progression in French learning however the results emphasise the role of individual differences in learner outcomes. This study contributes to an increased understanding early learner motivation and provides detailed, insightful and original evidence regarding the learning of French by early learners within an instructed setting.

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36

Alla, Arben. "Relationships between primary and secondary growth in two Mediterranean Quercus species". Doctoral thesis, Universitat de Lleida, 2012. http://hdl.handle.net/10803/94497.

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Relacions entre els creixements primari i secundari en dues espècies de Quercus mediterranis. Es van estudiar les relacions entre els creixements primari i secundari en dues espècies de Quercus mediterranis que coexisteixen en una mateixa localitat durant varis anys de característiques climàtiques contrastades. Es van analitzar aquestes relacions per mitjà de la realització de diversos tipus de mesures (longitud i diàmetre de branques, àrea foliar, pes sec d’aglans i gemes apicals, número i longitud de gemes, creixement radial i anatomia de la fusta de primavera) i anàlisis (estadístics: correlació, alometries, models d’equacions estructurals, models lineals mixtes generalitzats; químics: nitrogen i carbohidrats). El creixement secundari va condicionar el tamany de les gemes per mitjà de l’escalat alomètric i millorant la conductivitat hidràulica de les branques, estant ambdues relacions modulades pel clima. La producció d’aglans també va dependre del creixement secundari de les branques de l’any. En les branques portadores d’aglans la secció transversal de les mateixes va començar a augmentar des del final de la primavera, mentre que al llarg de la branca l’àrea transversal total ocupada pels vasos va disminuir significativament des de la zona inferior a l’apical, de la mateixa manera que també ho va fer l’àrea del xilema i el número de vasos. La màxima taxa de creixement de les gemes es va assolir en ambdues espècies entre finals de juliol i meitat d’agost, afectant-li positivament la temperatura mínima de l’aire. Les gemes més llargues (gemes apicals) van mostrar una major probabilitat de brollar que les més curtes (gemes axilars), encara que no es va trobar cap llindar de tamany per sota del qual la brostada esdevingués impossibilitada. Si considerem que el desenvolupament de les diferents estructures de la planta presenta diferents llindars climàtics, la informació sobre la organització temporal dels distints events fenològics (fenofases) resulta essencial per interpretar les respostes funcionals de les plantes.
Relaciones entre los crecimientos primario y secundario en dos especies de Quercus mediterráneos. Se estudiaron las relaciones entre los crecimientos primario y secundario en dos especies de Quercus mediterráneas que coexisten en una misma localidad durante varios años de características climáticas contrastadas. Se analizaron dichas relaciones por medio de la realización de diversos tipos de medidas (longitud y diámetro de tallos, área foliar, peso seco de bellotas y yemas apicales, número y longitud de yemas, crecimiento radial y anatomía de la madera temprana) y análisis (estadísticos: correlación, alometrías, modelos de ecuaciones estructurales, modelos lineares mixtos generalizados; químicos: nitrógeno y carbohidratos). El crecimiento secundario condicionó el tamaño de las yemas por medio del escalado alométrico y mejorando la conductividad hidráulica de los tallos, estando ambas relaciones moduladas por el clima. La producción de bellotas también dependió del crecimiento secundario de los tallos del año. En los tallos portadores de bellota la sección transversal del tallo comenzó a aumentar desde el final de la primavera, mientras que a lo largo del tallo el área transversal total ocupada por vasos disminuyó significativamente desde la zona inferior a la apical, del mismo modo que lo hicieron el área del xilema y el número de vasos. La máxima tasa de crecimiento de las yemas se alcanzó en ambas especies entre el final de julio y la mitad de agosto y le afectó positivamente la temperatura mínima del aire. Las yemas más largas (yemas apicales) mostraron una mayor probabilidad de brotar que las más cortas (yemas axilares), aunque no se encontró ningún umbral de tamaño por debajo del cual la brotación resultara imposibilitada. Si consideramos que el desarrollo de las distintas estructuras de la planta presenta diferentes umbrales climáticos, la información sobre la organización temporal de los distintos eventos fenológicos (fenofases) resulta esencial para interpretar las respuestas funcionales de las plantas.
This study evaluated the relationships between primary and secondary growth in two coexisting Mediterranean Quercus species during several years of contrasted climatic conditions. These relationships were investigated by performing several types of measurements (stem length and diameter, leaf area, acorn and apical bud mass, length and number of buds, radial growth, earlywood anatomy) and analyses (statistical: correlation, allomentries, structural equation models, generalized linear mixed models; chemical: nitrogen and carbohydrates). Secondary growth affects to a great extent bud size through allometric scaling and by improving hydraulic conductivity, both relationships being modulated by climate. Acorn production also depends on shoot secondary growth. In acorn-bearing shoots the stem cross-sectional area increased since late spring, whereas along the stem the total transversal area occupied by vessels decreased significantly from basal to apical position as did the xylem area and the number of vessels.

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37

Esteve-Solé, Ana. "Primary and secondary immunodeficiencies of the IL-12/IFN-γ axis". Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/663924.

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IL-12/IFN-γ axis is a principal pathway for intramacrophagic pathogens immunity such as leishmania or mycobacteria. Alterations in this axis, being both congenic (causing the primary immunodeficiency Mendelian Susceptibility to Mycobacterial Disease, MSMD) or acquired (treatment with anti-TNF-α drugs) cause susceptibility to this type of microbes. MSMD causes susceptibility mainly to non-pathogenic mycobacteria, salmonella and candida; besides, MSMD- causing mutations have been detected in Mycobacterium tuberculosis and Leishmania patients. On the other hand, the death of an anti-TNF-α in-utero exposed infant after BCG vaccination together with the effect of anti-TNF-α drugs in tuberculosis reactivation in adults and the known tole of TNF-α in B cell maturation reveal the need for an in-depth study of in-utero exposition to anti-TNF-α drugs. With that our hypothesis is that patients with extrapulmonary Mycobacterium tuberculosis infection or visceral leishmaniasis have a primary dysfunction of the IL-12/IFN-γ axis and that exposure to anti-TNF-α antibodies during whole pregnancy in children born to mothers with inflammatory bowel disease affects the normal development of the neonatal immune system, conferring a secondary immunodeficiency, which includes a dysfunction of the IL- 12/IFN-γ axis. Both extrapulmonary tuberculosis (n=23) and visceral leishmaniasis (n=24) patients presented alterations in the IL-12/IFN-γ pathway; however, we did not detect any complete defect. Concretely, the patients with extrapulmonary tuberculosis had a diminished response to IFN-γ while visceral leishmaniasis patients had a diminished production of IFN-g. Genetic study of these patients to unravel mutations causing partial forms of susceptibility to intramacrophagic infections is then needed. Besides, we detected an IL-12Rβ1 defect in a Peruvian patient that was misdiagnosed as multi-resistant tuberculosis, being a disseminated infection by the vaccine strain BCG. After the detection of the genetic defect, the patient was transferred to the National Institute of Health in the USA, where she received the appropriate treatment and the microbiological diagnosis was corrected resulting in the resolution of the infection. This case remarks the fact that suspicion of this forms of immune deficiency and their detection changes the prognostics and outcome of the patient. The study of the effect of anti-TNF-α on the exposed infant immune system (n=7) revealed a T and B cell maturation defect that was corrected at 12 months, normal cell proliferation after mitogen stimulation and normal immunoglobulin production and vaccine response without an increase of severe infections. On the other hand, Treg cell frequency was low in exposed infants, without reaching normalization at 12 months of age. Treg cell frequency in neonates inversely correlated with anti-TNF-α through level in the mother during third trimester of pregnancy and with T cell proliferation after a mild mitogen stimulation. These data with the increased atopia/allergy in the studied infants suggest the need of a long-term follow-up for Treg cells and the advent of immune dysregulation events. Antimycobacterial response was diminished in exposed infants and not totally recovered after washing the drug from the blood in the culture. On the other hand, coinciding with the decrease of the drug levels in blood, the production of IL-12, IFN-γ and TNF-α increased. We conclude that the effects of anti-TNF-α exposure during pregnancy are not permanent and that BCG vaccination in these population should be avoided until, at least, 12 months of age. By last, the transition between the intra- and extra-uterine world is a special life-situation where the immune system plays a major role. We studied it in healthy cord blood donors, with special attention to the IL-12/IFN-γ pathway and B cell compartment, including regulatory B cells (Breg). Breg cells, defined as CD24hiCD38hi B cells, were expanded in cord blood, with capacity to produce IL-10 and to inhibit IL-4 and IFN-γ production by T cells with a similar phenotype when compared with adult Bregs. Besides, response to mycobacterial challenge was diminished. Interestingly, the diminished production of IFN-γ was associated with Breg cell frequency, opening the door to new research studying the role of these cells in different neonatal conditions as well as in cord blood derived stem cell transplantation.
Esta tesis explora la vía de IL-12/IFN-g, central en la inmunidad a gérmenes intramacrofágicos, en el contexto de defectos primarios y secundarios. Los defectos primarios en esta vía causan susceptibilidad mendeliana a las micobacterias (MSMD), una inmunodeficiencia primaria que cursa con susceptibilidad a micobacterias no patogénicas principalmente, pero en la que se han descrito pacientes con infecciones por Mycobacterium tuberculosis y con leishmaniasis. En este escenario, la hemos estudiado en pacientes pediátricos con tuberculosis extrapulmonar y leishmaniasis visceral, revelando que no existían defectos completos de la vía, pero sí una alteración funcional en ésta en los dos grupos de pacientes estudiados. Esto reveló la necesidad de un estudio genético exhaustivo para revelar defectos parciales causantes de esta susceptibilidad. El diagnóstico la deficiencia de IL-12Rβ1 en una niña con infección diseminada por BCG, inicialmente diagnosticada como tuberculosis multirresistente, permitió el tratamiento adecuado que llevó a su curación, mostrando la relevancia del diagnóstico temprano del MSMD. Por otro lado, el hecho que se describiera un caso de muerte tras la vacunación con BCG de un neonato expuesto a fármacos anti-TNF-α durante el embarazo hizo pensar que la exposición a estos fármacos durante el embarazo pudiera llevar a defectos en el sistema inmunitario del neonato. Tras su estudio, observamos una inmadurez transitoria del compartimiento B y T; por otro lado, la disminución de la frecuencia de células T reguladoras que no normalizó con la edad juntamente con un aumento de la presencia de atopia o alergia en este grupo. Además, observamos una disminución de la respuesta a micobacterias en los niños expuestos, que mejoró con la edad. Concluimos que los efectos de los niños expuestos a anti-TNF-α durante el embarazo no parecen ser permanentes y que la vacunación con BCG de esta población debe ser evitada hasta los 12 meses de edad. El estudio de sangre de cordón de neonato sano reveló un aumento de la población de células B reguladoras. Además, la frecuencia de estas células se asoció inversamente con la producción de IFN-γ tras el estímulo con micobacterias, que se encontró disminuido en el neonato. Abriendo la puerta a nuevas investigaciones para estudiar su papel en diferentes condiciones del neonato, así como en el trasplante de progenitores hematopoyéticos.

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38

Ryckman, Jeffrey M. "Using MCNPX to calculate primary and secondary dose in proton therapy". Thesis, Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/39499.

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Proton therapy is a relatively new treatment modality for cancer, having recently been incorporated into hospitals in the last two decades. Although proton therapy has much higher start up and treatment costs than traditional methods of radiotherapy, it continues to expand in use today. One reason for this is that proton therapy has the advantage of a more precise localization of dose compared to traditional radiotherapy. Other proposed advantages of proton therapy in the treatment of cancer may lead to a faster expanse in its use if proven to be more effective than traditional radiotherapy. Therefore, much research must be done to investigate the possible negative and positive effects of using proton therapy as a treatment modality. In proton therapy, protons do account for the vast majority of dose. However, when protons travel through matter, secondary particles are created by the interactions of protons and matter en route to and within the patient. It is believed that secondary dose can lead to secondary cancer, especially in pediatric cases. Therefore, the focus of this work is determining both primary and secondary dose. In order to develop relevant simulations, the specifications of the treatment room and beam were based off of real-world facilities as closely as possible. Using available data from proton accelerators and clinical facilities, an accurate proton therapy nozzle was designed. Dose calculations were performed by MCNPX using a simple water phantom, and then beam characteristics were investigated to ensure the accuracy of the model. After validation of the beam nozzle, primary and secondary dose values were tabulated and discussed. By demonstrating the method of these calculations, the purpose of this work is to serve as a guide into the relatively recent field of Monte Carlo methods in proton therapy.

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39

Zayim, Merve. "Investigating The Relationship Between Primary And Secondary Level Public School Teachers". Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612345/index.pdf.

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The purpose of this study was to investigate the relationship between teachers&rsquo
intentional, emotional, and cognitive readiness for change and perceived faculty trust in colleagues, in principal, and in clients (students and parents).The study was designed as a correlational study and the participants comprised of 603 teachers working at primary and secondary level public schools selected from the four school districts in Ankara via cluster sampling. For the data collection, newly developed Readiness for Change Scale and Turkish adaptation of Omnibus T-Scale were utilized. Both descriptive and inferential statistics techniques (Canonical Correlation) were used for the data analysis. Confirmatory factor analysis for Readiness for Change Scale and Omnibus T-Scale were also performed within the scope of this study. Descriptive and inferential statistical analyses were performed by the software PASW Statistics 18 while the confirmatory factor analysis was performed by the software AMOS 4. The results of the study revealed that teachers&rsquo
readiness for change and perceived organizational trust were significantly correlated with each other in a way that intentional, emotional, and cognitive readiness for change were all associated with teachers&rsquo
readiness for change and contributed significantly in perceived organizational trust. Conversely, the results indicated that perceived faculty trust in colleagues, in principal, and in clients (students and parents) are all correlated with perceived organizational trust, and contributed significantly in teachers&rsquo
readiness for change. Consequently, the results of this study revealed that organizational trust is an essential internal context variable, which is correlated with teachers&rsquo
readiness for change. In this respect, the decision-making body of educational organizations, MONE, and schools should undertake necessary precautions to empower trust-based relationship within the teacher, principal and client (students and parents) triangulation for effective implementation and desired outcomes of the change interventions.

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40

Schoo, Katherina L. [Verfasser]. "Stoichiometric constraints in primary producers affect secondary consumers / Katherina L. Schoo". Kiel : Universitätsbibliothek Kiel, 2010. http://d-nb.info/1020003626/34.

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41

Kuitunen, H. (Hanne). "DLBCL, primary and secondary central nervous system involvement, treatment and prophylaxis". Doctoral thesis, Oulun yliopisto, 2017. http://urn.fi/urn:isbn:9789526217154.

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Abstract Diffuse large B-cell lymphoma (DLBCL) is the most common type of Non-Hodgkin´s Lymphoma (NHL). The standard treatment for DLBCL is R-CHOP chemoimmunotherapy (rituximab, cyclophosphamide, vincristine, doxorubicin and prednisone). About one -third of patients have refractory disease or the lymphoma relapses. Prognosis after relapse of refractory disease is poor. Fitter and younger patients are recommended new intensive salvage chemotherapy followed by autologous stem cell transplantation. Central nervous system (CNS) relapse is the most feared complication with dismal prognosis in DLBCL. High dose methotrexate intravenously administered concurrently with R-CHOP treatment has shown to be most promising to prevent CNS relapses. Primary CNS lymphoma (PCNSL) is a rare aggressive lymphoma limited to the CNS and eyes. PCNSL is a chemo-and radiosensitive disease, but long-term response is rare since the blood brain barrier (BBB) limits access of many drugs to the CNS. BBB disruption (BBBD) is a treatment modality where the BBB is opened by hypertonic mannitol infusion. Administration of chemotherapeutics will achieve over ten-fold concentrations in the CNS and eradicate microscopic disease involvement. This study retrospectively analyses patients who treated as first line with Bonn/Bonn-like treatment (study I), with BBBD treatment followed by high-dose treatment/autologous stem cell transplantation (HDT/ASCT) in first- or second-line (study II) or those treated with primary R-CHOP or its derivatives with or without concurrent CNS-targeted treatment (study III). HD-MTX-based multichemotherapy is an effective induction treatment in CNS lymphoma, but long-lasting responses are rare. BBBD-treatment is well-tolerated and a promising method to attain high drug concentrations in the CNS to eradicate microscopic disease involvement in first- and second-line. CNS-prophylaxis with HD-MTX prevents CNS events in high risk DLBCL. PCNSL is agressive disease despite excellent primary response with HD-MTX based multichemotherapy. BBBD-treatment is a promising method to eradicate microscopic disease in the CNS and achieve a long-term response and cure rate. Fatal CNS relapses can be avoided using CNS-targeted treatment
Tiivistelmä Diffuusi suurisoluinen B-solulymfooma (DLBCL) on yleisin non-Hodgkin lymfooma (NHL), jonka standardihoitona toimii R-CHOP (rituksimabi, syklofosfamidi, vinkristiini, doksorubisiini, prednisoloni). Noin kolmasosalla potilaista tautii etenee hoidosta huolimatta tai uusii hoidon päätyttyä. Relapoituneen tai refraktaarin taudin ennuste on huono. Hyväkuntoisilla ja nuoremmilla potilailla pyritään etenemään uuteen induktiohoitoon ja korkea-annoshoitoon autologisen kantasolusiirteen turvin. Keskushermostouusiutuma on huonoennusteisin DLBCL:n komplikaatio. Suuriannosmetotreksaattihoito liitettynä R-CHOP-hoitoon estää keskushermostouusiutumia. Primaari aivolymfooma (PCNSL) on harvinainen keskushermoston ja silmien alueelle rajautuva lymfooma. PCNSL on herkkä sytostaatti-ja sädehoidolle, mutta pitkäkestoisia vasteita nähdään harvoin. Veriaivoeste estää useimpien tehokkaiden sytostaattien pääsyn keskushermostoon. Veriaivoesteen aukaisuhoidossa veriaivoeste avataan hypertonisella mannitoli-infuusiolla. Toimenpiteen jälkeisellä sytostaatti-infuusiolla saavutetaan kymmenkertaiset lääkeainepitoisuudet keskushermostossa ja voidaan hoitaa mikroskooppista veriaivoesteen takana sijaitsevaa tautia. Väitöskirjatyön tutkimukset ovat retrospektiivisiä. Ensimmäisessä osatyössä analysoitiin PCNSL potilaat, jotka saivat ensilinjassa Bonnin tai Bonnin kaltaista hoitoa. Toisessa osatyössä potilaat hoidettiin joko ensi- tai toisessa linjassa BBBD-hoidolla, päättyen konsolidaatiohoitona annettavaan korkea-annoshoitoon autologisen kantasolusiirteen turvin. Kolmannessa osatyössä analysoitiin suuren aivouusiutumariskin potilaita, joko yhdessä tai ilman keskushermostoon suunnattua hoitoa samanaikaisesti R-CHOP-hoidon kanssa. Suuriannosmetotreksaatti-pohjainen yhdistelmäsolunsalpaajahoito on tehokas induktiohoito aivolymfoomassa pitkäkestoisten vasteiden ollessa harvinaisia. BBBD-hoito on hyvin siedetty ja lupaava hoitomuoto, jolla keskushermostossa voidaan saavuttaa suuret lääkeainepitoisuudet, jotka riittävät hoitamaan mikroskooppisen taudin sekä ensi että toisessa linjassa. Keskushermostoprofylaksia suuriannosmetotreksaatilla estää keskushermosto-uusiutumia suuren riskin DLBCL-potilailla. PCNSL on agressiivinen tauti huolimatta erinomaisista metotreksaattipohjaisilla hoidoilla saavutetuista ensilinjan vasteista. BBBD-hoito on lupaava keino eradikoida mikroskooppinen tauti keskushermostosta ja saavuttaa pitkäaikaisia hoitovasteita, sekä pysyvä paraneminen aivolymfoomassa. Suuriannosmetotreksaattia sisältävällä sytostaattihoidolla voidaan estää fataaleja aivorelapseja DLBCL:ssä

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42

Baig, Muslim. "Primary Decomposition and Secondary Representation of Modules over a Commutative Ring". Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/math_theses/69.

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This paper presents the theory of Secondary Representation of modules over a commutative ring and their Attached Primes; introduced in 1973 by I. MacDonald as a dual to the important theory of associated primes and primary decomposition in commutative algebra. The paper explores many of the basic aspects of the theory of primary decomposition and associated primes of modules in the hopes to delineate and motivate the construction of a secondary representation, when possible. The thesis discusses the results of the uniqueness of representable modules and their attached primes, and, in particular, the existence of a secondary representation for Artinian modules. It concludes with some interesting examples of both secondary and representable modules, highlighting the consequences of the results thus established.

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43

Love, Thomas. "trends in the Secondary Prevention of Heart Disease in Primary Care". Thesis, University of Dundee, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.500641.

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44

Baxter, Catherine. "Primary care trusts as commissioners of secondary care : three case studies". Thesis, London School of Economics and Political Science (University of London), 2004. http://etheses.lse.ac.uk/1771/.

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This thesis considers the commissioning of secondary care by Primary Care Trusts (PCTs). It provides an in-depth analysis of the commissioning relations and decision-making between PCTs and NHS Trusts using the underlying assumptions of principal-agent theory as a lens for investigation. This qualitative research adopted a range of methodological approaches including the use of observation, interviews and documentary evidence in the analysis of three case studies. The case studies each comprised an NHS Trust and up to four PCT commissioners. Commissioning-related meetings were observed in order to gain an understanding of the ways in which PCTs and NHS Trusts acted as principals or agents, and how these relations were managed. These were followed by interviews with managers and clinicians from primary and secondary care to complement the observational data and to investigate additional issues such as the impact of multiple principals and tiers of principals and agents. Service and Financial Framework documents and Service Level Agreements were also examined. Analysis shows that commissioning was approached in a different way in each case study. The factors affecting the approaches to commissioning were perceptions of local and national pressures, accountability, a public service ethos, leadership, trust and local history. Incentives were not used in Service Level Agreements. In each case study, there was a weak link in the principal-agent chain of commissioning that had the potential to result in non-compliance with decisions. This weakness arose either between commissioner and provider, or between managers and clinicians. In either case, the greater use of incentives is suggested as a solution. Some PCTs did not appear to accept the legitimacy of their roles as commissioners. In addition, and unusually, the principals had an agent role; PCTs were providers as well as commissioners. These dual roles created conflicts of interest.

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45

Tobbell, Jane. "Exploring transition from primary to secondary school : communities, practice and participation". Thesis, Open University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.424679.

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46

Barlow, William Don. "Drama convention approaches and primary-secondary transition : pupils' and teachers' views". Thesis, University of Strathclyde, 2017. http://digitool.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=28751.

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This study was undertaken in the west coast of Scotland and contributes to literature in the fields of Drama (with particular focus on Drama Convention approaches), and primary-secondary transition. The research questions were: 1. How do young people understand and respond to the Drama Convention approaches used in this study to explore primary-secondary transition? 2. How do primary teachers understand and respond to the Drama Convention approaches used in this study to explore primary-secondary transition? 3. How does the evidence from the thesis correlate with literature?The investigator devised three Drama structures that addressed a fictional Primary seven pupil’s transition to secondary school. Data was gathered through a research diary, pupil focus groups, pupil questionnaire and exit cards, teacher observations of pupils’ interactions with the Drama structure, a teacher semi-structured interview. Data was analysed using an interpretivist stance, within a case study approach, through iterative thematic coding. The participants indicated that Drama Convention pedagogy is child-centred, motivational and engages young people in transitional learning; the majority of pupils expressed their positivity about transferring to secondary school. Drama Convention approaches developed themes of: citizenship, solidarity, empathy, meta-awareness, multiple perspectives, understanding of bullying at transition, and real-world learning. The thesis contributes to Drama literature by providing an analysis of pupil and teacher voice on thirteen specified Drama Convention approaches (Neelands and Goode, 2016). In addition, the thesis contributes to the transitional literature by indicating that Drama Convention approaches provide an engaging pedagogical approach that empowers young people to discuss their transitional thoughts and opinions in a safe and purposeful learning environment. The implications and recommendations of this study are that further research should be implemented in using Drama Convention approaches as a pedagogical method for primary-secondary transitional learning and that greater support should be given to teachers in developing their understanding of Drama pedagogy.

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47

Turnbull-Ross, Andrew D. "The influence of pre-mRNA primary and secondary structure in splicing". Thesis, University of Leicester, 1990. http://hdl.handle.net/2381/35176.

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This thesis describes work undertaken on two aspects of eukaryotic pre-messenger RNA splicing. The first study investigated the use of oligonucleotide-limited transcription to produce model substrates for in vitro splicing reactions. It was found that the length of 3' terminal exon of the pre-mRNA could be reduced to four nucleotides, and possibly less, and both steps of splicing could still be observed. However at short 3'exon lengths, step 2 (exon ligation and release of lariat intron) was inefficient. This data correlated with previous studies of splicing complex formation on truncated pre-mRNAs and, in addition, suggested transient non-specific binding between the 3'exon and the splicing complex was required to activate the 3'splice site during step 2. The effect of changing the 3'exon sequence to either 5'- or 3'splice site sequences was also investigated. Mutation to a 5'splice site sequence had no effect on splicing efficiency at the authentic splice sites, while mutation to a 3'splice site resulted in enhanced 3'- 5'exonuclease degradation of the lariat-3'exon splicing intermediate.;The second study tested a number of models explaining the mechanism of developmental1y regulated alternative 3' end processing of murine immunoglobulin M pre-mRNA. The system contains two polyadenylation sites one of which is located within the 3' terminal intron. Competition has been proposed to occur between the two polyadenylation sites or between splicing of the terminal intron and polyadenylation at the site within the intron. The data produced suggest the competition is principally between the splicing reaction and use of the polyadenylation site within the intron. It was also found that the intron 3'splice site was sub-optimal due to a small stem-loop structure which sequesters the polypyrimidine tract and cleavage site. This is the first demonstration of a naturally occuring secondary structure modifying the in vivo efficiency of a splice site.

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48

Knight, Perry. "Understanding the contexts of children's transition from primary to secondary education". Thesis, University of Bath, 2014. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.629657.

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‘Tell me and I'll forget. Show me, and I may not remember. Involve me, and I'll understand.’ (Chinese proverb) Why is it that children in Year 6 have the ability to construct stories independently, yet at the start of Year 7 the same children have difficulties recalling this knowledge and understanding? Transfer from primary to secondary education has been widely debated for a number of decades. Despite this, Evans et al.’s (2010) evaluation of transition concluded that for over 20% of transferring children, the process remains problematic, leading to inconsistent progress, both academically and socially. Transition research has focused significantly on process and procedures, accumulating data from a wealth of stakeholders, but largely neglecting the voice of the child experiencing this process. My research centres on the child, documenting their learning journey through their transition from primary to secondary school. Galton et al (1999b) identify three elements supporting a child’s continuation of learning post- transfer: enthusiasm for learning; confidence in themselves as learners; and a sense of achievement and purpose. A significant contribution to these qualities is the socio- constructivist view that ‘talk drives learning.’ Clear differences in progress, learning and teaching are contained within the microsystems of classroom life. Therefore, to deepen understanding of contexts of transition it is essential to focus research on language and relationships within such systems. Bronfenbrenner’s bio-ecological framework (1979) provides a basis for an analysis of the contribution of microsystem relationships and sub- cultures to the social matrix of different and progressive classroom environments. My research used an exploratory multi-case study approach (Merriam, 1988a; Yin, 2009). Three distinct models of transfer were identified and examined in depth. Within each of these cases, the learning of a group of children was observed and key points discussed with them throughout the transition process. Therefore, my research explored transition in the broadest sense, through the child’s experiences. The research moved beyond myth and procedures in order to understand the tools a child needs to transfer into secondary school to ensure sustainable progress and enjoyment of learning. Each of the cases had their own model of transfer. The first, Case1, considered children transferring from the more ‘traditional’ primary school into a ‘secondary’ school. In the second, Case 2, children transferred within an ‘all-through’ school within the same building. The third, Case 3, operated within the experience of Case 2, but transferred from their primary setting into the all-through school (the same school as Case 2). The study expected Case 2 as being the best model of transfer and provider of seamless progression of learning for children in Years 6 and 7. However, each model had case-dependent issues that affect a child’s progress within the wider contexts of transition. As a result, the study acknowledged the impact of previous research and further considered this study’s impact on learning in meso and microsystems. Three main, associated arose across the case studies. The first considered teacher provision during the transition period identifying: • the importance of learning roles and relationships between the child and their teacher, and the child and their peers. • structures of accountability generated by Statutory Assessment Tests (SATs). Within a culture of test-based curriculum structures, the study discusses the impact on children’s learning within continual testing and reporting frameworks. It does not discourage the importance of developing basic skills, but considers the purpose of continually tracking and monitoring children throughout their transition period. The importance of standardised test scores is questioned, as these routines are not followed through post-SATs. • children encouraged to participate in new learning routines and contexts. However, the study identifies an absence of sufficient communication between schools that diminishes consistency of learning opportunities during transfer. In addition, the study highlights differing definitions of independent learning between individual school and classroom contexts. The second considered barriers to the continuous development of independent learning. It further identified the distorting influence of SATs, firstly on a child’s development of independent learning, and secondly, on differences of definition between primary and secondary contexts. It suggested that skills recognised in independent learning are situated within almost singular contexts of primary school. When transferring to secondary school, there is an increased challenge for children to transfer these skills into multifarious contexts. Finally, the study identified the differing challenges of language demands on a child’s continuous learning, specifically • inconsistencies of curriculum terminology between primary and destination schools. • differing language clusters that children develop during group work. I observed that these clusters were transferred within each independent learning activity, but were not recognised in the analysis of my secondary classroom observations. This raised the issue of teacher expectations, questioning whether on transfer teachers expect all children to be classified as ‘workers’, rather than consultant, leader, engineer or technician within group and learning activities. • the role of ‘strong’ and ‘weak’ learning relationships between effective partnerships of ‘novice’ and ‘expert’, concluding that weak novice-to-novice relationships affected the continuity of learning. Findings common across all three cases exposed wider implications for transition. These were compared to the ORACLE studies (Galton et al, 1999b; Hargreaves and Galton, 2002). Recommendations offered were to: • ensure the continuity of learning progression, • promote active participation in learning, • improve the quality of children’s work during the transition period.

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49

Archibald, Douglas Elijah. "Validating a Blended Teaching Readiness Instrument for Primary/Secondary Preservice Teachers". BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8970.

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Blended learning is the fastest-growing modality in North America and much of the world. However, research and training in blended learning is far outpaced by its usage. To remedy this gap, we developed a competency framework and self-survey instrument to help teachers and researchers evaluate teacher readiness for blended environments. The purpose of this research is to prove that the model and accompanying survey instrument are reliable for use with teacher candidates both before and after going through a blended teaching course. To accomplish this, we sent out a survey instrument to 326 teacher candidates studying in a blended teaching course at a university in the western United States. The teachers took the survey at the beginning of class, and then once again, three months later. Using confirmatory factor analysis, we determined that the pre-class survey results fell within the range of the four fit statistics cutoffs (RMSEA=.056, CFI=.906, TLI=0.900, SRMR=.04). And with slight modification, the post-class survey results did as well (RMSEA=.052, CFI=.914, TLI=.907, and SRMR .058). We also showed that the factor loadings and communalities were statistically significant. By testing the factors in this way, we make a case for the survey to be a valid and reliable instrument in assessing teacher competency, and make a case for thinking of blended teaching competencies in terms of our model. We then tested for measurement invariance, but were unsuccessful in making a case for it. The results of our findings provide teacher educators, teacher candidates, and researchers a new pedagogically-oriented framework and scientifically validated self-survey to use in order to improve and personalize teacher education and professional development for blended settings.

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50

WIENER, FRIDA B. "DIETARY CONSIDERATION TO REDUCE RISK FOR SECONDARY PRIMARY ORAL CAVITY CARCINOMA". University of Cincinnati / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1051302634.

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Tesis sobre el tema "Primary and secondary pollutants"

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