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Dissertations / Theses on the topic 'Implementation science'
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Polaha, J. P., and Robert P. Pack. "Dissemination and Implementation Science." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1351.
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Koosimile, Anthony Tsatsing. "Science curriculum implementation in Botswana." Thesis, University of York, 1999. http://etheses.whiterose.ac.uk/9794/.
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Polaha, Jodi. "Implementation Science for Pediatrician Innovators." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/6657.
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Pack, Robert P., and J. Polaha. "Dissemination and Implementation Research in Health: The Science of Using Science." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/1349.
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Phiri, Absalom Dumsell Keins. "Exploring the Integration of Indigenous Science in the Primary School Science Curriculum in Malawi." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/26777.
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Moving out of theoretical academic constructs, the indigenous movement has attracted the attention of the Malawian education system to explore the value for contextualizing science by way of indigenous technologies. This is a milestone decision but the beginning is not smooth. However, indigenizing the curriculum has a promise of hope to invigorate science educators to pursue the search for the science out of indigenous technologies out of the â taken for grantedâ and â place-basedâ traditional knowledge systems. This is only the beginning of the journey in pursuit of local sciences that bear a promise for sustainability in development without relying exclusively on the outcomes of globalization.
This study sought to unravel the issues that surrounded implementation of ground braking primary school science and technology curriculum, which has integrated indigenous knowledge in the learning of science. Commencing prior to the implementation of the new curriculum, this was a pilot study strategically conceptualized and timed to inform the curriculum developers and other stakeholders about issues to pay attention to as the curriculum implementation process unfolds.
The study revealed that teachers are likely to face multiple challenges stemming from the design of the curriculum, teachers background knowledge in academic science, pedagogical knowledge, and cultural foundations. The outcome of teaching was negatively affected by the design of the curriculum, teachersâ knowledge of science, and attitudes toward indigenous knowledge. Recommendations for improving the integration of indigenous knowledge and science in the curriculum include the need to better articulate the scientific principles involved in indigenous technologies and to involve learners in meaningful â practical workâ in science lessons, supported by further research.<br>Ph. D.
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Steketee, Abby Meadema. "Methods, paradigms, and practices: Advancing Dissemination and Implementation Science." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/101664.
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There is a critical gap in translating scientific discoveries to public health benefit. For example, despite a multitude of efficacious physical activity interventions, only one in four adults in the United States meets the Physical Activity Guidelines for Americans. To bridge the research-practice gap, Dissemination and Implementation (DandI) Science has emerged as the study of how evidence-based interventions, programs, and policies are integrated in typical settings. Recent research illustrates barriers to conducting DandI Science and the need for methods that open the black box of implementation. Therefore, the overarching goal of this dissertation was to explore novel approaches for advancing DandI Science. This exploration is presented in three manuscripts and one report.
The first manuscript presents a pragmatic, observational study applying the RE-AIM (Reach, Effectiveness, Adoption, Implementation, Maintenance) Framework to evaluate a perinatal health fair. Results include that the health fair reached 42 attendees and that 23 educators and seven organizations hosted booths and educational sessions. Mom Expo required 292 implementation hours with 71% of those hours devoted to building relationships. We generated 30 actionable strategies for implementing a health fair. The health fair developed into a non-profit organization, and the participatory approach used can be replicated in other communities to establish connections between local women, educators, and researchers.
The second manuscript reports a one-year autoethnography (i.e., first-person narrative) of a perinatal health integrated research practice partnership (IRPP). Findings include three themes: (1) permeable work boundaries, (2) blind spots toward philosophical underpinnings of paradigms, and (3) maladaptive behaviors seemingly reinforced by the research culture. We concluded that autoethnography is an effective novel method to leverage researcher situatedness and capture implementation contexts, processes, and outcomes.
The third manuscript presents the longitudinal pilot test of FUEL (focus, unplug, exercise, love), a one-on-one coaching program to promote human flourishing among DandI researchers. Results include that the coach spent 12.96+2.82 hours per participant (N= 16) implementing individually-tailored sessions, and that participants reported multiple, sustained benefits related to productivity, happiness, and health. We concluded that the program is a feasible, well-received approach with preliminary positive effects. Future work is needed to investigate physiological or performance outcomes and, ultimately, impact on DandI.
The final report is a literature review and critical analysis of phenomenology within behavioral and community health research. Conclusions include that (1) physical activity is rooted in a scientific paradigm that prioritizes quantifiable mechanism over personal meaning, and (2) phenomenology, as a complement to basic science, is a compelling method, paradigm, and practice to improve research translation.
Based on this research, I conclude that three pathways for advancing DandI Science are methods that capture first-person meaning, paradigms that incorporate phenomenological human experience as an essential dimension of health research, and practices that fuel researchers' capacity for generating transformative work. In all three pathways, the heart of elevating DandI Science is to embrace process, person, and presence.<br>Doctor of Philosophy<br>Scientific evidence does not automatically translate to real-world behavior change. For example, despite considerable research about the health benefits of physical activity, only one in four American adults meets the national physical activity recommendations. To bridge the research-practice gap, Dissemination and Implementation (DandI) Science has emerged as the study of how scientific findings are integrated in typical settings such as schools and communities. Recent research illustrates multiple barriers to DandI Science and a need for methods that capture hard-to-measure, chaotic implementation processes and outcomes. Therefore, the overarching goal of this dissertation was to explore novel approaches to DandI Science and bridging the research-practice gap. This exploration is presented in three manuscripts and one report.
The first manuscript describes a perinatal health fair intended to connect local parents to community resources. The second manuscript is a 12-month autoethnography (i.e., first-person narrative) about the culture of DandI Science, including the role, impact, and practices of researchers themselves. The third manuscript presents the development and preliminary testing of FUEL (focus, unplug, exercise, love), a one-on-one coaching program for DandI researchers. The final report includes the history of randomized controlled trials as the gold standard for physical activity research, as well as critical analysis of using phenomenology to reduce the research-practice gap.
Findings from the first manuscript suggest that (1) authentic relationship building was the key to launching a perinatal health fair that developed into a non-profit organization and (2) the RE-AIM (Reach, Effectiveness, Adoption, Implementation, Maintenance) Framework is a user-friendly DandI tool for implementing and evaluating a health fair. Findings from the second manuscript include descriptions of (1) blind spots within the DandI Science culture, (2) potential of autoethnography as a novel DandI method, and (3) strategies to optimize DandI researchers' capacity to thrive amid challenges. Findings from the third manuscript suggest that the FUEL coaching program is a promising and feasible approach to support researchers in leading "a more productive, healthier, and happier life," as one participant wrote. Future research on the program is needed to evaluate causation and whether organizations would adopt it. Conclusions in the final report include that (1) the applicability of physical activity research to daily life may be limited by deeply held scientific ideologies and (2) phenomenology, as the study of human meaning, may facilitate the translation of research to real-world behavior change.
Based on the research presented in this dissertation, three pathways for advancing DandI Science are methods for how we conduct research studies, paradigms for how we collectively approach health science, and practices for how we manage our energy and awareness. In all three pathways, the heart of elevating DandI Science is to embrace process, person, and presence.
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Dillard, Christina. "Multi-Tiered System of Supports (MTSS) and Implementation Science." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10286428.
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<p> Many districts and schools are having difficulty implementing Multi-Tiered System of Supports (MTSS) in school settings. This quantitative study set out to examine the stage of MTSS implementation schools are at and identify factors from the implementation science framework that account for the different reported student outcomes related to MTSS implementation. The results of the responses from 135 school principals in California revealed, most schools were in the initial implementation stage. While implementation drivers of competency and organization were significant predictors of MTSS student outcomes, the leadership driver was found not to be a significant predictor of student outcomes. Very few schools are using a formal evaluation of implementation of MTSS practices or involving parents in the planning and evaluation of MTSS. Additionally, the results revealed that schools have most elements of evidence based practices (EBPs) for academic difficulties, but less EBPs are in place for students who are either at-risk or have emotional behavioral difficulties. A majority of the respondents indicated that there is majority buy-in among the school staff regarding implementation of MTSS. Based on the results of this study, recommendations for Policy, Practice and Research were thematically presented, in the areas of 1) Family engagement, 2) Program evaluation, 3) Budget allocation, and 4) Technical assistance to effectively implement MTSS for sustainability and student outcomes.</p><p>
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Fronk, Alexander T. "Kigali Charity School Analyzed Through an Implementation Science Framework." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/3905.
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Implementation science is a relatively new field focused on ensuring that programs are planned well and then delivered as planned. This thesis describes the implementation process for a nursery-level charity school in Kigali, Rwanda, focusing on the facilitators and difficulties encountered in establishing this school.
The research process consisted of interviewing 13 individuals that are a part of the school in question. The researcher transcribed the interviews using an implementation science framework and found trends in their statements that shed light on the establishment of the school. With the help of three coders, the researcher assessed their comments for evidence of helps and hindrances through the implementation process. This thesis presents the results and the implications for implementation science. It will provide valuable information for those wishing to start and maintain grassroots, charitable programs for children in the developing world.
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Jia, Ning. "Architecture and implementation of socially governed networks." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=97229.
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Social networks play an increasingly important role on the behavior of communication on the Internet. We present a general framework called socially governed networks that provides a network protection scheme at the level of social individual/social organization instead of the traditional level of physical address. The functionalities of socially governed networks are mainly composed of two parts: social accountability and social computation based security policy generation. For social accountability part, we design Gates (Personal Gate and Social Gate) binding users' actions on the Internet with users' social identities issued by given online social network (such as Facebook) instead of physical IP address, so that users are trackable throughout the Internet avoiding being impersonated. Gates are incrementally deployable without modifying the existing operating system running on the endpoints on the Internet and can be used to monitor, control, and report accountable communications betweenusers. For social computation based policy generation part, the framework is flexible and extensible to generate and attach new security policies to Gates. We introduce an Analysis Center for collecting traffic report data from Gates and generating a real-time social graph which can be used by a social computation model to compute the social power, a kind of individual capability used to control resource access. Security policy strings are then populated with the social power values and plugged into Gates to control the communication among the accountable users on the Internet. In this thesis, we provide the design of the whole framework and analyze the social computation results: which factors impact the social power value. Additionally, to reduce the computation complexity, we extract small sub-graphs being able to reflect the major properties of the original social graph and discuss which extraction method is the best among BFS, RW and MHRW.<br>Les réseaux sociaux jouent un rôle de plus en plus important sur notre façon de communiquer sur Internet. Nous présentons un modèle général intitulé "réseaux dirigés socialement" qui contient une mesure de protection de réseau au niveau de l'organisation individuelle et sociale plutôt qu'au niveau traditionnel d'adresse physique. La fonction de ces réseaux socialement dirigés est principalement composée de deux parties: la responsabilité sociale et la génération de mesures de sécurité basée sur la computation sociale. Pour la partie de responsabilité sociale, nous désignons des Identités (Identité Personnelle et Identité Sociale) liant les actions des utilisateurs sur Internet à leur identité sociale conférée par un certain réseau social (tel que Facebook) plutôt qu'à leur adresse physique (IP), pour que les utilisateurs soient reconnus partout sur Internet sans qu'on leur emprunte leur identité. Ce système d'Identités est déployable progressivement sur Internet et peut être utilisées pour surveiller et contrôler les échanges entre utilisateurs. Pour la partie de génération de mesures de sécurité, le modèle est flexible et extensible pour générer et ajouter des nouvelles mesures de sécurité aux Identités. Nous introduisons un Centre d'Analyse pour collecter les rapports de données provenant des Identités et pour générer un graphe social en temps réel, qui peut être utilisé par un modèle de computation sociale pour calculer le pouvoir social, une sorte de capacité individuelle utilisée pour contrôler l'accès d'un individu à certaines ressources. Les mesures de sécurité sont ensuite assignées aux valeurs de pouvoir sociale puis associées aux Identités pour contrôler les communications entre les utilisateurs responsables sur Internet. Dans cette thèse, nous donnons le design du modèle au complet puis analysons les résultats de la computation sociale: Quels facteurs impactent le pouvoir social et lequel est le plus important. De plus, pour réduire la complexité du calcul, nous extrayons un petit sous-graphe représentatif des propriétés majeurs du graphe social original, puis discutons de la meilleure méthode d'extraction entre BFS, RW et MHRW.
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Polaha, Jodi, and Beth Nolan. "Dissemination and Implementation Science: Research for the Real World Medical Family Therapist." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/6753.
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Dissemination and Implementation (D&I) Science is an evolving field of models and methods aimed at closing the research-practice gap. This chapter provides an overview of D&I Science with particular emphasis on its relevance for academic and clinical medical family therapists (MedFTs) and/or graduate students in training. It begins with a discussion of the poor reach of evidence-based treatments, building a case for the evolution of D&I Science. Basic definitions of dissemination research and implementation research are provided, followed by a description of the characteristics of D&I Science. Two exemplary D&I models are described with examples that relate to MedFT. The chapter closes with a discussion about how the reader can learn more about this dynamic and growing field.
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Germain, Renaud. "Implementation of a dependently typed functional programming language." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:8881/R/?func=dbin-jump-full&object_id=92350.
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Safadi, Hani. "Crosslingual implementation of linguistic taggers using parallel corpora." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=22000.
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This thesis addresses the problem of creating linguistic taggers for resource-poor languages using existing taggers in resource rich languages. Linguistic taggers are classifiers that map individual words or phrases from a sentence to a set of tags. Part of speech tagging and named entity extraction are two examples of linguistic tagging. Linguistic taggers are usually trained using supervised learning algorithms. This requires the existence of labeled training data, which is not available for many languages. We describe an approach for assigning linguistic tags to sentences in a target (resource-poor) language by exploiting a linguistic tagger that has been configured in a source (resource-rich) language. The approach does not require that the input sentence be translated into the source language. Instead, projection of linguistic tags is accomplished through the use of a parallel corpus, which is a collection of texts that are available in a source language and a target language. The correspondence between words of the source and target language allows us to project tags from source to target language words. The projected tags are further processed to compute the final tags of the target language words. A system for part of speech (POS) tagging of French language sentences using an English language POS tagger and an English/French parallel corpus has been implemented and evaluated using this approach. A parallel corpus of the source and target languages might not be readily available for many language pairs. To deal with this problem, we describe a system for automatic acquisition of aligned, bilingual corpora from pre-specified domains on the World Wide Web. The system involves automatic indexing of a given domain using a web crawler, identifying pairs of pages that are translations of one another, and aligning bilingual texts at the sentence level. Using this approach we create a 40,000,000 word English-French parallel corpus from the Government of Canada d<br>Le sujet de cette thèse est la création de marqueurs linguistiques pour les langues qui sont pauvres en ressources en utilisant les marqueurs des langues riches en ressources. Les marqueurs linguistiques sont des classificateurs qui conjuguent des mots ou des collections des mots d'une phrase à un ensemble d'étiquettes. La description de nature grammatical et l'extraction des entités nommées sont deux exemples de marquage linguistique. L'apprentissage supervisé est l'outil principal utilisé pour créer des marqueurs linguistiques. Cela exige l'existence de données de formation marqués qui n'est pas disponible dans plusieurs langues. Nous décrivons une approche pour étiquer les phrases d'une langue cible qui est pauvre en ressources en utilisant un marqueur linguistique qui a été configuré dans une langue d'origine qui est riche en ressources. Cette approche n'exige pas que la phrase entrée doit être traduite dans la langue d'origine. Au lieu de cela, les étiquettes linguistiques sont projetées grâce à l'utilisation d'un corpus parallèle (une collection de textes qui sont disponibles dans plus d'une langues) entre la langue cible et la langue d'origine. La correspondence entre les mots de la langue cible et la langue d'origine nous permet de projeter les étiquettes entre les phrases de ces deux langues. Les étiquettes projetées sont traitées pour calculer l'étiquage finale de la phrase de la langue cible. Pour tester cette approche, un descripteur de nature grammaticale de langue française a été mis en oeuvre et évalué en utilisant un descripteur de nature grammaticale de langue anglaise et un corpus parallèle Anglais/Français. Un corpus parallèle entre la langue d'origine et la langue cible n'est pas toujours disponible pour plusieurs langues. Pour résoudre ce problème, nous décrivons un système d'acquisition automatique d'un corpus parallèle à partir du Web. Le corpus est extrait d'un domaine spécifique et automatiquem
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Griffy, Scott Sherlock. "Crumpled and Abraded Encryption: Implementation and Provably Secure Construction." PDXScholar, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/5067.
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Abraded and crumpled encryption allows communication software such as messaging platforms to ensure privacy for their users while still allowing for some investigation by law enforcement. Crumpled encryption ensures that each decryption is costly and prevents law enforcement from performing mass decryption of messages. Abrasion ensures that only large organizations like law enforcement are able to access any messages. The current abrasion construction uses public key parameters such as prime numbers which makes the abrasion scheme difficult to analyze and allows possible backdoors. In this thesis, we introduce a new abrasion construction which uses hash functions to avoid the problems with the current abrasion construction. In addition, we present a proof-of-concept for using crumpled encryption on an email server.
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Polaha, Jodi. "Measuring Program Impact: An Implementation Science Tutorial for Clinicians and Researchers." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6552.
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Magnant, Michel. "The implementation of axiomatic method in political science : a justification." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=72764.
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Wong, Kin-hang, and 黃健行. "Implementation of problem-based learning in junior secondary science curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/193087.
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Recent curriculum reforms in Hong Kong emphasize learning how to learn, inquiry, collaboration, and similar capabilities. Problem-based learning (PBL) seems an appropriate approach for addressing these new requirements. However, little is known about the use of PBL in secondary (middle) schools, particularly in East-Asian countries in which Confucian-heritage values influence learning approaches. Therefore, the goal of this research was to provide a systematic account of an attempt to implement PBL in Form 1 (Grade 7) Integrated Science classes.
The study investigated the teachers’ pedagogical actions, the aspects of the PBL environment that helped to motivate students in science learning, their pattern of discourse for science development and the possible differences of their learning outcomes compared with PBL and conventional learning conditions.
A quasi-experimental and mixed-method approach was employed to gather data from two experimental classes (n = 62) and two control classes (n = 63). Data sources included field notes of classroom observations, audio recordings of students working in small groups on their PBL problems, interviews with teachers and students, and science tests administered immediately prior to each instructional unit (pre-test), at the conclusion of each unit (post-test), and before the school term ended (delayed post-test).
The study has five main findings: (1) PBL teachers used different strategies to help students who were new to PBL to adapt to the new pedagogical practice, to facilitate group confrontation, and to help students become self-directed learners. (2) Choice, challenge, control and collaboration seem to have motivated students’ learning in the PBL classrooms. (3) Disagreements about the problem situations stimulated task-related cognitive activity and resulted in academic progress. (4) Students’ questions during collaboration facilitated learning by directing their’ inquiry and expanding their thinking. (5) Science test results show that the PBL group performed at least as well as the traditional learning group in knowledge acquisition, and that PBL helped the high achievers to retain information better than their peers in the traditional learning group.
The study provides valuable information that shows how PBL can work in secondary school science classrooms. Implications for future research on PBL, and its practice in secondary school science, are also outlined.<br>published_or_final_version<br>Education<br>Doctoral<br>Doctor of Philosophy
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Yunus, Hashimah Mohd. "Primary science in Malaysia : the implementation of a new curriculum." Thesis, University of Warwick, 2001. http://wrap.warwick.ac.uk/3089/.
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This thesis investigates the implementation of the science curriculum in Malaysian primary schools. The study is concerned primarily with teachers' pedagogical content knowledge as a crucial determinant of teaching performance in implementing the new curriculum. The research involved the administration of a questionnaire to seven states in Malaysia to seek information regarding the implementation of the primary science curriculum. The main body of research data consists of case studies of 14 teachers. Teachers' pedagogical content knowledge and its influence of the implementation of the primary science curriculum were analysed on the basis of interviews and classroom observations. The lack of science pedagogical content knowledge is indeed a problem for teachers in implementing the curriculum. That knowledge is limited and constrained by other contributing factors - science instructional needs, especially the constructivist view of science teaching; knowledge of the ways in which children learn science; and the lack of resources and support. Teachers' belief in the subject and its teaching also affect the implementation. In the light of these constraints, it would be more appropriate to identify the necessary science pedagogical content knowledge, within the primary science curriculum, that teachers need to acquire in order to implement the curriculum as the developers intended. The key question, in the Malaysian primary school context, is how science pedagogical content knowledge is to be generated and disseminated. In-service teacher education is essential if there is to be an impact in the shorter term. Another question is the kind of initial training that will be fruitful and effective and worth investing in. Conceptual understanding and science pedagogical knowledge and skills are two promising areas of teachers' understanding of the curriculum that could be developed when planning in-service provision for Malaysian primary science education. An explicit examination to teachers' beliefs about science and the teaching and learning of science is also required in pre-service and in-service courses.
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Ryan, Neal. "Science and Technology Policy in Australia: Implementation Problems and Prospects." Thesis, Griffith University, 1992. http://hdl.handle.net/10072/367205.
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A long standing economic problem in Australia has been its inability to convert its world class scientific research and development into high value, internationally competitive industries. Throughout the 1980s Commonwealth and State governments have attempted to address this issue through a series of interventions which have done little to change the situation. Indeed, the new technology sector in Australia remains economically and politically unimportant in the 1990s. This thesis examines government intervention in the new technology sector with a particular focus on public policy implementation issues which have been an important influence on outcomes. This thesis concentrates attention on the recent government assistance for the commercialisation of technology in Australia. This task is undertaken in two parts. First, there is an examination of the institutions and actors which have impacted on the development of science and technology (S&T) policy in Australia. This level of analysis provides sufficient disaggregration of the S&T policy environment to be able to examine important areas affecting the implementation of policy, and provides a context for evaluating specific government programs. Second, government programs assisting in the commercialisation of technology are evaluated with respect to: political outcomes such as political support, coordination and consistency; and economic outcomes such as commercial benefits and the development of industrial structures. This thesis examines four Commonwealth programs which have been the main source of assistance to the commercialisation of technology in Australia, and the intervention of State governments in the sector. The Commonwealth programs examined here are the Management and Investment Companies Program, Australian Government Offsets, National Energy Research Development and Demonstration Program, and National Procurement and Demonstration Program.
Institutions, actors and programs provide the empirical evidence for addressing two implementation research questions which are central to this thesis. The first research problem is to assess the impact of implementation on policy outcomes. Second, analysis of the outcomes of programs enables the disaggregration of the important elements of implementation. The first conclusion drawn from this thesis is that poor implementation strategies have been a central influence on the inadequate results achieved from government intervention in the new technology sector. The implementation of government S&T programs have been characterised by: a lack of cooperation, coordination and coherence between Commonwealth agencies, and between Federal and State governments; and an absence of effective linkages between program objectives, long-term commercial and structural needs of the sector and implementation strategies.
Second, the elements of implementation which have dominated S&T policy outcomes in Australia have been: the absence of political support base to vigilantly support the cause of new technology programs, and argue for changes where appropriate; and the absence of sound commercial theory in implementation strategies. These elements of implementation suggest that fixture government support for new technology industries requires programs to be more closely linked to existing economic interests, and strategies enhancing the prospects of industries succeeding commercially.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>Griffith Business School<br>Full Text
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Peers, Cheryl Elizabeth. "Teacher professional growth during implementation of a science curriculum innovator." Thesis, Queensland University of Technology, 2000.
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Science teaching in primary schools has been of concern for at least the last two decades.
Despite the recognition of science as a key learning area, science teaching has a low status in
the curriculum, and little effective instruction occurs. Within this context, a nev>' draft
science syllabus (Queensland School Curriculum Council [QSCC], 1997), which uses
constructivism as a referent, was trialled in 60 Queensland schools. Thus, the purpose of this
research was to investigate how a professional development program designed to support
syllabus implementation, impacts on the teaching of primary science. This support was
intensive and involved close collaboration between the researcher and the teacher.
As teacher development is a critical component of successful curriculum implementation, a
carefully planned professional development program was created drawing upon the
principles of constructivism. The professional development program had two parts: (1)
workshops, and (2) follow-up support by the researcher. This support was intensive, and
involved close collaboration between the researcher and the teacher. It was designed to
assist a primary teacher to implement in the classroom, a unit of work based on the draft
syllabus.
An interpretative methodology was adopted to explore the professional growth of a primary
school teacher over a three-month period. Four specific questions guided this study. First,
in what ways does a teacher change his professional practice in response to a science
curriculum innovation? Second, what changes occur in a teacher's beliefs about science, and
the learning and teaching of science in response to a science curriculum innovation? Third,
what are the supporting conditions for professional growth during the implementation of a
unit of work based on a science curriculum innovation? Fourth, what are a teacher's
concerns about the implementation of a unit of work based on a science curriculum
innovation? A theoretical framework derived from the literature on teachers' practice and
beliefs guided the analysis of data collected for questions one and two. To answer questions
three and four, a grounded theory approach was used to identify the supporting conditions
for professional gro'Art:h, and the concerns associated with the implementation of a
constructivist-based unit of work.
Four conclusions emerged from the study. First, with appropriate professional support,
worthwhile changes to the teaching of primary science were found to be possible in a short
and medium time frame. Second, it was found that teacher professional growth may be
initiated by either a change in practice or a change in beliefs. Third, successful experiences
in implementing a curriculum innovation, and a willingness to modify beliefs and practice
,vere found to be major factors in improving the teaching of primary science. Fourth, the
provision of adequate support, and time for a teacher to engage with change and change
processes, and to adopt new practices and beliefs, were found to be central to the effective
implementation of a science curriculum innovation. A major outcome of this study is the
development of a model of professional growth in primary science education, ,vhich
identifies the key issues for syllabus implementation.
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Hammond, Michelle Lynn. "The implementation of mathematics journals in the science classroom to raise student achievement in science classes." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/hammond/HammondM0812.pdf.
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Concern about student achievement on lab reports and assessments and the lack of confidence in their abilities to collect and analyze data has led to my primary focus question for my action research project: Why do students have difficulty using skills taught in math class in science class? Also, I would like to investigate the following subquestions to improve my teaching methods: Will student grades improve through communication using math journals to reflect on problem solving? Would communication with me and their peers about where they are having difficulty solving problems improve using math journals? Would students feel more confident using their math skills in the science classroom to complete lab reports after using the math journals?
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Polaha, Jodi. "Implementation Science as Applied to Teaching in a Medical School Curriculum." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/6647.
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Zhang, Linqiao. "On the three-dimensional visibility skeleton: implementation and analysis." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=66765.
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The visibility skeleton is a data structure that encodes global visibility information of a given scene in either 2D or 3D. While this data structure is in principle very useful in answering global visibility queries, its high order worst-case complexity, especially in 3D scene, appears to be prohibitive. However, previous theoretical research has indicated that the expected size of this data structure can be linear under some restricted conditions. This thesis advances the study of the size of the visibility skeleton, namely, using an experimental approach. We first show that, both theoretically and experimentally, the expected size of the visibility skeleton in 2D is linear, and present a linear asymptote that facilitates estimation of the size of the 2D visibility skeleton. We then study the 3D visibility skeleton defined by visual events, which is a subset of the full skeleton defined by Durand et al. We first present an implementation to compute the vertices of that skeleton for convex disjoint polytopes in general position. This implementation makes it possible to carry on our empirical study in 3D. We consider input scenes that consist of disjoint convex polytopes that approximate randomly distributed unit spheres. We found that, in our setting, the size of the 3D visibility skeleton is quadratically related to the number of the input polytopes and linearly related to the expected silhouette size of the input polytopes. This estimate is much lower than the worst-case complexity, but higher than the expected linear complexity that we had initially hoped for. We also provide arguments that could explain the obtained complexity. We finally prove that, using the 3D visibility skeleton defined by visual events, we can compute the remaining vertices of the full skeleton in almost linear time in the size of their output.<br>Le squelette de visibilité est une structure de donnée qui encode l'information de visibilité globale pour une scène donnée en 2D ou 3D. Cette structure de donnée est en principe très utile pour répondre à des requêtes de visiblité globale, mais elle est, en particulier en 3D, d'une complexité de haut degré dans le pire des cas qui semble prohibitive. Cependant, les recherches théoriques précédentes ont indiqué que l'espérance de la taille de cette structure de donnée peut être linéaire sous certaines conditions restreintes. Cette thèse approfondit l'étude de la taille du squelette de visibilité, au moyen d'une approche expérimentale. Nous montrons d'abord qu'aussi bien théoriquement qu'empiriquement, l'espérance de la taille du squelette de visibilité en 2D est linéaire, et présentons une asymptote affine qui facilite l'estimation de la taille du squelette de visibilité en 2D. Nous étudions ensuite le squelette de visibilité 3D défini par événement visuels, qui est un sous-ensemble du squelette complet défini par Durand et al. Nous présentons tout d'abord une implantation calculant les sommets de ce squelette pour des polytopes convexes disjoints en position générale. Cette implantation nous permet de continuer notre étude empirique en 3D. Nous considérons des scénes données consistant en des polytopes convexes disjoints qui sont une approximation de sphéres unités distribuées aléatoirement. Nous avons découvert que, dans ces conditions, la taille du squelette de visibilité 3D a une relation quadratique en le nombre de polytopes donnés, et linéaire en l'espérance de la taille de la silhouette des polytopes donnés. Cette estimation est bien plus basse que la complexité dans le pire des cas, mais plus haute que la complexité linéaire que nous espérions initialement. Nous présentons aussi des arguments qui pourraient expliquer la co
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Wang, Kang. "The design and implementation of a social accountability framework." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=95206.
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We present an accountability framework for the Internet which ties a user's action to her identity on an online social network. The framework is optional in that users do not need to be accountable at all times, but various web services can force accountability on the part of their users by only allowing accountable users access. Our design is general enough that higher level applications can place additional policies/restrictions on the basic accountability provided. In this thesis, we introduce the design, discuss how various applications can be mapped onto our framework, and provide performance numbers from an experimental prototype.<br>Nous présentons un cadre de responsabilisation pour l'Internet, qui lie l'action d'un utilisateur à son identité sur un réseau social en ligne. Le cadre est facultatif en ce que les utilisateurs n'ont pas besoin d'être responsables en tout temps, mais les services web différents peuvent envigueur responsabilité de la part de leurs utilisateurs en ne permettant l'accès que pour des utilisateurs responsables. Notre conception est suffisamment général pour que les applications de niveau supérieur peut placer d'autres politiques et les restrictions sur la responsabilité de base prévue. Dans cette thèse, nous présentons la conception, discutons comment les différentes applications peuvent être placés sur notre cadre, et fournissons des données de performance à partir d'un prototype expérimental.
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Mahal, Dalip Singh. "A hitting set tree implementation /." Thesis, McGill University, 1994. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=68210.
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Prior to Raymond Reiter's article 'A Theory of Diagnosis from First Principles', approaches to structural diagnosis were oriented towards boolean and electronic systems. While these methods helped solve many real problems, a general theory of diagnosis remained undiscovered.<br>Reiter's paper presented a general theory of diagnostic reasoning based on behavior and structure. He developed an algorithm for diagnosis but did not produce an implementation.<br>This thesis reviews the theoretical and algorithmic results of Reiter's paper, and then derives the data structures and procedures necessary to implement the theory. We motivate and develop the algorithm based on a correction to Reiter's algorithm and the discovery of other exceptions not apparent in the general theory. We conclude by noting some interesting relationships that could be the basis for further study.
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Canter, Richard John. "Clinical decision making in a surgical outpatients : relating the science of discovery with the science of implementation." Thesis, University of Bath, 1998. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267348.
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Lu, Xiaofan. "Implementation of an information retrieval system for stock option analysis." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19677.
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Stock option trading has been very active since options were invented. Option analysis is very useful in helping investors decide investing strategies and predict the trend of the future stock movements. In this thesis, basic theory about stock option trading and some important approaches of option analysis such as option volume, open interest, put/call ratios and breakeven stock prices are discussed. A system called Stock Option Analyzer that can perform the option analysis based on these approaches is described in detail. The Stock Option Analyzer is able to automatically retrieve option quotes on any specified stock from the website Yahoo!Finance and present analysis results in the user's web browser. This analysis information is very useful for us to understand investors' opinions about the underlying stocks. The system is developed using JSP technology, utilizing JavaBeans, Java applets, and the help of the web server to generate web page contents dynamically.
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Tolliver, Matthew, Jodi Polaha, Gayatri Jaishankar, Freda Campbell, and Lauren Selzer. "Be a Champion! Practical Strategies to Improve Your Practice Using Implementation Science." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/8855.
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This presentation will feature real world implementation examples from a seasoned interprofessional team working in a high needs primary care clinic. In Part 1 of our session (approx. 30 minutes), we will define implementation science and familiarize the audience with the EPIS framework (Aarons, Hurlburt, & Horwitz, 2011). We will also describe champion teams as a practical and efficient way to conduct implementation science on the clinic level. Part 2 of our session (approx. 30 min) will be dedicated to translating concepts learned in Part 1 to audience members' personal work via individual worksheets, small and large group discussion, and a question and answer period. Additionally, participants will gain access to an electronic toolkit with relevant articles, worksheets and materials to and build on ideas generated during the session and support their project implementation after the conference.
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Weingartner, Judith A. "From teachers' perspective implementation of literacy materials in middle school science /." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3143.
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Thesis (Ph.D.)--George Mason University, 2008.<br>Vita: p. 261. Thesis director: Elizabeth G. Sturtevant. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed July 8, 2008). Includes bibliographical references (p. 244-260). Also issued in print.
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Fu, Ping 1964. "China's science & technology policy and the implementation of technology transfer." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31108.
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China's scientific development has gone through several phases over the past 50 years. In 1956, the first generation of leaders called on the whole country to "march towards science," drafting China's first scientific development plan. In 1978, the then Chinese leaders sponsored a national science conference and mapped out scientific development strategies for a new period of reform and opening-up policies. In 1985, the central government issued a "Decision on the Reform of Scientific and Technological Systems," with the aim of accelerating the application of technological discoveries to promote productivity. Since then, China has implemented a series of projects to spur the take-off of the rural economy. In 1995, at a national conference on science and technology, the Chinese leaders put forward the strategy of "revitalizing the country through science, technology and education." The central government listed this strategy along with the policy of sustainable development as the basic principles for China's long-term economic and social development. (Abstract shortened by UMI.)
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Luk, Sau-yung Maria, and 陸秀容. "An evaluation on the implementation of the advanced level engineering science." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B42574511.
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Siriwat, Patcharapan. "A study of science curriculum implementation in secondary school in Thailand." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/a-study-of-science-curriculum-implementation-in-secondary-school-in-thailand(382e1407-c678-4449-8e79-9cd1b1e9ce63).html.
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Educational reform has been perceived as a process whereby the Thai Government expects to increase the national competitiveness and stimulate literacy across the country. Its crucial concept was to implement the student-centred learning approach (SCL). This study presents an analysis of classroom observation focusing on lower secondary (Mattayom 1-3) science classrooms in 14 schools located in a rural area in Thailand and discusses the implementation of the current science curriculum. Additionally, a thematic analysis of interviews with lower secondary school science teachers and focus group interviews of students are presented. Based on the thematic analysis, perceptions of 22 science teachers on the current science curriculum implementation and prospective factors which tend to deteriorate the effectiveness of curriculum implementation are addressed. Like the teachers' interviews, students' perceptions regarding science and benefit of studying science are obtained from 30 groups of students, using the thematic analysis and are presented in this study. Based on the observations of 22 science classrooms, teachers' practices in implementing the current science curriculum in the rural context can be categorised, based on their inclination towards particular learning approaches, into three groups; namely combination of the student-centred learning (SCL) approach and the teacher-centred learning (TCL) approach with a tendency towards SCL, combination of SCL and TCL with a tendency towards TCL ,and the teacher-centred learning (TCL).The teachers' perceptions could be described into two perspectives; namely on the reform and on implementation, and each perspective can be classified into several themes, and the major issues emerged are discussed. The students' perceptions can be categorised into eight themes such as attitudes regarding learning/studying science, future plans, etc. The study is expected to contribute to the understanding of current science teaching and improving its practices for the science teachers in Thailand. Eventually, these experiences could be an example for other transitional countries in the wider context.
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Seagrave, Lindy J. "Implementation of the PLAN Reading Strategy In a Secondary Science Classroom." Defiance College / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=def1281638823.
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Luk, Sau-yung Maria. "An evaluation on the implementation of the advanced level engineering science." Click to view the E-thesis via HKUTO, 1996. http://sunzi.lib.hku.hk/hkuto/record/B42574511.
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Jou, Javid. "Implementation av spridningsmodell i ArcGIS." Thesis, Umeå universitet, Institutionen för datavetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-60188.
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The project involves implementing a finished dispersion model into ArcGIS. The goal of the tool is to show how dangerous and toxic substances will travel in the ground after long periods. The goal of the project is to understand GIS in general, what it is used for and gain an insight into how developing tools for ArcGIS is, what challenges might exists. Understanding the type of data that can be stored and accessed in ArcGIS a long with the tools and functionality offered by the system when using Python as the main language for development. A prototype of the tool is created.
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Salhi, Abdellah. "Karmarkars' algorithm: extensions and implementation." Thesis, Aston University, 1989. http://publications.aston.ac.uk/10650/.
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Burstein, Jeffrey (Jeffrey Robert) 1975. "An implementation of MicroMint." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/46203.
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Thesis (M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1998.<br>Includes bibliographical references (p. 45-46).<br>by Jeffrey Burstein.<br>M.Eng.
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Stenman, Erik. "Efficient Implementation of Concurrent Programming Languages." Doctoral thesis, Uppsala University, Department of Information Technology, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-2688.
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<p>Dissertation in Computer Science to be publicly examined in Häggsalen, Ångströmlaboratoriet, Uppsala University, on Friday, November 1, 2002 at 1:00 pm for the degree of doctor of philosophy. The examination will be conducted in English. </p><p>This thesis proposes and experimentally evaluates techniques for efficient implementation of languages designed for high availability concurrent systems. This experimental evaluation has been done while developing the High Performance Erlang (HiPE) system, a native code compiler for SPARC and x86. The two main goals of the HiPE system are to provide efficient execution of Erlang programs, and to provide a research vehicle for evaluating implementation techniques for concurrent functional programming languages.</p><p>The focus of the thesis is the evaluation of two techniques that enable inter-process optimization through dynamic compilation. The first technique is a fast register allocator called linear scan, and the second is a memory architecture where processes share memory.</p><p>The main contributions of the thesis are:</p><p>An evaluation of linear scan register allocation in a different language setting. In addition the performance of linear scan on the register poor x86 architecture is evaluated for the first time.</p><p>A description of three different heap architectures (private heaps, shared heap, and a hybrid of the two), with a systematic investigation of implementation aspects and an extensive discussion on the associated performance trade-offs of the heap architectures. The description is accompanied by an experimental evaluation of the private vs. the shared heap setting.</p><p>A novel approach to optimizing a concurrent program, by merging code from a sender with code from a receiver, is presented together with other methods for reducing the overhead of context switching.</p><p>A description of the implementation aspects of a complete and robust native code Erlang system, which makes it possible to test compiler optimizations on real world programs.</p>
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Brunsell, Eric Steven. "An educational ethnography of teacher developed science curriculum implementation enacting conceptual change based science inquiry with Hispanic students /." Diss., Montana State University, 2006. http://etd.lib.montana.edu/etd/2006/brunsell/BrunsellE0806.pdf.
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Lie, Birgitta. "Ledarskapsaspekter på implementering av evidensbaserad medicin och nationella riktlinjer." Thesis, Mälardalens högskola, Akademin för hållbar samhälls- och teknikutveckling, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-15104.
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Mok, Chuan-Hao. "National authentication framework implementation study." Thesis, Monterey, California : Naval Postgraduate School, 2009. http://edocs.nps.edu/npspubs/scholarly/theses/2009/Dec/09Dec%5FMok.pdf.
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Thesis (M.S. in Computer Science)--Naval Postgraduate School, December 2009.<br>Thesis Advisor(s): Lundy, Bert ; Fulp, J. D. "December 2009." Description based on title screen as viewed on January 27, 2010. Author(s) subject terms: authentication, identity, OpenID, Infocard, SAML, WS-Federation, PKI, National Authentication Framework. Includes bibliographical references (p. 59-62). Also available in print.
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Asim, Saad F. Asim. "The Binary Decision Diagram: Abstraction and Implementation." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu152414624378423.
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Polaha, Jodi. "Dissemination and Implementation Science: The Latest Evolution of the Research Paradigm in Behavioral Health." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/6674.
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Hudson, Kristian George. "Optimising the potential of mindfulness programs in schools : learning from implementation science." Thesis, University of Leeds, 2018. http://etheses.whiterose.ac.uk/22537/.
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There is a growing need for the provision of mental health services for young people in schools. A number of evidence-based practices (EBPs) now exist for schools to choose from to address their pupils' mental health needs. However, when such EBPs are introduced into schools, their effectiveness can be lacking and weakened. Implementation science suggests that without effective implementation strategies, the success of EBPs in schools may be limited. The transfer of knowledge into practice is a difficult and challenging process, often referred to as the 'science to service gap'. To support the mental health of young people, there is a need not just for EBPs but also for evidence-based implementation. Mindfulness training (MT) is a promising intervention for young people that is currently being introduced to a number of schools across the UK, and internationally. The primary aim of this doctoral work was to understand and examine MT implementation experiences in order to identify the determinants of, and potential ways to promote, the early implementation stages of MT in schools. The first study in this doctoral work examined how far a knowledge broker, sharing implementation related knowledge, could impact the implementation decisions made by a steering group (SG) responsible for implementing a mindfulness program across schools in Cumbria, UK. SG meetings were attended for 14 months and meeting minutes, notes and audio recordings were recorded and analysed for "key moments" and "key outcomes". A second related analysis of this SG activity explored, via interviews and thematic analysis, the perceived opportunities and barriers for the SG to act as an implementation team. Study 3 aimed to identify the determinants of MT early implementation success in five secondary schools by using the Consolidated Framework for Implementation Research (CFIR). Interviews were conducted with school staff responsible for implementing MT at two time points across 6 months. The schools' implementation progress was recorded, and the CFIR was used to code the data for 38 implementation constructs. Usefulness of the CFIR was assessed. Finally, in Study 4 the findings of the previous studies were synthesised with the implementation science literature to inform the development of a preliminary implementation framework to promotes the successful implementation of MT in (secondary) schools in order to improve their usefulness in such complex settings. Findings from Study 1 and 2 suggested that SGs responsible for implementing school public health programs can learn about implementation and then apply this new knowledge to their program. Sharing knowledge with stakeholders responsible for implementing public health programs may be a viable and effective implementation promotion strategy. Having a strong engagement strategy and good relationships with schools can facilitate this process. SGs influence over general school capacity and external funding may be limited and hinder their ability to impact overall implementation. More work is needed to understand how SGs may be empowered to influence general capacity, funding, and have better linkages to other stakeholders involved in their program's overall provision. Findings from Study 3 indicated that there are a number of implementation related constructs which seem to distinguish between schools which implement MT well and schools which do not. The CFIR was a useful tool for identifying the barriers and facilitator to EBPs in schools and which barriers and facilitators seem to distinguish implementation success between schools the most. School leadership plays a pivotal role in ensuring implementation success. Who should be solely responsible for the successful implementation of EBPs in schools is less clear but it may be that a concerted effort on the part of program designers, program funders and school leadership might be required to ensure programs are implemented well. Study 4 indicated that implementation frameworks designed specifically for school leaders are likely to be useful but what motivates school leaders to use them is less clear. Further research into ways of promoting the use of implementation guidance by school leaders is needed.
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Ngoh, Tan Juat. "The development and implementation of the primary school science curriculum in Malaysia." Thesis, University of East Anglia, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302141.
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The movement for reforms in science education in Malaysia is to make it more relevant to the majority of students and to develop a desirable workforce in science and technology to achieve the nation's aim of an industrialised status by the year 2020. This case study examines the development and implementation of its primary school science curriculum. It traces the pressures and actions for curriculum change at the primary level as intertwined with the social, economic and historical development of the country. Analysis of the curriculum suggests that its development is based on an objective model, that is, stating of behavioural objectives, means and end product. This meant that curriculum development and implementation be highly centralised, involving a co-ordination of activities between various divisions within the Ministry of Education and the schools, through power-coercive strategies. The Primary School Science curriculum emphasises an enquiry-based learning that develops pupils' science process skills, critical and creative thinking. However, implementation of the curriculum in four primary schools in Malacca showed the following problems: Teachers teaching primary school science lacked confidence and competence. In-service training and assistance in the form of follow-up training, support, resources and personnel were limited and did not help teachers to enhance their capabilities. Science as a highstakes test deskilled the teachers, narrowed instructional strategies and the curriculum. Pupils practised to the test and attended numerous tuition classes. Parents were stressed over their children doing well in the test. Science teaching was mainly `chalk and talk'. Science was presented as a body of knowledge to be memorised. Demands of work, workplace conditions and a highly prescribed curriculum restricted social interaction for teachers to learn from each other. Initial teacher education of primary science teachers was conservative, that conformed to bureaucratic school norms. The conclusions support the view that the process of curriculum change is highly complex. Neither central nor school-based approaches work by themselves.
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Cobbs, Georgia Ann. "The evolution and implementation of an eighth-grade integrated mathematics science course /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487863429090981.
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Rogers, Juan D. "Implementation of a national information infrastructure : science and the building of society /." Diss., This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-09062007-142652/.
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Neenan, Tyler Joseph. "Improving Retention in Stem Degrees Through the Implementation of Informal Science Programs." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/579323.
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Students from the United States are consistently outperformed by their international counterparts on global assessments math and science skills. Furthermore, there is a lack of skilled workers in STEM fields in the United States. Participation in informal education has been shown to increase interest and participation in science courses during high school, which in turn is linked to increased interest and improved performance in STEM degree programs. In addition, informal science programs have been specifically shown to increase minority interest and participation in STEM fields, which is of particular importance given the large underrepresentation of those groups in STEM professions. This paper details the pertinent research outlining the efficacy of informal science education in increasing minority participation and performance in STEM studies and careers and establishes a framework for designing and implementing an informal science education program.
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King, Myron Decker. "An efficient sequential BTRS implementation." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/46603.
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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2009.<br>Includes bibliographical references (leaves 73-74).<br>This thesis describes the implementation of BTRS, a language based on guarded atomic actions (GAA). The input language to the compiler which forms the basis of this work is a hierarchical tree of modules containing state, interface methods, and rules which fire atomically to cause state transitions. Since a schedule need not be specified, the program description is inherently nondeterministic, though the BTRS language does allow the programmer to remove nondeterminism by specifying varying degrees of scheduling constraints. The compiler outputs a (sequential) single-threaded C implementation of the input description, choosing a static schedule which adheres to the input constraints. The resulting work is intended to be used as the starting point for research into efficient software synthesis from guarded atomic actions, and ultimately a hardware inspired programming methodology for writing parallel software. This compiler is currently being used to generate software for a heterogeneous system in which the software and hardware components are both specified in BTRS.<br>by Myron Decker King.<br>S.M.
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Krashinsky, Ronny (Ronny Meir) 1978. "Vector-thread architecture and implementation." Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/42330.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2007.<br>This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Includes bibliographical references (p. 181-186).<br>This thesis proposes vector-thread architectures as a performance-efficient solution for all-purpose computing. The VT architectural paradigm unifies the vector and multithreaded compute models. VT provides the programmer with a control processor and a vector of virtual processors. The control processor can use vector-fetch commands to broadcast instructions to all the VPs or each VP can use thread-fetches to direct its own control flow. A seamless intermixing of the vector and threaded control mechanisms allows a VT architecture to flexibly and compactly encode application parallelism and locality. VT architectures can efficiently exploit a wide variety of loop-level parallelism, including non-vectorizable loops with cross-iteration dependencies or internal control flow. The Scale VT architecture is an instantiation of the vector-thread paradigm designed for low-power and high-performance embedded systems. Scale includes a scalar RISC control processor and a four-lane vector-thread unit that can execute 16 operations per cycle and supports up to 128 simultaneously active virtual processor threads. Scale provides unit-stride and strided-segment vector loads and stores, and it implements cache refill/access decoupling. The Scale memory system includes a four-port, non-blocking, 32-way set-associative, 32 KB cache. A prototype Scale VT processor was implemented in 180 nm technology using an ASIC-style design flow. The chip has 7.1 million transistors and a core area of 16.6 mm2, and it runs at 260 MHz while consuming 0.4-1.1 W. This thesis evaluates Scale using a diverse selection of embedded benchmarks, including example kernels for image processing, audio processing, text and data processing, cryptography, network processing, and wireless communication.<br>(cont.) Larger applications also include a JPEG image encoder and an IEEE 802.11 la wireless transmitter. Scale achieves high performance on a range of different types of codes, generally executing 3-11 compute operations per cycle. Unlike other architectures which improve performance at the expense of increased energy consumption, Scale is generally even more energy efficient than a scalar RISC processor.<br>by Ronny Meir Krashinsky.<br>Ph.D.
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Soo, Douglas. "Implementation of temporal typography system." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/10274.
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