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1
Шиян, Д. В. "Сучасні тенденції розвитку процесів відмивання грошей у банківській системі України". Thesis, Українська академія банківської справи Національного банку України, 2012. http://essuir.sumdu.edu.ua/handle/123456789/62933.
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В тезах доповіді проаналізовані сучасні тенденції у розвитку процесів відмивання грошей в Україні. Автором визначено найбільш розповсюджені схеми легалізації доходів. Запропоновано шляхи подолання проблеми.<br>In abstracts analyzed current trends in the development process of money laundering in Ukraine. The author defines the most common schemes legalization. The author proposes ways to overcome this problem.<br>В тезисах доклада проанализированы современные тенденции в развитии процессов отмывания денег в Украине. Автором определены наиболее распространенные схемы легализации доходов, а также предложены пути преодоления данной проблемы
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Lai, Wing-ching Theresa, and 黎詠淸. "Organization change in a courier company: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B42128171.
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Lai, Wing-ching Theresa. "Organization change in a courier company : a case study /." Click to view the E-thesis via HKUTO, 1985. http://sunzi.lib.hku.hk/hkuto/record/B42128171.
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Hogg, Gary Lowell. "A case study, development of a linehaul costing methodology for sameday courier." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1993. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23850.pdf.
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Chim, Tat-mei Alice, and 詹達美. "An instructional design theory guide for blended learning courses." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30406213.
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Blanchard, Myrna Elizabeth. "The Identification and Participation of Latino Students in Advanced Mathematics Courses." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157571/.
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Using a phenomenological approach, this qualitative study examined the perspectives of Latino parents and their involvement in the decision of their child to enroll in an advanced mathematics course in sixth grade. Since enrollment in Algebra I in high school is said to be a strong predictor of college attainment and with the growing number of Latino students across the nation, this study has the potential to help district and campus leaders establish whole-school systems for communicating with Latino parents to encourage their children to enroll in advanced mathematics courses at earlier grades. Participants in this study included four sixth-grade students enrolled in an advanced mathematics course, four enrolled in regular mathematics, their mother or father, two mathematics teachers, a school counselor, and two district administrators. Data analyzed included audio recordings of semi-structured interviews of each of the participants. The findings suggested that the district has proactively developed a systematic process of creating that includes six data points to create a student profile of students that will do well in advanced mathematics. This process is helping the district close the gap between total Latino school enrollment and the enrollment of Latino students in advanced mathematics. The findings also suggested that specific communication with parents about the importance of enrollment trajectories might influence the enrollment of students into advanced mathematics courses at earlier grades.
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Erozan, Fatos. "Evaluating The Language Improvement Courses In The Undergraduate Elt Curriculum At Eastern Mediterranian University: A Case Study." Phd thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606120/index.pdf.
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The present study evaluates the language improvement courses in the undergraduate curriculum of the Department of English Language Teaching (ELT) at Eastern Mediterranean University. The language improvement courses are: Oral Communication Skills I and II, Reading Skills I, II, and Advanced Reading Skills, Writing Skills I, II and Advanced Writing Skills, and English Grammar I and II.
In this evaluation study, the adapted version of Bellon and Handler&rsquo<br>s (1982) curriculum evaluation model was employed. The participants of the study were six instructors teaching the language improvement courses and students enrolled in these courses. The data, both qualitative and quantitative, were collected through course evaluation questionnaires for students, interviews with students and teachers, classroom observations, and examination of relevant written documents such as course policy sheets, course materials, and assessment tools used in the courses.
The results of the study show that generally the language improvement courses were effective in terms of five aspects specified in the evaluation model employed in the study, as perceived by the students and the instructors. However, the students and the instructors suggested making some changes to the existing language improvement courses to make them more effective and better adjusted to the students&rsquo<br>needs and expectations.
Some important conclusions drawn and recommendations made were: Practice (i.e. practice and production) component in the language improvement courses should be enhanced, a wider variety of authentic materials should be used in the courses, various methods and activities should be utilized in teaching-learning process, and intra-subject and inter-subject relationships (i.e. continuity and coherence) between or among the courses need to be strengthened.
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Qu, Rong. "Case-based reasoning for course timetabling problems." Thesis, University of Nottingham, 2002. http://eprints.nottingham.ac.uk/10020/.
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The research in this thesis investigates Case-Based Reasoning (CBR), a Knowledge-Based Reasoning technique that proved to be capable of providing good solutions in educational course timetabling problems. Following the basic idea behind CBR, experiences in solving previous similar timetabling problems are employed to find the solutions for new problems. A basic CBR system that is hierarchically organized with structured knowledge representations by attribute graphs is proposed in Chapter Four. The system is then further improved to solve a wider range of problems, which is described in Chapter Five. Evaluations on a large number of experiments indicate that this approach could provide a significant step forward in timetabling and scheduling research. This basic system works well on relatively small problems. To deal with this drawback a multiple-retrieval approach that partitions large timetabling problems into small solvable sub-problems is presented in Chapter Six. Good results are obtained from a wide range of experiments. In Chapter Seven, a new idea is introduced in CBR for solving timetabling problems by investigating the approach to select the most appropriate heuristic method rather than to employ it directly on the problem, in the attempt to raise the level of generality at which we can operate. All the evidence obtained from the first stage experiments indicates that there is a range of promising future directions. Finally in Chapter Eight the results of the work are evaluated and some directions for future work are present.
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Westerband, Alexandra. "Flipping the College Course: A Case Study." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/595057.
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A Family Studies & Human Development (FSHD) 377 Adolescence course was flipped for the first time in the Spring 2015 semester with the goal of attaining better student learning experiences, learning outcomes, as well as peer dynamics. Flipping was done based on the Team-Based Learning approach. Seventy-nine students were enrolled. Assigned individual student work was completed outside of class. Students met in class, once a week, with their 3-4 person teams. Class generally followed this pattern: time for questions or mini lecture (when time allowed), individual post-test, group post-test, and an in-class activity. Other assignments included a group movie paper and weekly online discussion posts. The final section of the course featured guest lecturers focusing on psychosocial issues in adolescence. Students were surveyed at four times throughout the semester. In general, flipping seems to have included more perceived negatives than benefits. As expected, it was met with much student resistance. This included a lack of individual preparation, poor "student buy-in", and a great student preference for lecture. Student final course grades for Spring 2015 (flipped course) were higher, on average, than those of Spring 2014 (traditional lecture). The four questionnaires and coding of results are included in the appendices.
10
Wiltsher, Ruth. "Are Access courses successful? : a case study of Access courses in a Further Education college." Thesis, Open University, 2005. http://oro.open.ac.uk/49170/.
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Ramos, Martel Walter Antonio. "Incremento de la productividad a través de la mejora continua en calidad de la sub unidad de procesamiento de datos en una empresa Courier el caso Perú Courier." Master's thesis, Universidad Nacional Mayor de San Marcos, 2013. https://hdl.handle.net/20.500.12672/14607.
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Publicación a texto completo no autorizada por el autor<br>Identifica las variables que están afectando la calidad y por consiguiente la productividad en la sub-unidad en mención. Fue importante identificar la situación problemática, formular el problema para justificar el motivo de la investigación. Se planteó objetivos que son clave para el incremento de la productividad. La metodología a utilizar en esta tesis, es determinar el tipo de investigación a realizar, encontrar la unidad de análisis, la población, tamaño y selección de la muestra y técnicas de recolección de datos. Una vez que se hayan recolectado los datos, se realiza un análisis, interpretación y discusión de resultados, se hacen las pruebas de hipótesis y se dará una propuesta de solución al problema.<br>Tesis
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Cornee, Joël. "Stratégie de communication des annonceurs : le cas du courrier publicitaire adressé." Paris 1, 2003. http://www.theses.fr/2003PA01XXXX.
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Cette thèse émerge d'un constat simple. Les investissements publicitaires sur le marché de la communication sont de plus en plus importants et s'accompagnent d'une profonde mutation structurelle. L'évolution de la conception économique de la publicité tout au long du XXème siècle a conduit à repenser ses différentes fonctionnalités. La publicité intervient comme un artefact qui participe à la structuration des espaces de choix individuels des consommateurs en agissant sur leur prise de décision. L'information publicitaire s'inscrit dans une double construction opposée d'information et d'influence des consommateurs. L'existence de plusieurs supports de communication laisse la possibilité à l'annonceur de choisir les arbitrages médias qui répondront le mieux à la diffusion de son information. La concurrence se déplace sur les variables de communication qui deviennent des armes stratégiques. Dans un tel contexte, quelle est la stratégie optimale de communication pour un annonceur ? Plus précisément, nous nous sommes interrogés sur les raisons de l'intégration du courrier publicitaire adressé dans le processus d'optimisation des espaces de choix médias des annonceurs.
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Hallouin, Emmanuel. "Courbes très spéciales mais en aucun cas génériques." Habilitation à diriger des recherches, Université Paul Sabatier - Toulouse III, 2013. http://tel.archives-ouvertes.fr/tel-00975455.
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Si j'ai toujours été sensible à la beauté des exemples en mathématiques, je n'avais pas conscience, avant de rédiger ce mémoire, que cet intérêt pour les exemples relevait chez moi de l'obsession~! Oui, la majeure partie de mes travaux de recherches réside dans le calcul ou l'explicitation d'exemples. Selon moi, l'un des critère de beauté d'un exemple en mathématique est son caractère explicite et les exemples rejoignent ainsi l'autre spécificité des mathématiques que j'affectionne, à savoir leur aspect explicite, voire algorithmique. Cela étant, les exemples qui m'ont préoccupés sont tous issus de la théorie des nombres. Plus particulièrement, il s'agit, pour la plupart des exemples, de courbes ou de revêtements de courbes possédant des propriétés spéciales pour ce qui est de leur groupe de Galois, ou de leur module, ou de leur corps de définition, ou encore de leur nombre de points quand elles sont définies sur un corps fini. Hormis la fascination pour les exemples, le fil conducteur de mon travail reste donc l'arithmétique des courbes au sens large.
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Loubet, Jean-Luc. "Courbes d'indentation et effet d'échelle : quelques cas expérimentaux." Ecully, Ecole centrale de Lyon, 1986. http://bibli.ec-lyon.fr/exl-doc/TH_T1545_jlloubet.pdf.
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Miry, Erwan. "Similarité statistique pour le CBR textuel." Thesis, Université Laval, 2007. http://www.theses.ulaval.ca/2007/24972/24972.pdf.
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Les courriers électroniques sont devenus au cours des dernières années un moyen de communication privilégié. Leur nombre atteint des niveaux si élevés que leur manipulation par les entreprises devient difficile manuellement et requiert des méthodes automatiques. Les systèmes de suivi automatique permettent un traitement des messages et une augmentation de la facilité pour les utilisateurs qui désirent créer un courriel en réponse à une requête, à partir de messages archivés dans la bibliothèque de l’entreprise. Un des problèmes majeurs dans ce type d’application est la sélection de courriers électroniques archivés pertinents à la requête nouvellement soumise : il est nécessaire que le texte retourné par le système qui servira de base à la rédaction d’une réponse, soit en corrélation avec le sujet de la question posée. La recherche de la similarité entre les textes est donc une des principales tâches de ce système. L’objectif de nos travaux se situe toutefois à un niveau supérieur à la simple recherche de similarité entre courriers électroniques; nous avons comme objectif d’évaluer la similarité entre des textes comportant peu de mots. Pour cela, notre étude comporte deux parties distinctes: la recherche de similarités entre des mots afin d’élargir le vocabulaire d’un texte, e le calcul de la similarité entre les documents.
Notre question de recherche consiste à identifier les techniques les plus pertinentes pour évaluer la similarité textuelle, et déterminer s’il est possible d’améliorer ces techniques par des combinaisons de méthodes de calcul de la similarité sémantique et de détection des cooccurrences de mots.
Lors de nos expérimentations, nous avons cherché à améliorer la similarité sémantique entre les mots. Nous avons aussi proposé plusieurs méthodes pour élargir le vocabulaire des documents basées sur les résultats de la première partie de nos travaux. Nous avons enfin mesuré la similarité sémantique entre les documents modifiés, afin de les utiliser comme base à la rédaction d’une réponse à la nouvelle requête.
Notre bilan nous indique que, grâce à nos calculs, il est possible d’améliorer les résultats de calcul de la similarité entre les mots (cosinus) en filtrant les cooccurrences. Cependant, une méthode de filtrage ne garantit pas nécessairement des améliorations, et peut même dégrader la capacité de détection de similarité textuelle. Une comparaison avec la technique du tf*idf nous a permis de constater que les résultats améliorés du cosinus, que nous avons obtenus, égalent pratiquement cette technique, sans pour autant la dépasser.<br>E-mails have recently become a popular mean of communication for exchanges between companies and their customers. However the increasing volume of messages makes manual processing difficult to achieve and automatic methods are foreseen as a more efficient solution. Automatic management systems help users in the processing of the messages and in the creation of a response from the messages kept in the company databases. One important question in this type of application is how to select existing e-mails to respond to a new request. The creation of new response messages requires texts pertaining to the new request topics. Finding similarity between documents is also an important task.
Our goal for this research effort was to study how to detect similarity between small documents. To accomplish it, we followed a two-pronged approach:
- finding similarity between words in order to augment a document’s vocabulary;
- estimating similarity between documents, using all the similar words resulting from the previous step.
We dedicated our work to determine the most interesting techniques to detect textual similarity between documents, and to improve those techniques using cooccurrences detection and lexical semantic similarity.
During our experimentations, we tried different combinations, using cooccurrences detection and lexical similarity. We proposed techniques to augment the vocabulary of each message, based on different kind of reasoning to improve the estimation of similarity between documents.
Our results indicate that the proposed augmentation techniques improve significantly the estimation of document similarity. The best results were obtained when using a combination of cooccurrences filter and cosine metric. However our experiments clearly indicate these results do not overcome the performance of similarity techniques based on tf*idf weights.
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Ilukena, Alex Mbonabi. "A needs analysis for the implementation of a complementary course in mathematics education for teachers of mathematics in Namibia: a case study." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003560.
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After the introduction of the Basic Education Teacher Diploma (BETD) in Namibia, a number of studies were conducted on how teachers, lecturers, stakeholders and the Namibian public perceived the BETD program and its implementation. However, very few studies focussed specifically on mathematics subject content knowledge and pedagogical content knowledge in the BETD. The purpose of this study was to investigate the need for a complementary course in mathematics education to address the lack of mathematical content and pedagogical knowledge in the Namibian BETD. The study involved five mathematics school teachers, two mathematics college lecturers in the Kavango educational region and a professor of mathematics education at the University of Namibia. These participants were purposefully selected because of their knowledge and experiences with various aspects of the BETD program. The motivation for conducting this study was to gain a better understanding of some of the issues that have been raised about the BETD program, particularly the perceived inadequacy of mathematical subject content and methodology since the inception of the program. The study adopts a qualitative approach in reporting participants’ reflections. The views of the focal educators and documents such as syllabi and course outlines were the main source of data. The findings indicate that despite the training that the three BETD mathematics graduates in this study received, the level of mathematics taught in a complementary course, such as an ACE, would clearly better equip mathematics teachers to teach proficiently and facilitate access to institutions of higher learning such as universities. The results of the study revealed that there was a need for the implementation of a complementary course to the BETD in mathematics education for teachers of mathematics in Namibia. This study also provided valuable insights into what such a course could look like.
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RODRIGUES, ROBERTA PORTAS GONCALVES. "DESIGN COURSE COMPLETION PROJECT - VISUAL COMMUNICATION: A CASE STUDY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=15113@1.
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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO<br>Observar o desenvolvimento de projetos de alunos em Design é um ótimo
exercício na busca afinarmos as diretrizes de uma instituição de ensino com o
real processo percorrido pelos alunos. A presente pesquisa é um estudo de caso
realizado com alunos da disciplina Planejamento, Projeto e Desenvolvimento -
Comuicação Visual Conclusão (PPD-CV Conclusão), última disciplina de projeto
do curso de Design da PUC-Rio, habilitação Comunicação Visual, pertencente
ao currículo em vigor para alunos que ingressaram por vestibular até 2007.
Durante o segundo semestre de 2007 e o primeiro semestre de 2008, o
desenvolvimento dos projetos dos alunos da turma da professora tutora Izabel
de Oliveira foi observado com o objetivo de identificar nas etapas percorridas
pelos alunos, lacunas que pudessem ser trabalhadas. No processo destacamos
4 projetos que são apresentados à luz de fundamentação teórica, trazendo um
olhar crítico sobre os processos percorridos pelos alunos.<br>The development of projects by Design students is an excellent exercise
when it comes to searching for the gaps to be covered in an attempt to finetune
the guidelines of a teaching institution based on the real progress made
by its students. This research involves a case study conducted with students
of the PPD-CV Conclusion Course, the last subject in the Design course at
PUC-Rio, Visual Communications Major, belonging to the curriculum prior to
2007. During the second semester of 2007 and the first semester of 2008, the
researchers observed the development of the projects by students from the
class of Tutor Professor Izabel de Oliveira with the objective of identifying the
stages completed by the same as they develop their projects, gaps that could be
worked. In order to ensure a critical perspective on the completed processes,
the researchers highlight four projects that are presented based on a theoretical
foundation.
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Tung, Yao-Tsu. "A Case Study of Undergraduate Course Syllabi in Taiwan." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28487/.
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Higher education in Taiwan has been influenced by U.S. and Western practices, and syllabi represent one means to verify this. However, limited research exists in Taiwan on course syllabi and on similarities of syllabi with practices in other countries. In the U.S. as the paradigm shifted from teaching to learning and to the learning-centered context, scholars argued that syllabi should be learning-centered. Given the assumption that higher education in Taiwan is similar to U.S. higher education and the call for a learning-centered context, this qualitative research examined 180 undergraduate syllabi at a public university in Taiwan with a (traditional) syllabus component template and a learning-centered syllabus component template derived from the literature in the U.S. to describe (1) the contents of syllabi, and (2) the extent that syllabi in Taiwan were congruent to U. S. syllabus component templates. Syllabi at this university were highly congruent with the (traditional) syllabus component template and were congruent at the medium level with the learning-centered component template. About 90% of syllabi included 8 of 10 major components. Additional findings included: 70% of faculty were male, and 30% were female; more than 75% of the faculty earned their doctoral degrees from the United States or Europe; gender made no difference on inclusion of major components for both templates; there was no difference in inclusion of components on both templates for faculty who earned their doctoral degrees from the U.S. or Taiwan; a high percentage (80%) of college courses adopted English textbooks published in the U.S.; some differences existed and use of English in the syllabus and on components included in the syllabi. Based on these syllabi, it is evident that syllabi in Taiwan represent course planning and organization congruent to recommended practices in the United States.
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Cattiaux-Huillard, Isabelle. "Courbes rationnelles (BR) à grandes régularités : Cas du cercle." Valenciennes, 1997. https://ged.uphf.fr/nuxeo/site/esupversions/3b5c81a8-ee3e-4d9a-a01f-093b0e1aeb0d.
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Beaucoup de formes et d'objets en mathématiques de la CAO sont définis à partir du cercle à l'aide de transformations géométriques élémentaires ou de déformations. D'où l'intérêt de proposer une paramétrisation du cercle comme courbe (BR), image de 0,1, bien adaptée a la CAO. Dans les chapitres 2 et 3, nous déterminons plusieurs polygones massiques de contrôle respectivement à 5, 7, 9, 11 vecteurs massiques, permettant d'obtenir la fermeture Ck (k = 1 à 5) du cercle complet. Dans chaque cas, nous donnons des conditions nécessaires et suffisantes pour n'obtenir que des vecteurs massiques à masse strictement positive. Plus important est de fournir une paramétrisation du cercle entier aussi uniforme que possible. Les représentations précédemment citées comportent deux degrés de liberté que nous mettons à profit dans le chapitre 4 pour obtenir une représentation quasi-uniforme du cercle : les images des valeurs i/n de 0,1 sont aussi régulièrement espacées que possible sur le cercle. Nous proposons des solutions à 5 et 7 vecteurs massiques correspondant à un cercle ferme C1 et C3. La qualité de ces représentations, mise en évidence par l'estimation de l'erreur, est confirmée par des figures. Au chapitre 5, nous nous sommes intéressés à un autre problème fréquemment abordé en géométrie de la CAO : pour une courbe rationnelle donnée, peut-on obtenir par élévations successives de la longueur, un polygone de contrôle dont tous les vecteurs massiques sont à masses positives ? Pour certains types de polygones massiques nous répondons par quelques conditions nécessaires ou suffisantes, et par une évaluation du nombres d'itérations nécessaires.
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Allkins, Michael T. "General education in the natural sciences: comparisons of selected sections of a coummunity college general biology course." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39746.
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From the establishment of Harvard in 1636, to the establishment of the first public Junior College in 1901, to the curricular reforms of the 1960's and 1970's, the purpose of higher education and the role of general education have been the subjects for many lively debates. The national debate on issues relating to general education has intensified within the last decade, and community colleges continue to be active participants in these debates.
The purpose of this study was to describe the course contents and classroom environments of selected community college general education general biology courses in sufficient detail as to shed light on the contribution each makes to general education. This study offers descriptions, interpretations, and evaluations of community college general education biology classrooms and laboratories. The intent was to present vivid descriptions of the classroom experience and to offer interpretations of what was being taught and what was being learned.<br>Ed. D.
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Lambert, Daniel J. "Integrating sustainable landscape principles with golf course design : a case study demonstrating ecologically based recreation planning and design." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1074662.
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Golf course design, construction and maintenance began as a reflection of the natural landscape. Over time, however, golf course designs and settings sometimes have taken on artificial or unrealistic characteristics. Characteristics such as greens that can be mechanically moved to vary the difficulty of play (Hilton Head Country Club), traditional golf courses developed in the desert, and TPC (Tournament Players Championship) golf courses designed to accommodate additional spectators while limiting vegetation. Most of today's manicured courses also depend on the application of inorganic pesticides and fertilizers, deemed more efficient, but potentially harmful to golfers and the environment.This study examines three things: construction of a nine-hole golf course on a specified site without drastically changing current or natural conditions; on-going restoration efforts by a local area group/organization on that site; and the successful incorporation of additional user groups into the golf course setting.Through the use of four current site categories - Current Vegetation Survey, Slope Survey, Soil Survey, and Potential Hydrology Survey - determinations were made forproper hole location, potential wetland creation, adequate soil conditions for fairway creation, and vegetation succession. Each category was drafted on a clear 24" X 36" mylar sheet with the proposed site boundary drawn at 1"=200'-0" scale (for practical purposes concerning this creative project, the four 24" X 36" mylar sheets were reduced to an 8 1/2" x 11" format.) All four sheets (categories) were layed on top of each other in no particular order to produce a credible guide/map overlay of current site conditions of this sustainable and regenerative golf course design (see Appendix G, A58-A62 for the map overlay process used.) Location and design of the nine fairway holes successfully reflected all but a few of the standard golf layout practices. For example, golf holes to be laid out in a north/south direction, the inclusion of 'dog legs' and hole hazards, avoidance of steep slopes, and adherence to accepted lengths and sizes for greens, fairway holes and distances between holes.Creation of this unique golf course design was also contingent upon its accessibility to additional user groups and reduced golf car usage - unless golfers are physically challenged. These user groups include joggers, walkers, fishermen, cross-country skiers, campers, and hunters (when deemed appropriate.) The final Nine-Hole Golf Course Design Layout sheet included these additional user groups without intentionally interfering with the golfing activity. Thefinal design suggests adequate safety for those additional user groups according to the common precautions taken by golf courses. Such precautions include the location of signage displays to inform golfers of golf course safety policies, and buffer areas to protect persons in areas deemed most susceptible to stray golf shots. Standard golf course safety policies include: play at your own risk, the golfing establishment is not responsible/liable for personal injury induced by stray golf shots, and no joggers or walkers allowed on golf course. Further design study, perhaps, is needed to prevent any remote chance of injury from stray golf balls.To garner reaction towards the more sustainable/regenerative golf course, golfers self-described as average to good were asked to fill out a survey/questionnaire form. Approximately eighty forms were sent via mail and hand delivered to golfing establishments in Muncie, Indiana. Thirty-three responses were received. Results from the survey/questionnaire suggested that golfers would accept most of the aspects concerning natural/organic maintenance practices and the limited use of golf cars, but were concerned with the possibility of slower play due to increased roughs, wetlands and safety hazards. The survey/questionnaire also revealed that golfers had a negative response toward additional costs associated with organic maintenance practices and with safety for additional user groups. Nevertheless, respondents overall were very interested in ideas promoting a more ecologically safe golfing activity. Although the golfers who responded said they would participate on such a golf course setting, until such a golf course is designed and built, it remains to be seen whether they would accept such a venue.<br>Department of Landscape Architecture
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Lloyd-Jones, Gaynor. "A multiple case study of the first year student perspective in a medical undergraduate PBL curriculum." Thesis, University of Liverpool, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250479.
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Al-Hadrami, A. H. "Factors that affect learners' performance in web-based courses : the case of the accounting courses at the Hashemite University." Thesis, Coventry University, 2012. http://curve.coventry.ac.uk/open/items/7cd77fd2-fdb1-452a-9955-c9b383d717ef/1.
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The current research aimed to identify the main factors that affect students’ performance in web-based courses in a university in Jordan. In order to achieve this goal the current research design employed a mixed methods approach in that it embraced an exploratory approach in the first phase and moved to an explanatory approach in the second phase. The exploratory phase consisted of conducting four group interviews with students enrolled in web-based courses at the Accounting Department at the Faculty of Economics and Administrative Sciences and one group interview with Accounting instructors. While the explanatory phase employed a quantitative method (questionnaire) to examine the study’s proposed models. Astin’s Input-Environment-Outcomes (I-E-O) guided the current study’s framework to investigate factors that may influence student performance in web-based courses. Input variables were computer experience, student attitude toward web-based learning, self-efficacy, motivation, and prior performance. Environmental variables included student perceptions of the interaction of instructors; use of technology; and participation in the online learning environment. Data was gathered from a survey of 461 undergraduate students enrolled in two web-based accounting courses at the Hashemite University in Jordan. The most important contribution of the current study is that it conducted the analysis in the context of a developing country (Jordan). Therefore, this study will fill the gap in the literature regarding the effect of using web-based learning on student performance in Jordan and will provide the basis for further research in developing countries on student performance in web-based learning. The study also adds to collective knowledge of the effects of e-learning by adding a case study set in a new context to the existing range of studies. In doing so it broadens the scope of research on e-learning effectiveness. The results indicated that the study’s model was valid and fit the data and it was reasonable to test the model in terms of path significance. The study explained 73% of the variance in student performance, but only 3% of the variation in change in performance was explained. The findings of the current research revealed that input variables (particularly prior performance and student attitudes toward web-based learning) were the most significant, direct input factors affecting student performance. In addition, it was found that environmental variables (particularly student participation in web-based courses and student perceptions of the interaction of their instructors) also had a significant direct effect on student performance. These findings underline that it is not the technology used in the learning process that makes a difference in student performance in web-based learning, but it is instructor interactivity and the pedagogy used in teaching the Accounting courses at the Hashemite University. This is not to say that technology is unimportant or that it can be ignored. However, the functionality, usability and reliability of e-learning technology have rapidly improved to the point where questions of how it is deployed and exploited become more important than what it is capable of doing.
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Thompson, Kelvin. "CONSTRUCTING EDUCATIONAL CRITICISM OF ONLINE COURSES: A MODEL FOR IMPLEMENTATION BY PRACTITIONERS." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2764.
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Online courses are complex, human-driven contexts for formal learning. Little has been said about the environment emerging from the interaction of instructor(s), learners, and other resources in such courses. Theories that focus on instructional settings and methods that are designed to accommodate inquiry into complex phenomena are essential to the systematic study of online courses. Such a line of research is necessary as the basis for a common language with which we can begin to speak holistically about online courses. In this dissertation, I attempt to generate better questions about the nature of online instructional environments. By combining prior works related to educational criticism and qualitative research case study with original innovations, I develop a model for studying the instructional experiences of online courses. I then apply this approach in the study of one specific online course at the University of Central Florida (UCF).<br>Ed.D.<br>Department of Educational Research, Technology and Leadership<br>Education<br>Curriculum and Instruction
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Hoffmann, Patricia Anne. "Reviewing the use of environmental audits for environmental learning in school contexts: a case study of environmental auditing processes within a professional development course." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003630.
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This case study focuses on the use of environmental audits for learning, by teachers participating in the Schools and Sustainability professional development course in Durban, South Africa. It reviews ways in which audits were choreographed and used for lessons within school contexts. It explores ways in which audits shaped meaning-making interactions and environmental learning processes. This is an interpretive case study, characterized by a moderate realist perspective. Data were generated through interviews with teachers, field observations, photographs, document analysis, and group interviews with learners. Data were analyzed using the general comparative method. The research takes place in the context of educational transformation in South Africa. Some of the challenges accompanying the shift to Outcomes Based Education seem to be associated with naïve interpretations of constructivism and a view of reality as socially constructed and relative. This seems to have influenced ways in which audits are being undertaken in school contexts. This study argues that a realist orientation to auditing may be a more useful process for engaging with the world and enhancing the way learners perceive and respond to environmental risk. Ideas about reality-congruence and the interacting processes of involvement and detachment are of central importance in understanding processes of knowledge construction and meaning making in this study. The study draws on the work of Elias (1987) and Latour (1999) to shed light on the significance of auditing processes in which a close engagement with reality, coupled with a measure of detachment, can lead to the construction of a more reality-congruent account and a more realistic assessment of the environmental issue in focus. Key findings of the study suggest that the effectiveness of environmental auditing as a pedagogical process was influenced by the teachers’ intentions, knowledge and skills, choreography of the audit, nature of the teaching and learning interactions, and ways in which teachers and learners engaged with the findings. The study recommends that auditing activities should be carefully structured and mediated by teachers to be meaningful and to enable learners to identify environmental issues, gather data, engage in critical reflection and deliberate appropriate responses for social and environmental transformation.
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Gough-Jones, Vilna Jacqueline. "Girls' perceptions of secondary school specialist computer courses: A case study." Thesis, University of Canterbury. Maori, Social and Cultural Studies in Education, 2008. http://hdl.handle.net/10092/1749.
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This research project investigated girls' perceptions of specialist computer courses in secondary schools. Literature both international and in New Zealand indicate a dwindling number of females pursuing study and careers in ICT. This project identified some of the factors influencing girls' choices to take computer courses; their perceptions on computer careers and the implications for teachers and schools. The research was based on a collective case study with embedded cases. Data was collected from a survey using a mind map and questionnaire, as well as semi-structured face-to-face interviews. A descriptive narrative derived from the interviews with five of the participants is presented as well as cross case analysis for more than five participants. Overall the students' accounts revealed complex, inter-related and disparate data regarding their perceptions of computing. The data revealed confusion with language and terminology; a perception of variance in levels of knowledge and abilities in specific courses; stereotypical perceptions of computing; and differences in experience, relevance and choices within the computing context. The study highlights issues related to the association of computing with science and mathematics; girls' perceptions of the relevance and content of computer courses; genderrelated issues with computing; apparent lack of knowledge of computer careers and how schools label and describe their computer courses. It also puts forward some implications for schools and suggests some actions that schools could take as a starting point to try and break down some of the stereotypes and myths that seem to be discouraging girls into specialist computer courses.
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Reyes, Czarina S. "Comparing and contrasting college algebra success rates in traditional versus eight-week courses at a specific community college: A single institution case study." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9044/.
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There is a need to understand the relationship between, the traditional 16-week versus an 8-week, and college-level mathematics success rates. This study applied chi-square (χ2) and analysis of variance to compare and contrast which course length of time, 8-weeks or 16-weeks, for college algebra resulted in a higher proportion of students successfully completing the course. In addition, success rates among ethnicities, gender, and age groups were also examined. The population sample for this study was 231 students enrolled in college algebra from fall 2004 through fall 2007. Data was analyzed on four sections of the traditional 16-week courses and four sections of 8-week courses. Success was defined as earning a grade of A, B, or C in the course. The study found that overall there was no significant difference in success rates for the 8-week and 16-week college algebra courses. However, significant differences were found in success rates among Asian, Pacific Islander students enrolled in the 8-week and 16-week courses. No significant differences in success rates were found for White, Non-Hispanic; African-American, and Hispanic, Mexican American students. There was a significant difference in the number of A's, B's, C's, D's and F's among White, Non-Hispanic students, but there was no difference in A's, B's, C's, D's or F's for African-American; Hispanic, Mexican American and Asian, Pacific Islander. When considering success rates among genders, no difference was found in success rates for males or females who were enrolled in the 8-week and 16-week college algebra courses. There were a significant greater number of students in the age group (23-30) who were successful in the 16-week college algebra course than in the 8-week college algebra course. However, no differences in success rates were found in the age groups (18-22) and (31-40).
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Grimes, Matthew W. "The Nature of Knowledge Change Among Students in a Peer Leadership Course." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/70884.
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The following dissertation is comprised of three manuscripts presenting a theory-to-practice design for studying the nature of knowledge change. Knowledge change—as defined for this dissertation—is an exploration of the quantitative and qualitative change in how knowledge is used over a period of time. Knowledge change is derived from the broader scholarship on conceptual change; that is, how people develop, organize, and then re-organize knowledge (Vosniadou, 2013). Conceptual change has been widely used to describe the cognitive process behind how a novice acquires and organizes knowledge in order to become an expert (Carey, 1985), particularly in the hard sciences (e.g. Science, Technology, Engineering, and Mathematics, or 'STEM' subjects) (Vosniadou, 2008, 2013). However, more recent research has been dedicated to establishing the need to explore conceptual change in the social sciences (Murphy and Alexander, 2008). The present research was designed to explore knowledge change as one specific component of the conceptual change process. The research is presented in three manuscripts. The first manuscript details how the researcher blended conceptual change learning with the disciplinary domain of the present study, leadership studies. The second manuscript chronicles the design of a continuous case study, the primary tool for data collection used in the present study, as well as the methodology used. The third and final manuscript offers an overview of the first study undertaken using the collected data; that is, an exploration of the nature of knowledge change within an undergraduate peer leadership course.<br>Ph. D.
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TOMODA, YUTAKA, HIROSHI SAKAIDA, SETSUKO GOTO, SEIJI NOMURA, TORU NAKANISHI, and TOMOMITSU OKAMOTO. "An Unusual Clinical Course after Mole Evacuation: A Case Report." Nagoya University School of Medicine, 1997. http://hdl.handle.net/2237/16752.
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Rodriguez, Aracely. "Psychosocial Motivators for Obstacle Course Racing: A Qualitative Case Study." DigitalCommons@CalPoly, 2015. https://digitalcommons.calpoly.edu/theses/1469.
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This study explored the psychological and sociological motivations of adult female and male obstacle course racers. A qualitative case study approach was used to explore the views, experiences, and motivations of obstacle course racing (OCR) participants. Descriptive statistics and cross tabulation was used to interpret responses to the 297 online questionnaires. A content analysis approach was used to analyze the qualitative data gathered from three focus groups with a total of 20 obstacle course racers. Three theories formed the basis of the study: Self-Determination Theory (SDT), Achievement Goal Theory (AGT), and Social Leaning Theory (SLT). Overall, findings supported previous research regarding motivations to participate in adventure racing and extreme sports. Individuals were guided more by intrinsic motives than extrinsic motives. Important motivations for obstacle course racers included the camaraderie among participants, connecting and socializing with other like-minded people, having fun, and having a physical challenge that allowed them to progress and keep on track with their health goals. Obstacle course racing was perceived as positively impacting participants’ health, mental wellness and their confidence in their physical abilities as well as in other areas of their lives. Findings from this study may inform future interventions to increase participation in OCR or to increase overall physical activity among adults by building on camaraderie, social connection, enjoyment, and self-efficacy.
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Adebonojo, Leslie G., Kathy Campbell, Mark Ellis, and Alison DePollo. "Training Student Workers: A Case Study Using Course Management Software." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/6317.
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Ouvry, Mélanie. "Valeur d'expérience et multi-fréquentation : le cas des courses alimentaires." Thesis, Lille 2, 2013. http://www.theses.fr/2013LIL20019.
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Le développement de la grande distribution alimentaire selon le postulat de massification des achats se heurte aujourd’hui au phénomène de la multi-fréquentation des circuits et des magasins. Pourquoi une personne aurait-elle intérêt à fréquenter plusieurs points de vente ? Pour répondre à cette question, la recherche propose un renouvellement d’analyse, mobilisant le cadre théorique de l’expérience et de la valeur. Ainsi, la valeur attachée par les clients à l’activité des courses alimentaires permettrait-elle d’expliquer les comportements de multi-fréquentation ? Quatre objectifs principaux accompagnent cette problématique : 1) comprendre l’expérience et la valeur retirée de l’activité « faire les courses », 2) opérationnaliser la valeur de l’activité, 3) qualifier les comportements de multi-fréquentation et 4) expliquer la multi-fréquentation en vue de mieux comprendre la complémentarité des formats. Les principaux résultats de la recherche permettent d’énoncer que la valeur retirée de l’activité constitue un facteur explicatif des comportements de multi-fréquentation. Il existe une double dynamique, de la valorisation et de la multi-fréquentation, à partir de laquelle la trajectoire d’un client peut être approchée. Pour les praticiens, la valeur de l’activité peut être utilisée comme grille de lecture du positionnement des enseignes et servir de levier d’action pour orienter la multi-fréquentation et gérer la multi-fidélité<br>Development of food retailing from the premise of mass purchases now faces the multiplication of channels and stores attendance phenomenon. Why would individuals have an interest in visiting several stores ? In response to this question, the research proposes a renewal of the analysis, mobilizing the theoretical framework of the experience and the consumption value. Thus, could the value derived from the grocery shopping activity by clients explain multi-stores attendance behaviour ? Four main objectives underlie this research : 1) understand the experience and the value derived from the activity of “shopping”, 2) operationalize the consumption value of the activity, 3) qualify behaviours of multi-stores attendance, and 4) explain multi-stores attendance in order to understand the complementarity of store types. The main results of this research enable to state that the value derived from the activity is an explaining factor to the multi-stores attendance behaviour. There is a double dynamic of valuation and multi-stores attendance, from which the habits of a customer can be assessed. For practitioners, the value of the activity can be used as a way of interpreting the positioning of retail chains and as a lever action for mastering the multi-stores attendance and for managing multi-loyalty
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Kakari, Diamanto. "Utilisation pédagogique du courrier électronique dans un établissement secondaire public grec : étude de cas." Besançon, 2002. http://www.theses.fr/2002BESA1019.
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Notre projet de recherche qui relève de la didactique consiste à étudier les conditions optimales d'introduction du courrier électronique dans l'enseignement secondaire public hellénique. Le premier chapitre fait le tour des disciplines de référence, à savoir de la psycholinguistique, la sociolinguistique, la linguistique textuelle et la didactique de la production écrite sélectionnant les éléments utiles au reste de la recherche. Le deuxième chapitre est consacré au courrier électronique. Le chapitre trois se réfère aux données recueillies et aux modalités de leur analyse. Le chapitre quatre examine la structure du système éducatif hellénique ainsi que deux domaines importants du cadre institutionnel de notre recherche : la place occupée par l'ordinateur et la place accordée à l'enseignement du F. L. E. Le chapitre cinq décrit le déroulement de notre projet de correspondance électronique. . .
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Lau, William, and 劉威倫. "Task motivation and student motivation in an English for occupational purposes course at the tertiary level in Hong Kong: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27055255.
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Jančařík, Antonín, and Jarmila Novotná. "From a textbook to an e-learning course (E-learning or e-book?)." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80251.
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The main aim of this contribution is to introduce the potential that modern information technologies open to authors converting a teaching material from a printed to an electronic version. The authors
come out of their own experience and propose options that are suitable especially for creation of study materials in mathematics education. Among others the contribution presents the use of flash
animations, java scripts and Computer Algebra Systems.
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Stevens, Karl B. "A Case Study of Professors' and Instructional Designers' Experiences in the Development of Online Courses." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1201.
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The purpose of this qualitative case study was to examine the experiences of instructional designers and professors during the online course development process and to determine if their experiences had an effect on the process itself. To gain an understanding of their experiences, open-ended interviews were conducted, seeking descriptions of participants’ interactions with project partners and their perspectives on technical aspects and current best practice guidelines. Five instructional designers and five professors from Utah State University (USU) who met selection criteria were purposefully selected and were recommended by an administrator from USU. Instructional designers included one female and four males, ranged from 2 to 6 years of development experience at USU. Professors, all male, had relatively little development experience, ranging from one to five courses, and had at the most, three years of online teaching experience. Data analysis revealed five emergent themes: communication, commitment to quality online courses, commitment to building robust working relationships, mutual respect for one another's time and talents, and satisfaction in working with online course development. Communication was the most prevalent factor identified as having a positive effect on the development process. Lack of time was most prevalent as an impediment to the process. In conclusion, a workplace culture that fostered good experiences and the opportunity to interact in a supportive environment was beneficial to the online course development process. Managers and others involved in the process should be mindful of the workplace culture and consider dedicating effort and resources to preserve its integrity.
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Waddington-Delmas, Marguerite. "Les chondrodysplasies letales a cotes courtes-polydactylie : exposition d'un cas (doctorat : medecine generale)." Paris 5, 2000. http://www.theses.fr/2000PA05N122.
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Silantiev, Alexey. "Groupes quantiques associés aux courbes rationnelles et elliptiques et leurs applications." Angers, 2008. http://www.theses.fr/2008ANGE0061.
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Le contexte général dans lequel s'inscrivent les travaux développés dans ce mémoire est le contrôle des processus industriels complexes. Ces travaux proposent des nouvelles techniques d'amélioration du contrôle statistique des processus non gaussiens : la carte de contrôle avec des paramètres variables et la carte de contrôle théorique pour la loi de distribution de Rayleigh. Un modèle d'intégration des outils des domaines de l'APC (Automatic Process Control) et de la MSP est proposée et ensuite analysé par le biais des deux modèles de processus réel<br>The general context of the work developed here is the control of complex industrial processes. These works offer new methods of improvement of statistical process control for non Gaussian distribution : the control chart with variable parameters and the theoretical control chart for the Rayleigh distribution. A model of integration of the APC (Automatic Process Control) and MSP technics is introduced, and then analyzed by using the models of two real process
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Levy, Jean Elizabeth. "Controlling the course of scientific advance : the case of human embryology." Thesis, University of Southampton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440422.
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SILVA, EUNICE DE CASTRO E. "LEARNERS CONCEPTION ON ONLINE TUTORING: A DISTANCE LEARNING COURSE CASE STUDY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2013. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=28285@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>A educação na modalidade a distância tem sido apontada como uma estratégia eficiente para a formação inicial e continuada de professores para a educação básica. Contudo, a expansão dessa modalidade também vem acompanhada de críticas e preocupações quanto à qualidade dessa formação. Uma das problemáticas principais da EAD reside na mediação pedagógica, em relação à díade aluno–mediador e/ou professor. Nesse sentido, esse trabalho teve como objetivo investigar a concepção dos alunos de um curso de especialização na modalidade a distância sobre a mediação pedagógica, partindo das seguintes questões de estudo: Quais atribuições os alunos delegam à mediação pedagógica? Quais as contribuições da mediação pedagógica para a qualidade da formação dos cursistas? Como as tecnologias da comunicação e informação (TIC) potencializam a mediação pedagógica? A fim de compreender o conceito de mediação, procuramos fazer uma pesquisa desse termo em campos interdisciplinares, relacionando-o com os avanços das TICs na educação a distância. Optamos, metodologicamente, por um estudo de caso do Curso de Especialização Tecnologias em Educação – PUC Rio. Para a produção de dados fizemos um recorte das respostas dos cursistas sobre a mediação pedagógica exercida no decorrer do curso, após aplicação de um questionário. As questões fechadas foram analisadas com a ajuda do programa SPSS, e selecionou-se uma questão aberta que foi trabalhada através da análise de conteúdo, utilizando-se o programa Alceste. Os resultados provenientes das questões fechadas mostraram uma grande aceitabilidade da atuação do mediador pedagógico. Na análise qualitativa, o software Alceste originou quatro classes, sendo posteriormente identificadas como: estratégias pedagógicas de mediação e mediador assistente; mediador tira-dúvidas; motivação ao aluno; formação do mediador pedagógico e influências da mediação na atuação profissional do aluno. As concepções dos cursistas revelaram o reconhecimento e a valorização da mediação como essencial para que o aluno construa o conhecimento esperado no processo de aprendizagem. Ficou evidenciada a complexidade da prática profissional do mediador tendo, inclusive, influência na formação e atuação profissional do cursista.<br>Distance learning has been identified as an effective strategy for initial and continuing teacher training in the primary and secondary education sector. However, expansion in this field has also been followed by criticisms and concerns about the quality of such training. One of the main issues in distance learning is online tutoring, more specifically learner-tutor and/or learner-teacher interaction. Therefore, the objective of the present study was to investigate learners conception on online tutoring in a distance learning specialization course. Our main research study questions were: What do learners expect from their online tutors? Which contributions does online tutoring offer to the quality of learners training? How can ICT enhance the online tutoring practice? In order to understand the concept of online tutoring, an interdisciplinary research of the term was undertaken, relating it to the advances/development of ICT in distance education. The chosen research method was a case study on the specialization course Tecnologias em Educação – PUC Rio. Data on online tutoring were gathered from the learners responses to a questionnaire. Close-ended questions were analysed with the help of the SPSS software. One open-ended question was selected and analysed through the content analysis method and with the help of the Alceste software. Results originated from the close-ended questions showed high acceptance of the online tutor performance. In the qualitative analysis, Alceste originated four classes, identified as: online tutoring pedagogical strategies and assistant online tutor; question answerer online tutor; motivating the learner; online tutor training and influences of online tutoring on the learners professional practice. Learners opinions demonstrated the recognition and appreciation of online tutoring as an essential part of knowledge building during their learning process. The complexity of online tutoring practice and its influence on the training and professional development of the learner were also demonstrated.
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Richter, David M. "A Case Study of Pedagogy in an Interdisciplinary Green Engineering Course." Thesis, Virginia Tech, 2008. http://hdl.handle.net/10919/32445.
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This study investigates pedagogical challenges posed by interdisciplinary courses using a mixed methods case study. Current engineering education literature describes many multidisciplinary and interdisciplinary efforts—curriculum, programs, courses, and projects—but lacks concrete pedagogical strategies appropriate to such efforts.
In interdisciplinary courses, students represent a range of majors and often different academic levels. Consequently, they bring different disciplinary prior knowledge as well as different levels of understanding. This lack of common prior knowledge due to horizontal (disciplinary) and vertical (levels) integration creates unique challenges for faculty associated with both course content and instruction method.
To address these challenges, this study adopted a mixed methods approach to collect quantitative and qualitative data in an interdisciplinary Green Engineering Life Cycle Analysis course. Data included surveys, observations, and interviews. The surveys addressed students' motivation for enrollment, prior knowledge of Green Engineering, perception of the course, reflections on course content, satisfaction, and content gains. Observations of classroom and team meeting behaviors, along with interviews of students and faculty provide complementary qualitative data.
Quantitative analysis of the content knowledge data demonstrates significant gains for eight of ten concepts. Qualitative analysis shows that students also gained awareness of different perspectives from other disciplines. Qualitative analysis also identified key challenges for faculty in interdisciplinary settings: 1) structural issues related with organizing students from different disciplines with conflicting schedules and 2) disciplinary egocentrism of students through their education and training from in-major courses. The data also suggests teaching practices that have the potential to create new interdisciplinary pedagogies.<br>Master of Science
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Luo, Tian. "Facilitating a Hybrid College-level Course Using Microblogging: A Case Study." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1406886525.
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Smith, Susan K. "A CASE STUDY OF TEACHERS’ EXPERIENCES INSTRUCTING A HIGH SCHOOLBLENDED COURSE." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1563312632875635.
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Fernandez, Aja K. "The impact of elective courses on English learner achievement| A qualitative case study." Thesis, California State University, Fullerton, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3664429.
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<p> ELs are a marginalized population in American schools. They are denied a just, equal, and inclusive education. Those whose primary language is other than English are segregated from the other students in school and prevented from enrolling in courses that would allow them to meet prerequisites for college applications.</p><p> This qualitative case study examining the impact of elective courses on ELs' achievement demonstrated that these students were capable of the same achievement as, if not better than, their English-proficient peers. They demonstrated fewer behavior incidents, achieved increased test scores, and maintained grade point averages higher than those of other ELs. Their teachers and administrators viewed them favorably and supported their enrollment in elective courses. </p><p> This small sample of ELs has demonstrated that they are capable of academic achievement and supports the call to permit their enrollment in elective courses. Schools are obligated to provide them with college and career readiness opportunities, and electives would facilitate this preparation.</p>
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Wong, Fung Ting Rachel. "Teacher factors and washback : case studies of IELTS preparatory courses in Hong Kong." Thesis, University of Bristol, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.738248.
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Ikiz, Ali. "A Case Study of Instructor and Student Perceptions of Two Online Mathematics Courses." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1172164963.
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Fabre, Victor. "Étude de l'endommagement en fatigue d'un composite thermoplastique à fibres courtes : cas du polyamide 6,6 renforcé de fibres de verre courtes." Thesis, Paris, ENMP, 2015. http://www.theses.fr/2015ENMP0012.
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Le travail abordé dans le cadre de cette thèse constitue une contribution à la compréhension des mécanismes d'endommagement et à l'identification d'un critère de durée de vie du polyamide 6,6 renforcé à 30% en masse de fibres de verre courtes (PA66GF30), obtenu par moulage par injection, en prenant en compte les effets de la température, de la teneur en eau et des orientations de fibres induites par le procédé de fabrication. Ainsi, dans un premier temps, une campagne d'essais de caractérisation du comportement mécanique du PA66GF30, pour différentes orientations de fibres, températures, teneurs en eau et vitesses de sollicitation, a été menée. Ceux-ci ont mis en évidence le rôle de la matrice polyamide 6,6 (PA66) dans la dépendance à la température, à la teneur en eau et à la vitesse de sollicitation du comportement du PA66GF30. Dans ce sens, une triple équivalence Temps-Température-Teneur en eau du comportement du PA66 a été démontrée à l'aide de courbes maîtresses obtenues par DMA. Une nouvelle expression de la vitesse équivalente à une température et une teneur en eau de référence en a alors été déduite, dans l'objectif de pouvoir rendre compte de cette triple sensibilité dans un futur modèle de comportement. Ensuite, une campagne d'essais de fatigue dans des conditions environnementales contrôlées, a permis d'étudier les effets de l'orientation des fibres, de la température et de la teneur en eau, sur la tenue en fatigue d'éprouvettes en PA66GF30. L'analyse mécanique de ces essais a abouti à l'identification d'un critère de durée de vie, tenant compte de l'ensemble des facteurs influents. Enfin, la microtomographie des rayons X sous faisceau synchrotron a été utilisée pour étudier les mécanismes d'endommagement en fatigue présents dans le PA66GF30, suite à des analyses post-mortem et des expériences in-situ. Le dépouillement de ces observations a permis de faire la lumière sur les mécanismes d'endommagement, et de proposer un nouveau scénario d'endommagement en fatigue<br>The work discussed in this thesis is a contribution to the understanding of damage mechanisms and identifying a fatigue criterion of polyamide 6,6 reinforced with 30 wt% of short glass-fibres (PA66GF30), obtained by injection molding, taking into account the effects of temperature, water content and fiber orientations induced by the process. Thus, in a first step, the characterization of the mechanical behavior of PA66GF30 for different fiber orientations, temperatures, moisture contents and strain rates, was conducted. They have highlighted the role of the polyamide matrix (PA66) in the temperature, water content and strain rate behavior dependence of PA66GF30. In this sense, Time-Temperature-Water content equivalence of mechanical behaviour of PA66 was demonstrated using master curves obtained by DMA. A new expression of the equivalent strain rate at temperature reference and a water content reference was then deduced, and it is now possible to relay the triple sensitivity to strain rate, temperature and water content in only one term. Then, a fatigue test campaign in controlled environmental conditions, allowed to study the effects of fiber orientation, temperature and water content on the fatigue behaviour of PA66GF30 specimens. The mechanical analysis of these tests has led to the identification of a fatigue life criterion, taking into account all the influencing factors. Finally, the X-ray microtomography under synchrotron beam was used to study the mechanisms in fatigue damage present in the PA66GF30, following post-mortem analysis and in-situ experiments. The analysis of these observations has shed light on the mechanisms damage and, it has been proposed a new fatigue damage scenario
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Draxl, Heather Theresa. "Productive discomfort: a case study of service-learning in a first-year composition course." Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/3074.
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Service-learning is the combination of traditional teaching methods with field-based learning and critical reflection (Hurd, 2008) and is popular in first-year composition (Deans, 2001). However, academic research on service-learning in first-year composition is relatively scarce and the most frequently-cited scholarship is at least a decade old (Adler-Kassner, Crooks & Watters, 1997; Deans, 2001; Haussamen, 1997). This study seeks to contribute to the scholarship on service-learning in first-year composition by exploring how stakeholders, including the instructor, the students, and the community partner, perceive the project's purposes and outcomes. To complete the service-learning requirement for the course in this study, students conduct a bystander intervention workshop for a small group of their peers that focuses on cultural humility and sexual assault prevention. In preparation for the service-learning project, students attend a bystander intervention training conducted by the [Women's Advocacy Program], a center on campus that specializes in violence prevention, LGBTQA rights advocacy, and promoting cultural humility on campus and in the surrounding community. In order to explore participants' experiences with the project, data was gathered through participant observation, semi-structured interviews, and relevant artifacts, such as student work and course materials. In total, the study includes twenty-one participants, including the instructor, the community partner, and 19 students. Of the 19 students enrolled in the course, this research focuses on the experiences of five key informants (Bogdan & Bilken, 1997), who are referred to as “focal students” throughout the study. The findings of this study have implications for first-year composition instructors who engage in service-learning. Echoing previous research, this study finds that the relationship between the community partner and the instructor is an important factor in service-learning. Specifically, in this study, the instructor and the community partner design, implement, and assess the service-learning project collaboratively and have adapted the project over five semesters to ensure that it meets both their needs. The instructor and the community partner cite their collaboration as one of the reasons the project is successful. This study also reflects previous findings that indicate service-learning is more successful when it is integrated into the course curriculum. Students in this study feel that the project seems somewhat “separate” from the course, and perceive this lack of integration between the project and the course as one of the project's biggest weakness. A key finding of this study is that stakeholders in a service-learning project may not need to recognize or understand one another's perspectives about the project's purposes or outcomes in order for the the project to be successful. Previous research has suggested that service-learning projects are more likely to be successful if stakeholders understand one another's expectations for the project (Bringle, Clayton, & Hatcher, 2012; Deans, 2001), but this study suggests that this understanding might not be as essential to a service-learning project's success as previously thought. This study finds that participants perceive the project's purposes differently and have varying expectations about its outcomes. They make different and occasionally contradicting claims about which aspects of the project are effective or ineffective and they often indicate that they don't fully understand one another's perspectives on the project. Participants perceptions of the project are consistently divergent with one exception: they believe the instructor should continue teaching the project in future courses because they believe that the project is beneficial to their community, which suggests that participants don't need to understand one another's perspectives in order for the project to be successful.
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Frances, Catherine. "Networks of the life-course : a case study of Cheshire, 1570-1700." Thesis, University of Cambridge, 2000. https://www.repository.cam.ac.uk/handle/1810/272092.
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Brown, Stacy D., Brooks B. Pond, and Kathryn A. Creekmore. "A Case-Based Toxicology Elective Course to Enhance Student Learning in Pharmacotherapy." Digital Commons @ East Tennessee State University, 2011. https://doi.org/10.5688/ajpe756118.
Full textAbstract:
Objective. To assess the impact of a case-based toxicology elective course on student learning in related required courses and student performance on the Pharmacy Curriculum Outcomes Assessment (PCOA) examination.
Design. A case-based clinical toxicology elective course that contained topics from 2 required courses, Pharmacology III and Pharmacotherapy II, was offered in the spring 2009 to second- and third-year pharmacy students.
Assessment. Scores on the Toxicology subsection of the PCOA of students enrolled in the elective were higher than those of students not enrolled (91.3% ± 4.1 vs. 67.2% ± 5.7). Enrollment in the elective was related to increased examination scores among Pharmacotherapy II students (89.5% ± 2.0 vs. 83.9% ± 1.8). Students indicated on course survey instruments that they were satisfied with the new elective offering.
Conclusions. A toxicology elective provided a clinically relevant, active-learning experience for pharmacy students that addressed a curricular need within the college and increased examination scores.