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Trunda, Jiří. "Technologie výroby frézováním na CNC strojích." Master's thesis, Vysoké učení technické v Brně. Fakulta strojního inženýrství, 2009. http://www.nusl.cz/ntk/nusl-228382.
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Objective graduation theses, is determining and propound optimal alternate manufacturing section servant as base of electron microscope. As a production method is used chippy cutting on numerical controlled machine behind by the help of usage progressive cutting tools. To construction control program was use 3D CAD/CAM system of Solid Vision, Ltd. Corporation. Product working is complete project and procedure on manufacturing section, that is in finish well-founded technoeconomic evaluation.
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Hagos, Olivia. "Development of a Program Evaluation for a Preceptor Preparation Program." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4141.
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A significant nursing shortage exists in the United States, which is compounded by high turnover rates. Skilled nurse preceptors are needed to train and assimilate nurses, which would improve retention of nurse preceptors, facilitate transition of nurses to the practice environment, and increase the number of preceptors within the organization. A preceptor preparation program in a 300-bed hospital was developed to promote nurse preceptor success while enhancing learning outcomes and creating a supportive work environment. The organization's leaders are interested in the successes of the program and its long-term role in retaining nurse preceptors who completed the preceptor preparation program. Therefore, the purpose of this doctor of nursing practice (DNP) project was to develop a program evaluation model where the institution could assess the retention rate of preceptors and the overall effectiveness of the program. The evaluation framework consisted of the Benner's model skill acquisition, from novice to expert, which will assist in assessing outcomes of retention of nursing preceptors as they evolved through the program. The project question for this DNP project asked whether a program evaluation to identify methods to capture current rate of retention of preceptors and overall program effectiveness could be developed. A survey tool was successfully developed and the pilot study was accepted by the facility to capture and evaluate the program information. This project provides a model for program evaluation and may increase the nursing literature on preceptor retention programs. Preceptor program outcomes are important to evaluate and can create positive social change regarding the number of quality preceptors available to train new nurses in practice.
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Johnson, Amy F. "Preparing for changes in teacher preparation program accountability| Evaluating the factors that influence job placement of teacher preparation program graduates." Thesis, University of Southern Maine, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3740382.
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<p> Teacher preparation programs are facing increased pressure to report on the outcomes of their graduates, including their job placement rates. Prior research on job placement for teachers establishes that a variety of factors are related to whether or not individuals apply for and receive jobs. This research study explored these factors through quantitative analysis of three cohorts of teacher preparation program completers within the institutions of the University of Maine system, using logistic regression to identify the individual and contextual characteristics that are most predictive of job application and hiring.</p><p> Of the factors studied, the most influential factors in job placement in public schools in the state were (1) in-state residency status, (2) preparation in a teacher shortage area, (3) completion of a post-baccalaureate preparation pathway, (4) receipt of financial assistance that requires completion of future teaching service, (5) institution attended, (6) GPA relative to other graduates, (7) year of graduation, and (8) age at the time of completing the program. However, these combined variables provide less than 20% of the potential predictability in job placement outcomes. This suggests that additional work is needed to identify the factors influencing beginning teacher placement. Job placement rates for preparation programs should be interpreted with caution, as at least some of the related factors are not within the control of preparation programs (e.g. year of graduation). Furthermore, the use of job placement rates to make high-stakes decisions may provide incentives to programs to implement policies that may not be ethical (such as preferential admission of younger applicants) or that may not be advisable for other reasons.</p>
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Douglas, Freddie 1960. "Lean principles implementation in the program preparation phase." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/82689.
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Thesis (S.M.)--Massachusetts Institute of Technology, System Design & Management Program, 2002.<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 (leaves 86-91).<br>by Freddie Douglas, III.<br>S.M.
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Foley, Virginia P. "Emergent Design: Implications of Principal Preparation Program Evaluation." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/5985.
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Camburn, Albert. "The history of the principal preparation program : planned program change at Virginia Tech /." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-170917/.
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Rohleder, AndrÃa Vieira Pontes. "Estudo de equivalÃncia farmacÃutica dos fÃrmacos captopril e cloridrato de propranolol comercializados no programa farmÃcia popular do brasil." Universidade Federal do CearÃ, 2009. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=4496.
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CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior<br>A equivalÃncia farmacÃutica entre dois medicamentos relaciona-se à comprovaÃÃo de que ambos contÃm o mesmo fÃrmaco na mesma dosagem e forma farmacÃutica, o que pode ser avaliado por meio de testes in vitro. No Brasil, os medicamentos alopÃticos sÃo divididos em trÃs categorias quanto ao registro junto à AgÃncia Nacional de VigilÃncia SanitÃria: medicamentos novos, medicamentos similares e medicamentos genÃricos. A legislaÃÃo atual dispÃe que para o registro de novos medicamentos genÃricos e similares à necessÃria a comprovaÃÃo da equivalÃncia farmacÃutica e a bioequivalÃncia em relaÃÃo ao medicamento de referÃncia. Produtos registrados antes de 2003 tÃm um perÃodo de adaptaÃÃo garantido, de modo que os resultados dos testes de equivalÃncia farmacÃutica e perfil de dissoluÃÃo sejam incluÃdos ao seu registro atà 2014. O Programa FarmÃcia Popular do Brasil à uma nova polÃtica de AssistÃncia FarmacÃutica, dentro do Sistema Ãnico de SaÃde que tem como objetivo facilitar o acesso da populaÃÃo aos medicamentos considerados bÃsicos e essenciais, diminuindo assim, o impacto dos preÃos dos medicamentos no orÃamento familiar. O objeivo deste trabalho foi avaliar a EquivalÃncia FarmacÃutica de comprimidos de Captopril 25 mg e Cloridrato de Propranolol 40 mg comercializados no Programa FarmÃcia Popular do Brasil, comparando-o com medicamentos de ReferÃncia e GenÃrico, visando discutir a importÃncia da qualidade dos medicamentos para a saÃde pÃblica. Realizaram-se testes fÃsicos e fÃsico-quÃmicos como: identificaÃÃo, determinaÃÃo de peso, desintegraÃÃo, dureza, friabilidade, teor, uniformidade de conteÃdo, pureza e perfil de dissoluÃÃo, segundo a FarmacopÃia Brasileira, 4a ediÃÃo. Os resultados indicaram uma baixa dureza nos comprimidos de cloridrato de propranolol da FarmÃcia Popular. Os perfis de dissoluÃÃo, analisados por ANOVA e teste de Tukey demonstraram diferenÃas significativas (p<0,001) entre os perfis de dissoluÃÃo da FarmÃcia popular em relaÃÃo ao GenÃrico e ReferÃncia nos tempos avaliados dos dois fÃrmacos em estudo. Compararam-se os perfis de dissoluÃÃo dos comprimidos da FarmÃcia Popular com os medicamentos ReferÃncia e GenÃrico atravÃs da EficiÃncia de DissoluÃÃo (ED%). A extensÃo do fÃrmaco dissolvido do medicamento FarmÃcia Popular foi significativamente menor (P < 0,001) do que o ReferÃncia para Captopril e Propranolol. O Captopril da FarmÃcia Popular, apesar de ter cumprido as exigÃncias da legislaÃÃo, foi reprovado no ensaio de ED%. Portanto, os comprimidos de Cloridrato de Propranolol e Captopril da FarmÃcia Popular nÃo foram considerados equivalentes farmacÃuticos em relaÃÃo aos medicamentos ReferÃncia e GenÃrico.<br>The pharmaceutical equivalence between two medicines is based on the confirmation that both contain the same active drug on the same dosage and dosage form, wich is assessed by in vitro tests. In Brazil, the National Health Surveillance Agency defines that allopathic medicines can be registered in three categories: innovator, generic and similar drugs. The actual legislation determines that to register new generic and similar medicines it is necessary to prove its pharmaceutical equivalence and bioequivalence with a reference drug. Products registered before 2003 have until 2014 to present these equivalence results. The Popular Pharmacy Program in Brazil is a new strategy of pharmaceutical assistance of the Health Sistem with the purpose to facilitate the populationâs access to medicines considered basic and essential, lowering the price impact of these medicines in the family budgets. The objective of this study was to assess the pharmaceutical equivalence of captopril 25 mg and propranolol hydrochloride 40 mg tablets sold in the Popular Pharmacy Program in Brazil, comparing them to a reference and generic drug, debating the importance of the quality of drugs for the public health. Physical and physicochemical tests such as identification, weight variation, disintegration, hardness, friability, purity, dosage, content uniformity, and dissolution profile, were performed according to the Brazillian Pharmacopeia 4th edition. The results showed a low hardness of propranolol hydrochloride tablets originated from the Popular Pharmacy Program. The dissolution profiles analised by analysis of variance (ANOVA) and Tukey test demonstrated significant differences between the dissolution profiles of both drugs originated from the Popular Pharmacy Program and their respective reference and generic drugs (p<0,001). The dissolution profiles were compared by the Dissolution Efficiency method. The extention of the active drug dissolved from the Popular Pharmacy medicine was significantly lower than the dissolution from the reference and generic drugs (P < 0,001) for both captopril and propranolol hydrochloride. Even though captopril would fulfill the requirements of the National Health Surveillance Agency to be considered equivalent, it was not approved on the dissolution efficiency test. Therefore, the assessed tablets originated from the Popular Pharmacy Program in Brazil were not considered pharmaceutical equivalents when compared to their respective reference and generic drugs.
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Crais, Elizabeth, Ruth Bentler, Lynne Hewitt, et al. "Enhancing PhD Preparation through Shared Ideas across CSD Program." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/2035.
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Shortages of PhD graduates to fill CSD faculty positions have been a concern for over 15 years. The ASHA AAB (collaborating with CAPCSD) completed interviews of Coordinators of almost all 76 CSD PhD Programs. Results and successful aspects of the programs will be highlighted to stimulate discussion among participants.
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Edwards, Beverly June. "The development of an empirically-based para-teacher preparation program /." Access abstract and link to full text, 1994. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9423373.
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Foltz, Howard L. "Developing a church-based missionary preparation program for charismatic churches." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.
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Roberts, George. "Usefulness of Field Experience Component of a Principal Preparation Program." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7503.
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A lack of knowledge about the usefulness of a field experience component within the associate principal preparation program for assistant principals drove this study. The purpose of this qualitative study was to describe the beliefs of system leaders and past participants regarding the usefulness of the field experience component and to examine archival end-of-course survey data from past participants. Constructivism and adult learning theory constituted the conceptual framework. Twelve leaders who were participants or administrators of the program within a large mid-Atlantic school district in the United States were participants. Qualitative data sources included interviews and archival data from the associate principal preparation program. A combination of descriptive and in vivo coding was used to support interpretive analysis. Results indicated the most useful components of the principal preparation program were the experiential nature of the program, opportunity for reflective thinking for participants, benefits of mentoring throughout the field experience, and empowerment felt by participants as they practiced skills learned during the field experience in their first year as principals. Recommendations based on these findings included a lengthened field experience and greater focus on the criteria used to match aspiring principals with mentor principals. Participants also noted fiscal and human capital resources were needed. A related recommendation could be to extend the field experience over 2 years to provide opportunities for associate principals to participate in experiences in the beginning and end of the school year in addition to the middle of the school year experiences provided. This research could provide support for districts interested in assessing the usefulness of their principal preparation programs.
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Hitchcock, T. L. "Metrics for object-oriented program control." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0005/MQ46256.pdf.
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Solheim, Frode. "Using Jexserver in TDT4100: Evaluation, Preparation and Integration." Thesis, Norwegian University of Science and Technology, Department of Computer and Information Science, 2008. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-8890.
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<p>JExercise is a programming assistance tool used by students working on exercises for the programming course TDT4100. A prototype of Jexserver, a server for automatically grading students' submissions, was developed in fall 2007 to grade exercises for the course. The Jexserver prototype is now further developed into a production-quality system, tested on students attending TDT4100 with a range of exercises, and a simulated exam is staged to test the performance. The system performance of Jexserver is found to be sufficiently good to use it to host a digital exam, and the conclusion is that Jexserver is ready to be used as the primary exercise grading tool for TDT4100 and other programming courses. The JExercise client itself is extended to be able to submit exercises directly to Jexserver with zero configuration, improving student usability. Finally, Jexserver is successfully integrated with it's learning, the learning management system used by NTNU, by implementing the IMS Tool Interoperability Guidelines, and by specifically targeting the implementation at it's learning, the user interface is also seamlessly integrated, providing a coherent solution with JExercise, Jexserver and it's learning.</p>
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Cramer, Ashleigh Jay. "Diverse Teacher Candidates' Perceptions of a University's Special Education Preparation Program." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3156.
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As part of a four year professional development program centered on increasing cultural responsiveness at Brigham Young University, special education faculty members conducted interviews with teacher candidates who had completed the special education program. The interviews primarily focused on the candidates' experiences during their time in the program. The interviews were audio and/or videotaped and transcribed verbatim. The transcriptions were then analyzed using the inductive analysis design for qualitative research (Hatch, 2002). The candidates expressed what types of learning activities as well as what professors did or did not do that helped them to be successful. Also emerging from the interviews were suggestions that would benefit future culturally and linguistically diverse candidates. The suggestions were directed toward what professors can do as well as changes that can be made in the overall program. The professors' ability to accommodate for language needs, the relationships between teacher candidates and professors, and the learning environment were most common areas of improvement for professors.
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Mercer, Lisa Marie. "Program Evaluation: A Federal Agency's Air Traffic Control Train-the-Trainer Program." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1855.
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In 2014, the Federal Aviation Administration (FAA) highlighted to the U.S. Senate the need to focus on air traffic control (ATC) training to meet job qualification and attrition rates within the career field. One U.S. Department of Defense military service assists the FAA in providing worldwide ATC services. This service is referred to as the agency throughout this paper to ensure confidentiality. The agency's ATC career field manager echoed the FAA's call for action in his 2014 Strategic/Action Plan. In August 2013, the agency's ATC trainer program was published. As of December 2015, the program had not been evaluated. The purpose of this study was to ascertain if the program facilitated the learning of critical ATC on-the-job training skills. An ad hoc expertise-oriented evaluation was conducted using the lenses of andragogy, experiential learning, and instructional system design (ISD). Purposeful sampling procedures were used to select 20 participants across the subgroups of supervisors, trainers, managers, and training developers from 7 focus sites. The semi-structured interviews queried 4 topical areas derived from Kirkpatrick's 4 levels of evaluation model. Data collected via documents and interviews were analyzed using descriptive, emotion, eclectic, and pattern coding. Key findings indicated that the program was not developed compliant with ISD principles and did not promote adult learning as endorsed by andragogy and experiential learning theory. The implications for positive social change include providing stakeholders with data needed to make evidence-based decisions regarding the current and future state of the program. The evaluation report project can be shared with the FAA, an agency partner, and has the potential to create a platform for improved training practices focusing on optimum and successful adult learning transactions.
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Ji-San, Lu. "A PROGRAM CONTROL SYSTEM FOR RV'S ANTENNAS." International Foundation for Telemetering, 1990. http://hdl.handle.net/10150/613796.
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International Telemetering Conference Proceedings / October 29-November 02, 1990 / Riviera Hotel and Convention Center, Las Vegas, Nevada<br>A attitude destalilization of a reentry vehicle (RV) due to rolling etc. during its flight is one of the major, proflems the channel design of the RV’S radio communication has been facing with. In-this Paper, the requirements of an antenna design are briefly discribed, the need for an antenna program control system is advanced, its block diagram is given, and operating principle and various concept of its components are explained.
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Carlsen, Anthony Nigel. "Motor preparation and the auditory startle response." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/384.
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Studies investigating human information processing have provided evidence that in some cases, movements can be prepared in advance. Although evidence for motor preparation has been shown at cortical and spinal levels, motor preparation at a subcortical level is not well described. One line of inquiry has involved the use of a startling acoustic stimulus (115-124 dB) that can act as an early trigger for pre-programmed actions in reaction time (RT) tasks. In light of this new research paradigm, the startle reflex may be used as a tool to investigate motor preparation. Here, six experiments were conducted that work towards the goals of understanding the mechanism of RT shortening due to startle, and motor preparation at a subcortical level.
The first section (2 experiments) of this dissertation provides evidence that when a motor action can be prepared in advance, it is pre-programmed and stored subcortically awaiting the normal cortical “go” signal. A startle appears to activate structures directly that are involved with the voluntary response channel leading to early triggering of the pre-programmed response, and dramatically reduced RT. In the current dissertation we investigated alternative mechanisms to explain startle RT facilitation, including the stimulus intensity effect, and a fast transcortical route, with results supporting the original subcortical storage hypothesis.
The second section (4 experiments) presents data which together provide insight into motor programming processes, and the circumstances under which a response is pre-programmed. For example, when the possibility of not having to make the response existed, a known response was not pre-programmed. Similarly, no pre-programming occurred when certainty existed regarding when to respond. However, while a previous experiment showed that having to make a choice between several response alternatives precluded pre-programming, this dissertation shows that if possible response alternatives are not in conflict with one another, multiple responses can be prepared in parallel. Finally, the complexity of a response such as one involving multiple sequenced sub-components may limit the ability to pre-program in a simple RT task. Taken together, these results suggest that pre-programming is dependent on the task characteristics and appears to involve implementation of strategies to increase programming efficiency.
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Kitt, Cory. "A review of the University of Wisconsin-Stout pre-college program." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004kittc.pdf.
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Hunter, Heather L. "Impact of a Student-Athlete Career Preparation Program on Athlete Alumni Affinity." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3727.
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Previous research has indicated the majority of athlete alumni do not give charitable donations to their alma mater or athletics department. With over 4 million former National Collegiate Athletic Association student-athletes, these athlete alumni should have an inherent affinity for their athletics department. The purpose of this research study was to examine the relationship between a student-athlete career preparation program (“Career Program”) and athlete alumni affinity for the athletics department. This study uses the theoretical framework of Social Exchange Theory to examine if an athlete alumni’s affinity for their athletics department increases when they receive support for their career launch. The quantitative quasi-experimental study had two groups of athlete alumni, career program varsity athlete alumni and non-career program varsity athlete alumni, who graduated from one large, public university at the Football Championship Subdivision level. The intervention of the Career Program was provided to one group of athlete alumni. An athlete alumni affinity questionnaire was developed and administered to both groups. The questionnaire received a low response rate with 71 respondents. The Pearson chi-squared test did not show a relationship between athlete alumni affinity and the Career Program. There was no statistical difference indicated between the two groups for the five latent variables of (a) career preparedness, (b) communication, (c) connection, (d) student-athlete experience, and (e) undergraduate experience. Two athlete alumni affinity statements did show significance, and they were related to student-athletes developing a LinkedIn profile and professional resume.
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Robertson, Donald. "A Case Study Of: A Principal Preparation Program in One School District." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/26532.
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The primary role of the principal has expanded over the past two decades from one of manager to one of manager and instructional leader. With the expanded role of instructional leader, the principal of the twenty-first century is faced with increased levels of accountability for student achievement as evidenced by national legislation, revised state standards, and an ever-increasing scrutiny by shareholders. Six years ago research indicated that approximately one fourth of practicing principals were eligible for retirement in the next three to four years (Lauder, 2000). School districts across the country are finding it more and more difficult to attract qualified candidates with the requisite instructional leadership skills for available principal positions and have chosen to address this crisis by creating principal preparation programs aligned with current needs and based on key practices.
The purpose of this qualitative case study was to determine whether school personnel who participate in AAA Public School's leadership training program are better prepared for the principalship than those school personnel who did not participate in this leadership training program. Data collection included (a) focus group interview comprised of a random sample of assistant principals and principals who had participated in the leadership training program (N = 6), (b) focus group interview comprised of a random sample of assistant principals and principals who had not participated in the leadership training program (N = 6), (c) focus group interview with the population of assistant superintendents who evaluate principals (N = 4), (d) leadership academy training documents, and (e) observations. Study results found that administrators who participated in this leadership training program were better prepared, more confident in their leadership, and were more knowledgeable in the roles and responsibilities which principals face.<br>Ph. D.
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Hairston, Sonji Chavez. "Perceptions of School Leaders regarding the effectiveness of their Principal Preparation Program." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97908.
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The George W. Bush Institute (2016) stated the following:
"Across the United States, as many as 700 principal preparation programs are preparing and certifying principals to lead our nation's schools. The methods that preparation programs use to train principals vary nationally and are a source of concern among policymakers, university faculty, and educators (p. 2)."
The purpose of this quantitative study was to analyze administrators' perceptions of the program components they perceived prepared them to be effective school leaders, and whether their preparation program components were aligned with the Professional Standards of Educational Leaders (PSEL). The literature review findings indicated that the PSEL, in addition to program components, are necessary for an effective program. A non-experimental quantitative Likert-style scale survey was used to collect data from a snowball sampling of 46 school leaders pursuing or having completed their doctoral degrees. Doctoral students have developed research skills that can be used to apply new knowledge to the education field; therefore, reflecting upon their initial administrative experiences may provide insight into Principal Preparation Programs (PPP). The research findings indicated that school leaders perceived that their program experiences were aligned with the PSEL and they were prepared for administrative assignments after completion of their PPP. The findings also indicated despite being prepared for their assignment, changes were suggested to improve their PPP. Implications for practice for improving their PPP are included in this study, as well as, suggestions for future studies.<br>Doctor of Education<br>The purpose of this quantitative study was to analyze administrators' perceptions of the program components they perceived prepared them to be effective school leaders, and whether their preparation program components were aligned with the Professional Standards of Educational Leaders (PSEL). The literature review findings indicated that the PSEL, in addition to program components, are necessary for an effective program. This non-experimental quantitative study used a Likert-style scale to collect data from current and past doctoral students who were administrators. Doctoral students were selected as survey participants because they have developed research skills that can be used to apply new knowledge to the education field; therefore, reflecting upon their administrative experiences may provide insight into Principal Preparation Programs (PPP). The sampling technique of snowballing was used and resulted in 46 survey participants.
The research findings indicated that school leaders perceived their program experiences were aligned with the PSEL and they were prepared for administrative assignments after completion of their PPP. The findings also indicated despite being prepared for their assignment, changes were suggested to improve their PPP. Suggested changes to PPPs included curriculum/coursework, practicum/internship, faculty, and method of instructional delivery. Implications for practice for improving PPPs include such considerations as a process to systematically assess graduates to determine what changes should occur to their principal preparation program. Suggestions for future research were also addressed in this study.
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Thomas, Anne Marie. "A study of teacher preparation program efficacy at The Ohio State University /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488186329500636.
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NEY, PATRICIA EMMERICH. "EVALUATING THE USE OF TECHNOLOGY IN A TEACHER PREPARATION PROGRAM: PERSPECTIVES OF THE FUTURE TEACHERS." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1022878459.
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Gass, Matthew S. "A quality control program analysis of modular housing." Thesis, Monterey, California. Naval Postgraduate School, 1989. http://hdl.handle.net/10945/26191.
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Hart, John K. "Automatic control program creation using concurrent Evolutionary Computing." Thesis, Bournemouth University, 2004. http://eprints.bournemouth.ac.uk/394/.
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Over the past decade, Genetic Programming (GP) has been the subject of a significant amount of research, but this has resulted in the solution of few complex real -world problems. In this work, I propose that, for some relatively simple, non safety -critical embedded control applications, GP can be used as a practical alternative to software developed by humans. Embedded control software has become a branch of software engineering with distinct temporal, interface and resource constraints and requirements. This results in a characteristic software structure, and by examining this, the effective decomposition of an overall problem into a number of smaller, simpler problems is performed. It is this type of problem amelioration that is suggested as a method whereby certain real -world problems may be rendered into a soluble form suitable for GP. In the course of this research, the body of published GP literature was examined and the most important changes to the original GP technique of Koza are noted; particular focus is made upon GP techniques involving an element of concurrency -which is central to this work. This search highlighted few applications of GP for the creation of software for complex, real -world problems -this was especially true in the case of multi thread, multi output solutions. To demonstrate this Idea, a concurrent Linear GP (LGP) system was built that creates a multiple input -multiple output solution using a custom low -level evolutionary language set, combining both continuous and Boolean data types. The system uses a multi -tasking model to evolve and execute the required LGP code for each system output using separate populations: Two example problems -a simple fridge controller and a more complex washing machine controller are described, and the problems encountered and overcome during the successful solution of these problems, are detailed. The operation of the complete, evolved washing machine controller is simulated using a graphical LabVIEWapplication. The aim of this research is to propose a general purpose system for the automatic creation of control software for use in a range of problems from the target problem class -without requiring any system tuning: In order to assess the system search performance sensitivity, experiments were performed using various population and LGP string sizes; the experimental data collected was also used to examine the utility of abandoning stalled searches and restarting. This work is significant because it identifies a realistic application of GP that can ease the burden of finite human software design resources, whilst capitalising on accelerating computing potential.
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Roland, Ericka L. "Power To Transform: Teaching In Educational Leadership Preparation Programs." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7358.
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The pervasiveness of injustices is rooted in structures and ideology that reinforce and reinvent oppression; there is a need to engage in transformative change to dismantle systems of domination and subordination. Educational leadership is essential in the social transformation of educational settings and the wider society. In the collective responsibility for transformative change, educational leadership preparation programs serve as spaces to encourage the development of students’ capacity to address issues of oppression and create new power relations for social justice. Faculty play a role in preparation programs to enact teaching that uncover to power dynamics of oppression and domination for social emancipation.
The purpose of this critical qualitative study was to understand how faculty in doctoral educational leadership preparation programs teach to encourage students’ capacity development to engage in transformative leadership. The guiding question for this study is: How do faculty engage in teaching to encourage students’ capacity development to understand and transform social oppression affecting education? Using an interview methodology, data is generated through relational interviewing using artifacts. The conceptual framework of critical pedagogy, transformative criticality, and transformative leadership development guides a sociocultural approach to the analysis of the data. There were four major findings: The participants (1) integrated critical frameworks into curriculum and pedagogical approaches, (2) established spaces in and outside of the formal classroom to engage students, (3) centered student-faculty relationships for support and collaboration, and (4) evoked students’ transformative activism through academic practice. This empirical study will contribute to the research on critical perspectives in educational leadership preparation programs with a focus on faculty teaching as an expression of transformative power.
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Punwani, Karishma. "Automated control of the electron microscopy proteomic organellar preparation robot." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99011.
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Electron microscopy (EM) is an important tool in organellar proteomics, where it is used to validate sample purity and to confirm protein presence. Current sample preparation techniques are manual, labor-intensive and time-consuming. To overcome these problems, an electron microscopy proteomic organellar preparation (EMPOP) robot is being developed for parallel preparation of up to 96 subcellular fraction samples in an efficient, repeatable and standardized manner. This thesis describes the development and validation of the software that controls the EMPOP robot. The software was organized in two coordinated levels consisting of a: (1) human-machine interface (HMI), and (2) low-level real-time control routines. The HMI was designed to be 'friendly and flexible', and to enable the operator to modify system parameters on-the-fly. Contrarily, the low-level control routines are responsible for controlling all EMPOP system processes. Pilot studies using the EMPOP system prove that the robot and software function predictably and consistently to generate high quality subcellular sample fractions.
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Peng, Yuchen. "Quantum gate and quantum state preparation through neighboring optimal control." Thesis, University of Maryland, College Park, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10159056.
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<p> Successful implementation of fault-tolerant quantum computation on a system of qubits places severe demands on the hardware used to control the many-qubit state. It is known that an accuracy threshold <i>P<sub>a</sub></i> exists for any quantum gate that is to be used for such a computation to be able to continue for an unlimited number of steps. Specifically, the error probability Pe for such a gate must fall below the accuracy threshold: <i> P<sub>e</sub></i> < <i>P<sub>a</sub>.</i> Estimates of <i> P<sub>a</sub></i> vary widely, though <i>P<sub>a</sub></i> ∼ 10<sup>−4</sup> has emerged as a challenging target for hardware designers. I present a theoretical framework based on neighboring optimal control that takes as input a good quantum gate and returns a new gate with better performance. I illustrate this approach by applying it to a universal set of quantum gates produced using non-adiabatic rapid passage. Performance improvements are substantial comparing to the original (unimproved) gates, both for ideal and non-ideal controls. Under suitable conditions detailed below, all gate error probabilities fall by 1 to 4 orders of magnitude below the target threshold of 10<sup>−4</sup>. </p><p> After applying the neighboring optimal control theory to improve the performance of quantum gates in a universal set, I further apply the general control theory in a two-step procedure for fault-tolerant logical state preparation, and I illustrate this procedure by preparing a logical Bell state fault-tolerantly. The two-step preparation procedure is as follow: Step 1 provides a one-shot procedure using neighboring optimal control theory to prepare a physical qubit state which is a high-fidelity approximation to the Bell state |β<sub> 01</sub>⟩ = 1/√2(|01⟩ + |10⟩). I show that for ideal (non-ideal) control, an approximate |β<sub>01</sub>⟩ state could be prepared with error probability &epsis; ∼ 10<sup>−6</sup> (10<sup>−5</sup>) with one-shot local operations. Step 2 then takes a block of <i>p</i> pairs of physical qubits, each prepared in |β<sub> 01</sub>⟩ state using Step 1, and fault-tolerantly prepares the logical Bell state for the <i>C</i><sub>4</sub> quantum error detection code.</p>
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Vithanage, Denuwan Kaushalya Attiligoda. "Preparation and Fast Quantum Control of 87Rb Bose-Einstein Condensates." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1596114504456646.
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Thomas, Yazmene LeAnne. "A follow up study of graduates from the UW-Stout Pre-College program enrolled in 1995." Menomonie, WI : University of Wisconsin--Stout, 2003. http://www.uwstout.edu/lib/thesis/2003/2003thomasy.pdf.
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Brown-Tremblay, Paulette C. "Educational climate in a Native employment preparation program: The perceptions of Native learners." Thesis, University of Ottawa (Canada), 1995. http://hdl.handle.net/10393/10344.
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In Canada, many undereducated Native adults have not experienced positive educational climates in formal education systems. In fact, a high percentage of Native people have dropped out of the educational process prior to the completion of grade twelve to join the ranks of the undereducated and unemployed. This has created a pressing need to focus on Native literacy and the creation of positive learning environments which encourage Native adults to excel in educational settings. The purpose of this exploratory, qualitative research was to describe and analyze the salient factors in a Native literacy program which created an optimal educational climate for Native adult learners. As a research construct, educational climate relates to the total environmental quality in a learning facility as perceived by the participants. To focus and guide the data collection and analysis processes, a conceptual framework of educational climate was developed. Operationally defined, educational climate includes five major dimensions: learner milieu, instructional environment, social environment, cultural environment, and learner outcomes. The Employment Preparation Program, which was delivered by staff of the Grand River Polytechnical Institute and located on the Six Nations Reserve in Canada, was the research site selected for the study. The program was community based and administered by Native staff for Native adult learners. Data were collected at the site over a continuous nine week period which started in September 1994 and ended in November 1994. Eight program learners participated in level one and eleven learners participated in level three; level one was six weeks in length while level three was seven and a half weeks long. A data reduction analysis approach was used as a means to process research findings. Miles and Huberman (1994) indicated that this approach "refers to the process of selecting, focusing, simplifying, abstracting, and transforming the data that appear in written-up field notes or transcriptions" (p.10). Data were analyzed individually and then across participant perspectives. Research findings were compared to the basic tenets of three alternative adult learning frameworks: andragogy, proficiency, and whole language. The findings of the study indicated that the cultural environment of educational climate was the key dimension which contributed to an optimal learning environment for Native literacy learners. The cultural environment components which emerged as influential included values, cooperation, and supportiveness. The findings relating to the learner milieu and learner outcomes are presented in the form of rich, narrative descriptions using the words of the Native adult learners. When the results were compared to the humanistic, holistic, and learner-centred frameworks of andragogy, proficiency, and whole language, research findings confirmed many of the tenets of these frameworks. Furthermore, the findings indicated that the program participants perceived the Employment Preparation Program to be one which was characterized as humanistic, learner-centred, holistic, and empowering. Future research needs to replicate the study to examine educational climate in different settings with participants from the same ethnic group to confirm the findings. Furthermore, the study may be replicated using different ethnic groups in order to generate comparative findings. There is also a need to refine the focus of educational climate to determine how the different components and elements of the social, instructional, and cultural environments interact to create a quality environment. (Abstract shortened by UMI.)
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Brown, Diane Mary, of Western Sydney Macarthur University, and Faculty of Education. "Preparation for practice: an evaluation of a pre-registration Bachelor of Nursing program." THESIS_FE_xxx_Brown_D.xml, 1997. http://handle.uws.edu.au:8081/1959.7/35.
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The purpose of this research was to evaluate the extent to which graduates from the Bachelor of Nursing (BN) program at the University of Technology, Sydney were adequately prepared for the nursing role in the current Australian health care system. This question was examined by adapting the illuminative evaluation method developed by Parlett and Hamilton (1977), and a meta-evaluation is provided of the model that was developed. Data were gathered from academic staff, clinical facilitators, curriculum and clinical experts and students. Course mileau and documentation were also assessed. The results indicate that graduates from the BN were adequately prepared to fulfil the nursing role. However, during the research a number of critical issues emerged which led to the development of an alternative model of curriculum. Although the conclusions support the continuance of a generic preparatory course, a number of changes to the course are recommended and two areas of future research identified. The first relates to exploring the depth, breadth and extent of knowledge that is required of a beginning registered nurse. The second involves evaluating the curriculum changes proposed here to assess whether this model is able to achieve improved outcomes in graduates<br>Doctor of Philosophy (PhD)
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Lockman, Alison Schirmer. "Changes in teacher efficacy and beliefs during a one-year teacher preparation program." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1163188044.
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Brown, Diane Mary. "Preparation for practice : an evaluation of a pre-registration Bachelor of Nursing Program /." [Milperra, N.S.W. : The author], 1997. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030529.114937/index.html.
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Bawahab, Afifa. "Supplementing a GED Preparation Program With Social and Emotional Learning: A Delphi Study." Thesis, Virginia Tech, 2014. http://hdl.handle.net/10919/48187.
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Dropping out of high school is a nationally recognized problem which has significant implications for both the individual and society as a whole. Increasing the high school graduation rate will reduce the risk for multiple problem behaviors and poor mental and physical health among at-risk adolescents. GED preparation programs are continually regarded as a second chance mechanism for high school dropouts. Social and Emotional Learning (SEL) has a foundational basis in the rigorous research that has been conducted, which clearly indicates that our emotions and relationships affect how and what we learn. SEL attempts to enhance the development of what are perceived to be fundamental social and emotional skills and competencies. This study explores the incorporation of SEL in a GED preparation program for adolescent high school dropouts between the ages of 16 and 18. Due to the exploratory nature of this study, the Delphi Method was used to gather consensus through a panel of experts.<br>Master of Science
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Guajardo, Jennifer Fende. "The Effects of Pretreatment Preparation with Clients in a Substance Abuse Treatment Program." Ohio University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1227045382.
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Kelly, Molly Dames. "A Case Study of an Inclusive Elementary and Special Education Teacher Preparation Program." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1543353817073722.
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Zavala, Frank Alcorta. "Principals' Perceptions of the Most Important Components in an Effective Principal Preparation Program." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/26.
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Researchers in educational leadership have identified a need to improve principal preparation programs to meet today's educational demands. According to school administrators in the local area, not all leadership preparation programs used the same pedagogies to prepare future leaders, and principals were critical of existing leadership practices. School districts, students, parents, and community stakeholders would benefit from well-prepared administrators who can apply the most effective habits of principalship. The conceptual framework of the study was derived from J. Davis and Jazzar's 7 habits of an effective principal preparation program. For this qualitative case study, 16 principals were interviewed to find out which components of a principal preparation program they thought were the most important or had best prepared them for their positions. Analysis involved open coding, and resulting themes revealed that principals perceived the most important components to be a multisituational internship and extensive experience with school budget/finance. A professional development session was created to share interview responses with policymakers. Principal preparation programs that involve an in-depth internship and practice with school budget and finance could be used to assist policy makers in developing leadership training programs for future principals to improve student and school performance for school districts. This project study could foster social change with greater school success for students, resulting from improvement in leadership preparation programs.
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Hallman, Jenna. "Impact of the Southern State Teaching Program on the Preparation of Teacher Leaders." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3349.
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The roles and responsibilities of teacher leaders change as schools, districts, and states adopt new policies, procedures, and initiatives. However, little qualitative research has been conducted about how teachers develop leadership skills, particularly during preservice preparation programs. The purpose of this single case study was to explore how a community of practice prepared college graduates to be teacher leaders. The conceptual framework was based on the concepts of situated learning, communities of practice and legitimate peripheral participation. Four graduates from a state teaching program were purposefully selected as participants. Data were collected from multiple sources, including initial and follow-up interviews with program graduates, observations of their leadership activities in public schools, archival data, and program documents. Analysis consisted of multilevel coding, category construction, and determination of emergent themes and discrepant data to inform key findings. Findings suggested that the Southern State Teaching Program prepared its graduates to serve as teacher leaders through situated learning opportunities and the development, practice, and refinement of skills necessary for leading others. The program also offered peripheral participation in the program and the teaching profession. Implications for positive social change include the potential for including teacher leader development programs at the preservice level, which may ultimately improve teacher retention and student achievement.
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Sampath, Prahladavaradan. "Program analysis using game semantics." Thesis, Imperial College London, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313304.
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Sillman, Kathryn V. "Examining the Role of Residency Content Coaching in an Urban Teacher Residency Program." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:104987.
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Thesis advisor: Marilyn Cochran-Smith<br>The clinical experience of future urban teachers is increasingly regarded as one of the most important aspects of teacher preparation (NCATE, 2010; NRC, 2010). However, there is widespread agreement that further knowledge must be acquired on what constitutes rich clinical experience, and on the influence of such learning opportunities especially in urban, high-needs contexts (Anderson & Stillman, 2013; Levine, 2006; Picus, Monk, & Knight, 2012). This dissertation aims to increase our understanding of clinical experience. Based on sociocultural and socio-constructivist perspectives, and drawing on Lave and Wenger’s (1991) theories of learning within communities of practice, this dissertation employed qualitative research methods to examine the phenomenon of content coaching during an urban teacher residency program. This dissertation argues that residency content coaching provided a context within which residents could integrate what they were learning about “ambitious teaching” (Lampert & Graziani, 2009; Newmann & Wehlage, 1993) into their own practice through ongoing negotiations with their coaches. Coaching interactions were by and large responsive to individual resident’s learning needs, and guided residents to begin to place their students’ learning at the center of decision-making when planning, teaching, and assessing. The dissertation further investigates the actual and aspirational characteristics of coaching in this context. Overall findings suggest that content coaching addresses several persistent problems of traditional pre-service fieldwork supervision (Darling-Hammond, 2010; Featherstone, 2007), and offers a more coherent approach. Consequently, this dissertation contributes to our collective understanding of clinical experience in preparing teachers to teach ambitiously in urban classrooms<br>Thesis (PhD) — Boston College, 2016<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Magnussen, Gaute, and Stig Stavik. "Access Control in Heterogenous Health Care Systems : A comparison of Role Based Access Control Versus Decision Based Access Control." Thesis, Norwegian University of Science and Technology, Department of Computer and Information Science, 2006. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-9295.
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<p>Role based access control (RBAC) is widely used in health care systems today. Some of the biggest systems in use at Norwegian hospitals utilizes role based integration. The basic concept of RBAC is that users are assigned to roles, permissions are assigned to roles and users acquire permissions by being members of roles. An alternative approach to the role based access distribution, is that information should be available only to those who are taking active part in a patients treatment. This approach is called decision based access control (DBAC). While some RBAC implementations grant access to a groups of people by ward, DBAC ensures that access to relevant parts of the patients medical record is given for treatment purposes regardless of which department the health care worker belongs to. Until now the granularity which the legal framework describes has been difficult to follow. The practical approach has been to grant access to entire wards or organizational units in which the patient currently resides. Due to the protection of personal privacy, it is not acceptable that any medical record is available to every clinician at all times. The most important reason to implement DBAC where RBAC exists today, is to get an access control model that is more dynamic. The users should have the access they need to perform their job at all times, but not more access than needed. With RBAC, practice has shown that it is very hard to make dynamic access rules when properties such as time and tasks of an employees work change. This study reveals that pretty much all security measures in the RBAC systems can be overridden by the use of emergency access features. These features are used extensively in everyday work at the hospitals, and thereby creates a security risk. At the same time conformance with the legal framework is not maintained. Two scenarios are simulated in a fictional RBAC and DBAC environment in this report. The results of the simulation show that a complete audit of the logs containing access right enhancements in the RBAC environment is unfeasible at a large hospital, and even checking a few percent of the entries is also a very large job. Changing from RBAC to DBAC would probably affect this situation to the better. Some economical advantages are also pointed out. If a change is made, a considerable amount of time that is used by health care workers to unblock access to information they need in their everyday work will be saved.</p>
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Cristina, Ignazio Zachary. "Initialisation, Control and Simulation of Spin Systems." Thesis, The University of Sydney, 2019. https://hdl.handle.net/2123/21944.
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The pursuit of large-scale quantum computers poses two separate, though related, challenges: the need to develop robustly controllable quantum hardware; and the need to develop quantum algorithms which use it to perform meaningful compu-tations. In this thesis, we explore a selection of topics related to both of these challenges. Specifically, we focus on quantum state preparation for nuclear spin ensembles, and simu-lation algorithms for spin-orbit coupling Hamiltonians. We present a collection of indirect-measurement-based initialisation protocols for 13C baths coupled in parallel to nitrogen-vacancy defects in diamond, in a strong external field. We find that the probabilistic nature of the measurement, combined with the damaging effects of unwanted measurement outcomes, limits the utility of such protocols as means of steering the bath into some desired subspace. As a means of imparting purity into an initially incoherent bath state, the protocols appear more promising, with purity tending to increase with the number of measurements irrespective of their outcomes. We subsequently attempt to mitigate the shortcomings of these protocols by applying a corrective unitary transformation to the bath following each measurement. We find these compound protocols to indeed be capable of mapping the bath state to an arbitrary target subspace (with unit probability) given a sufficient degree of bath control; in the case where the bath control is limited, we provide lower bounds on the protocol’s success probability. We additionally show that qualitatively equivalent results can be attained using a bounded number of unitary corrections, albeit with an efficiency overhead. Finally, we turn our attention to the problem of quantum simulation, with a focus on systems possessing both spin and orbital degrees of freedom. We propose three protocols which allow the simulation of arbitrary spin-orbit coupling interactions using a model system undergoing a controlled discrete-time quantum walk (DTQW). The number of DTQW steps required to execute this simulation is found to be at most quadratic in the dimension of the simulated Hilbert space.
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Drummond, Neil M. "Inhibitory Control Processes During the Preparation and Initiation of Motor Responses." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/35690.
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The ability to stop ongoing movements or prevent unwanted movements is fundamental to behavioural control. This thesis addresses the neural processes underlying inhibitory control and how initiation and stop processes interact to control behaviour. We conducted four studies, employing various behavioural tasks that require humans to prepare to initiate a response with the possibility that it may have to be prevented or stopped from being initiated. In the first experiment we sought to determine whether the increase in reaction time (RT) during the performance of traditional stop-signal task was due to a decreased the amount of go-related preparatory activation. We used a startling acoustic stimulus (SAS) to determine whether the go-response could be triggered involuntarily, and investigated whether the latency of SAS responses were delayed when participants were instructed that they might have to stop their response compared to when they knew they would never stop (i.e., simple RT task). We found that the go-response was prepared in advance during the stop-signal task, but to a lesser degree as indicated by the slower SAS response latency, compared to when go trials were completed in the simple RT task. Thus, even the possibility of having to stop a response reduces the level of preparatory go-activation.
The second experiment tested the hypothesis that behavioural control during a stop-signal task is determined by an independent race between go- and stop-processes. In this experiment we used a SAS to manipulate initiation and inhibition by probing the go- and stop-response prior to and after the stop-signal respectively in a stop-signal task. We found that the go-response could be triggered by the SAS even 200 ms following the stop-signal suggesting that behavioural control during a stop-signal task is not determined by an independent race between go- and stop-activations, but rather by an interaction between go-activation and stop processes.
The third experiment investigated the effect of advance preparation on the ability to proactively and selectively inhibit a single limb in a bimanual response that had been cued to maybe stop. TMS was used to measure the excitability of the limb that was cued to maybe stop in comparison to the limb that was to continue with its response. In addition, a SAS was used to probe the preparatory state of the go-response in each limb. We found that increased preparatory go-activation of responses in both limbs overshadowed the neurophysiological evidence of proactive selective inhibition, while processes related to the selective stopping task appeared to suppress subcortical motor structures and the ability of the SAS to involuntarily trigger the prepared responses.
The fourth experiment sought to determine the role of the right inferior frontal gyrus (rIFG) and the pre-supplementary motor area (preSMA) in the inhibition of response initiation during a go/no-go task. We temporarily deactivated rIFG or preSMA using continuous theta burst stimulation (cTBS) and examined changes in inhibition, voluntary initiation, and the ability of a SAS to involuntary trigger the initiation of the response. We found that stimulation to both cortical sites impaired participant’s ability to withhold movements during no-go trials. Notably, deactivating rIFG and preSMA did not affect voluntary initiation and did not enable the SAS to involuntarily trigger the response. These findings implicate the rIFG and the preSMA in the ability to inhibit responses during a go/no-go task, and suggests that preparation and initiation of the go-response occurs in response to the imperative stimulus, with inhibition only applied once the stimulus is identified as a no-go signal.
Taken together, these studies show that i) modulation of preparatory go-activation contributes to the ability to inhibit a motor response, ii) motor response inhibition is achieved by initiation activation being prevented from reaching threshold, iii) preparatory go-activation overshadows proactive inhibition, iv) inhibitory control depends on the integrity and recruitment of top-down inhibitory control to suppress initiation activation once a no-go stimulus is identified. This research speaks to the interaction between initiation and inhibition processes and provides novel insight and evidence in support of an interactive model of inhibitory control.
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Ashari, Widi S. "The form generating controller as an alternative control technique /." St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16775.pdf.
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Lösch, Felix. "Instrumentation of Java program code for control flow analysis." [S.l. : s.n.], 2005. http://www.bsz-bw.de/cgi-bin/xvms.cgi?SWB11730081.
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Helton, Julie. "A HISTORICAL ANALYSIS OF TEACHER PREPARATION PROGRAM CONTENTBEGINNING WITH TEACHER NORMAL COLLEGES IN 1839 THROUGHSCHOOL DISTRIC." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2350.
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The purpose of this study was to explore teacher preparation program content throughout American history in order to determine trends in programs of study, specifically including coursework in education foundations, teaching methods involving the behavioral sciences, and subject area content. These categories were selected because their content is responsible for teachers' working knowledge of their subject area, as well as student learning, behavior management and motivation. The study also examined documented teacher knowledge voids: student behavior management, time management, organization, dealing with parents, motivating students, and meeting individual students' needs to determine which aspects of teacher education could improve teachers' skills in these areas. Programs of study from traditional and alternative teacher preparation programs were gathered from Massachusetts, Indiana, Tennessee, California and Florida in an effort to research across the United States. Traditional programs were defined as four or five-year teacher education programs in colleges or universities which began as teacher normal schools and in those that did not. Program components from 1839 through 2007 were analyzed using Thinking Maps® for organizing and interpreting the information while focusing on education foundations, teaching methods, or subject area content gaps which would correlate to teacher knowledge voids. Patterns were traced within teacher education programs focusing on the art or science of teaching. Trends in course offerings were investigated and linked to concurrent events which may have influenced them. The following results were obtained from this research. American teacher preparation programs began in 1839 with elements of teaching methods, subject area content and education foundations, which remained the common elements in 2007. The ratio of each element in teacher preparation programs fluctuated throughout history. The dissent over teaching as an art or a science was evident in the early years of teacher normal schools, and the argument continued in 2007, largely affected by the absence of a clear definition of either approach. Early teacher normal schools admitted that teacher education programs were "imperfect preparation" for the classroom, and teacher knowledge voids remained an issue in 2007. From the inception of common schools in America, there was a shortage of teachers to fill them, and the teacher shortage continued in 2007, which may have contributed to the vast difference in teacher education program composition. An avenue taken to alleviate the teacher shortage issue was alternative teacher certification. Alternative certification programs were enacted in the 1800s, and alternative certification programs were widely used in 2007.<br>Ed.D.<br>Department of Educational Research, Technology and Leadership<br>Education<br>Educational Leadership EdD
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Hoehl, Melanie Margarete. "Versatile, automated sample preparation and detection of contaminants and biological materials." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/85218.
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Thesis: Ph. D., Harvard-MIT Program in Health Sciences and Technology, 2013.<br>This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Cataloged from student-submitted PDF version of thesis.<br>Includes bibliographical references (pages xviii-xxxvi).<br>Contamination of food, water, medicine and ingestible household products is a public health hazard that episodically causes outbreaks worldwide. Existing laboratory methods are often expensive, require a laboratory environment and/or trained staff to perform manual steps. The aim of this PhD thesis was to create and test methods and instruments for affordable diagnostic tests for contaminants and pathogens. To achieve this goal, the LabReader was introduced, which employs a LED-based detection scheme for four simultaneous fluorescence- and UV-measurements. Assays were developed to detect (di-)ethylene glycol in consumables ≥0.1wt% and alcohols ≥1ppb. Pathogens in water, foods and blood were detected at ≥104 CFU/ml using nonspecific intercalating dyes. To gain sensitivity and specificity for cell-based analysis, biochemical amplification methods had to be incorporated. To be deployable outside a laboratory, sample preparation needed to be automated. Automation was achieved by combining the LabReader with the already developed LabTube, a disposable platform for automated DNA extraction inside a standard centrifuge. Performing DNA amplification/readout in an external optical reader, made the LabSystem broadly deployable and flexible. DNA extraction of food bacteria (E.coli and Alicyclobacillus) was optimized inside the LabTube for 102-109 inserted DNA copies. The extracted DNA was amplified using the qualitative isothermal LAMP method and semi-quantitative, real-time PCR inside the LabReader. The combined extraction and amplification detection limit of the LAMP-LabSystem and the quantitation limit of the PCR-LabSystem were as low as 102 copies. Performing extraction and amplification inside the centrifuge/LabTube was also outlined, which may be preferable when contamination risks are high. After theoretically evaluating heating methods, a battery-driven heated LabTube was designed, in which 102-108 DNA copies of VTEC E.coli were extracted, LAMP-amplified and visually readout within 1.5 hrs. The major contribution of this thesis is the full system integration of versatile, automated sample preparation and detection systems. They offer great flexibility as they may be used with each other or in combination with other analytic methods, depending on the application. At the same time, they are frugal and deployable at low-to-medium throughput - even outside a traditional laboratory. Whilst the focus was put on food safety, the systems were also used for medical, environmental or consumer product quality applications, hence demonstrating their broad applicability.<br>by Melanie Margarete Hoehl.<br>Ph. D.
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Pinsent-Johnson, Christine. "What does sociocultural learning and literacy look like in an adult employment preparation program?" Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/27011.
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The closely aligned theoretical discussions of situated learning (Lave & Wenger, 1991; Wenger, 1998) and situated literacy (Barton & Hamilton, 1998; Hamilton, 2000) were used to explore literacy and learning activities in an adult literacy program that combined literacy education and employment preparation in three distinct learning settings. The parallel discussions provided a socioculturally-based framework that permitted a detailed analysis of what learning and literacy looked like. Guiding the study was the following question: How do situated views of literacy and learning contribute to an understanding of the employment preparation program and its three settings?
Using the frameworks of situated learning and literacy to closely examine the employment preparation program revealed disconnects between the work settings (the coffee shop and job placements) and the class setting, and subsequently between the notions of learning literacy and learning about work.
Among the study's contributions is a clearer conceptualization of a broad definition of literacy, in which the development of literacy practices becomes the focus for supporting the development of adult literacy education. Policy contributions examine the role of the provincial program funder and how it has a structure to support the development of a practice-based approach in adult literacy education. Finally, contributions to research propose the use of an analytical tool to further understand sociocultural learning, and specifically literacy and learning practices, in adult literacy programs. (Abstract shortened by UMI.)
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Cook, Grace Elizabeth. "A Case Study of Curriculum-Based Organizational Change in an Elementary Teacher Preparation Program." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645729.
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<p> The implementation of the Common Core State Standards in English/Language Arts and Mathematics into the kindergarten through 12<sup>th</sup> grade curriculum in the United States presents a unique opportunity for teacher preparation programs to realign their curriculum with the curriculum of the primary and secondary schools. However, it is unknown how teacher preparation programs are approaching this possible change. This qualitative descriptive case study examined the organizational change process that was employed by one teacher preparation program to incorporate the Common Core State Standards for Mathematics (CCSSM) into their curriculum. The change was examined through the organizational development lenses of Kotter and Rogers. Interviews and a focus group with key stakeholders in the change process (<i> N</i> = 13) along with analysis of documents such as syllabi, research plans, and curriculum provided data to answer the research question. Data were initially coded into 5 main organizational categories, establishing, defining, implementing, refining, and finalizing, then further coded based on emergent themes. The last 2 categories, refining and finalization, were not clearly evident in the data, and therefore it was more difficult to use a priori coding. The data revealed that the leaders of the organizational change developed and delivered professional development activities to train faculty and aligned syllabi of general education and teacher education classes with the CCSSM. The results of this study can be used to help other teacher preparation programs plan organizational change and provide motivation for programs that have yet to address the CCSSM.</p>