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1
Meier, Lori T. "Episode 4: Primary & Secondary Sources." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/social-studies-education-oer/4.
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In this episode, we discuss the use of primary and secondary sources in the elementary social studies classroom. We explore the definitions for both primary and secondary sources, examine how they are connected to K-5 standards and curriculum frameworks, and visit various digital resources where teachers can find engaging primary sources for their students.<br>https://dc.etsu.edu/social-studies-education-oer/1003/thumbnail.jpg
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FERNANDEZ, J. LASSO. "HYDROGEN PRODUCTION FROM RENEWABLE PRIMARY SOURCES." Doctoral thesis, Università degli Studi di Milano, 2016. http://hdl.handle.net/2434/366899.
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ABSTRACT
One of the most attracting renewable sources for energy production is bioethanol, which can be obtained from biomass. Special attention is here focused on the steam reforming reaction of ethanol (SRE) in which the principal product, hydrogen, is an interesting energy vector to produce power, electricity and heat. However, the process has not yet come to maturity and it should be optimized in order to made it industrially available.
To this aim, we focused our work on catalysts synthesis for SRE, trying to couple high activity and durability. Different catalyst formulations based on Ni as active phase, supported over zeolite-BEA, zirconia, titania and lanthana were synthesized and characterized by N2 adsorption/desorption, temperature programmed reduction (TPR), X-rays diffraction, transmission electron microscopy and infra-red Fourier transform spectroscopy. The performance of the catalysts was evaluated for SRE by using absolute ethanol and bioethanol 50 and 90 vol%, obtained from second generation biomass and kindly supplied by Mossi&Ghisolfi. An important aim of the work was the intensification of the process from the energetic point of view, decreasing the energy input to the reformer (endothermal reaction) to better integrate this high temperature stage with the hydrogen purification section and the possible use of Proton Exchange Membrane Fuel Cells (PEM-FC).
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Vella, Yosanne. "Supporting young children's learning with primary historical sources." Thesis, University of the West of England, Bristol, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249418.
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Carslaw, David Carlin. "Transport sources of primary nitrogen dioxide in London." Thesis, King's College London (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.416941.
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Boyum, Danielle C. "Primary Sources in Social Studies| A Multiple Case Study Examining the Successful Use of Primary Sources in the Secondary History Classroom." Thesis, Piedmont College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10288372.
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<p> The ultimate goal of teaching history to young people is to create effective, responsible citizens (Fallace, 2009). Despite such ambitious goals, the traditional teacher-centered method of instruction has not proven to have engaged students. As a result, students often rank history as their least-liked subject, particularly at the secondary level. One instructional strategy that may ameliorate this problem is the incorporation of primary sources. Identifying the inhibitors and inducers of primary sources, the researcher in this study explored and described the elements of successful primary source use in the secondary American and world history classrooms of three teacher participants in a qualitative, semester-long case study. Student and teacher perspectives of the impact of primary sources were also considered. In contrast to some of the existing literature, primary sources can be employed successfully and consistently in the secondary history classroom as demonstrated by the three teacher participants in this semester-long study in a large suburban Atlanta, Georgia, school district.</p>
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Chaudhary, Abdul Jabbar. "Added-value chemicals from secondary and low-grade primary sources." Thesis, City University London, 1990. http://openaccess.city.ac.uk/7664/.
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A number of metals have been recovered from a variety of secondary and low-grade primary sources. Processing the leach solution directly to recover metals has the advantage over the conventional metal salt recovery system which usually requires the expensive chemical purification steps to get high added-value chemicals. Metals were recovered from dilute solutions using fluidised bed electrolysis in an easily dissolved form to produce added value-chemicals. A detailed study on the separation of cobalt and nickel from cobalt-nickel cake by oxidative precipitation using Caro's acid as an oxidant is also reported. Following encouraging laboratory studies the process was successfully tested on pilot scale at a copper nickel smelter. The cobalt level was brought down from 8.6 g/l to 50 ppm with the pH kept above 4. Studies have also been carried out for the recovery of gold along with other metals from computer scrap. Following nitric acid pretreatment the gold was recovered using acidic thiourea leaching method. The manufacture of arsenic acid from arsenic(IH) oxide by nitric acid was also studied. Two reported methods are, (1) standard method (addition of solid arsenic oxide to hot acid) and (2) slurry method (addition of acid to slurried arsenic oxide). The problems associated with the standard method are, (a) Excessive foaming and (b) Evolution of large volume of gases leads to uncontrollable reaction. These problems were avoided by changing the standard route to slurry method. The slurry method was tested successfully on a plant scale production at William Blythe & Co. Ltd., U.K. The company is now producing arsenic acid routinely using slurry method. The production of aluminium sulphate from clay samples and the purification of quartz for glass industry is also reported. The use of 50% sulphuric acid was found to be the best to extract all the aluminium in the clay samples. The excess of sulphuric acid (23% of stochiometry) is required to leach all the aluminum. The product was found to contain trace level impurities of iron, calcium, potassium, and sodium. The quartz purification step includes the use of sulphide and non-sulphide collectors to remove the undesirable impurities. The final stage involves the acid washing step to dissolve the acid soluble impurities. The acid washed product was pure and suitable for glass industry.
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Meier, Lori T. "Learning with Walt Disney: Primary Sources from WWII to Tomorrowland." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5904.
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Dulli, Lisa S. Foshee Vangie. "Primary socialization theory and bullying the effects of primary sources of socialization on bullying behaviors among adolescents /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,491.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2006.<br>Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Department of Health Behavior and Health Education." Discipline: Health Behavior and Health Education; Department/School: Public Health.
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Wang, Nai-Ching. "Supporting Historical Research and Education with Crowdsourced Analysis of Primary Sources." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/87437.
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Historians, like many types of scholars, are often researchers and educators, and both roles involve significant interaction with primary sources. Primary sources are not only direct evidence for historical arguments but also important materials for teaching historical thinking skills to students in classrooms, and engaging the broader public. However, finding high quality primary sources that are relevant to a historian's specialized topics of interest remains a significant challenge.
Automated approaches to text analysis struggle to provide relevant results for these "long tail" searches with long semantic distances from the source material. Consequently, historians are often frustrated at spending so much time on manually the relevance of the contents of these archives other than writing and analysis. To overcome these challenges, my dissertation explores the use of crowdsourcing to support historians in analysis of primary sources. In four studies, I first proposed a class-sourcing model where historians outsource historical analysis to students as a teaching method and students learn historical thinking and gain authentic research experience while doing these analysis tasks.
Incite, a realization of this model, deployed in 15 classrooms with positive feedback. Second, I expanded the class-sourcing model to a broader audience, novice (paid) crowds and developedthe Read-agree-predict (RAP) technique to accurately evaluate relevance between primary sources and research topics. Third, I presented a set of design principles for crowdsourcing complex historical documents via the American Soldier project on Zooniverse. Finally, I developed CrowdSCIM to help crowds learn historical thinking and evaluated the tradeoffs
between quality, learning and efficiency. The outcomes of the studies provide systems, techniques and design guidelines to 1) support historians in their research and teaching practices, 2) help crowd workers learn historical thinking and 3) suggest implications for the design of future crowdsourcing systems.<br>Ph. D.<br>Historians, like many types of scholars, are often researchers and educators, and both roles involve significant interaction with primary sources. Primary sources are not only direct evidence for historical arguments but also important materials for teaching historical thinking skills to students in classrooms, and engaging the broader public. However, finding highquality primary sources that are relevant to a historian’s specialized topics of interest remains a significant challenge. Automated approaches to text analysis struggle to provide relevant results for these “long tail” searches with long semantic distances from the source material. Consequently, historians are often frustrated at spending so much time on manually the relevance of the contents of these archives other than writing and analysis. To overcome these challenges, my dissertation explores the use of crowdsourcing to support historians in analysis of primary sources. In four studies, I first proposed a class-sourcing model where historians outsource historical analysis to students as a teaching method and students learn historical thinking and gain authentic research experience while doing these analysis tasks. Incite, a realization of this model, deployed in 15 classrooms with positive feedback. Second, I expanded the class-sourcing model to a broader audience, novice (paid) crowds and developed the Read-agree-predict (RAP) technique to accurately evaluate relevance between primary sources and research topics. Third, I presented a set of design principles for crowdsourcing complex historical documents via the American Soldier project on Zooniverse. Finally, I developed CrowdSCIM to help crowds learn historical thinking and evaluated the tradeoffs between quality, learning and efficiency. The outcomes of the studies provide systems, techniques and design guidelines to 1) support historians in their research and teaching practices, 2) help crowd workers learn historical thinking and 3) suggest implications for the design of future crowdsourcing systems.
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Nelson, Michelle RaeLynn. "A comprehensive approach to using primary sources in elementary curriculum development." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3229.
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A teacher resource packet was created that teachers can use at the third through sixth grade levels to effectively implement the use of primary sources into their existing curriculum to promote greater historical understanding, imagination, emapthy and critical thinking. This project is intended to change teacher behaviors of teaching using an archival view of history to one that applies critical thinking and promotes in-depth student understanding of historical events.
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Waters, Gillian Margaret. "The limits of young children's understanding of sources of knowledge." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/506/.
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Seven experiments determined whether young children's comprehension of aspectuality, when acquired, was robust enough to cope with demands and variations to the task. Four to 5-year-olds were able to choose whether to look or feel to find out information about a hidden item that was identifiable by sight or touch (Experiments 2 & 7). However, they had difficulty when the test question did not directly refer to a perceptual aspect of the target item (Experiment 7). Four to 6-year-olds coped well with irrelevant verbal descriptions of the items included in the test question (Experiments 2 & 3). Five and 6-year-old‟s performed well whether the target had to be discovered or located (Experiment 1) but had difficulty when irrelevant partially differentiating information was included in the array of items (Experiments 3 & 4) and when they received verbal pre-trial experience of the items (Experiments 5 & 6). In conclusion, children depended on their recall of their pre-trial experience of the items, even when it was unnecessary to do so. They had difficulty recognizing the relevance of verbal information and problems recalling it. Hence, their understanding of sources of knowledge is limited until at least 7 years of age.
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Marmion, Sean W. "Students as historians history teachers' attitudes toward using primary and secondary sources /." Online access for everyone, 2005. http://www.dissertations.wsu.edu/Thesis/Fall2005/s%5Fmarmion%5F101805.pdf.
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Söderberg, Johan. "Sources of preanalytical error in primary health care : implications for patient safety." Doctoral thesis, Umeå universitet, Klinisk kemi, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-21256.
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Background Venous blood tests constitute an important part in the diagnosis and treatment of patients. However, test results are often viewed as objective values rather than the end result of a complex process. This has clinical importance since most errors arise before the sample reaches the laboratory. Such preanalytical errors affect patient safety and are often due to human mistakes in the collection and handling of the sample. The preanalytical performance of venous blood testing in primary health care, where the majority of the patients contact with care occurs, has not previously been reported. Aims To investigate venous blood sampling practices and the prevalence of haemolysed blood samples in primary health care. Methods A questionnaire investigated the collection and handling of venous blood samples in primary health care centres in two county councils and in two hospital clinical laboratories. Haemolysis index was used to evaluate the prevalence of haemolysed blood samples sent from primary health care centres, nursing homes and a hospital emergency department. Results and discussion The results indicate that recommended preanalytical procedures were not always followed in the surveyed primary health care centres. For example, only 54% reported to always use name and Swedish identification number, and 5% to use photo-ID, the two recommended means for patient identification. Only 12% reported to always label the test tubes prior to blood collection. This increases the possibility of sample mix-up. As few as 6% reported to always allow the patient to rest at least 15 minutes before blood collection, desirable for a correct test result. Only 31% reported to have filed an incident report regarding venous blood sampling, indicating underreporting of incidents in the preanalytical phase. Major differences in the prevalence of haemolysed blood samples were found. For example, samples collected in the primary health care centre with the highest prevalence of haemolysed samples were six times (95% CI 4.0 to 9.2) more often haemolysed compared to the centre with the lowest prevalence. The significant variation in haemolysed samples is likely to reflect varying preanalytical conditions. Conclusions This thesis indicates that the preanalytical procedure in primary health care is associated with an increased risk of errors with consequences for patient safety and care. Monitoring of haemolysis index could be a valuable tool for estimating preanalytical sample quality. Further studies and interventions aimed at the preanalytical phase in primary health care are clearly needed.
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Richardson, Emily. "Examining the power of using primary sources in middle school social studies." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/608.
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Educational experts believe that utilizing primary sources opens new doors for students by allowing them to think like historians, which ultimately hones in on the purpose of developing critical thinking skills (Rodeheaver, 2009). Historians constantly question documents, events, and credentials in order to form their own opinions while using primary source documents (Drake, 2002). When students have the opportunity and freedom to question documents and events and form their own opinions, learning may be enhanced. This study examines the possible power of allowing students to explore primary documents and learn by doing during social studies instruction (Dewey, 1916). This thesis examines middle school students' perceptions of the effectiveness of using primary source documents in social studies. Through a survey given to general education students and to ESE students, this thesis explored eighth graders' perceptions of using primary sources. The survey included questions pertaining to the depth of knowledge on using primary sources as well as questions about how to determine a primary source from a secondary source and which of the two is more interesting and/or of more benefit to the learning process. By analyzing the responses to the survey given, the results found that a number of eighth graders thought that primary sources were more interesting, but preferred to lean from secondary sources. These findings do not necessarily agree with what educational experts and historians are suggesting, yet, they may offer insights into the educational implications for middle school teachers and provide opportunities for future research.<br>B.S.<br>Bachelors<br>Education and Human Performance<br>Social Science Education
15
Jiang, Pengxiang. "Potential of using led modules as primary light sources for office buildings." Kansas State University, 2015. http://hdl.handle.net/2097/19092.
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Master of Science<br>Department of Architectural Engineering and Construction Science<br>Fred L. Hasler<br>This paper discusses the potential of using LED modules as the primary light source for office buildings’ lighting systems. The LED lamps are the newest mass-produced lamps today; they have many insurmountable advantages compared to other light sources, like long lamp life, high efficacy, and low heat emission. Because of these advantages, owners and occupants of buildings can benefit greatly from the application of LED luminaires. The main focus of this paper is in 4 categories, which include the reliability of published data, occupant comfort, energy efficiency, and the life cycle costs of building lighting systems. LED light sources are compared to other primary light sources, which include fluorescent and incandescent lamps, of low ceiling office spaces from these 4 categories.
The reliability of published data discussion covers color rendering index (CRI), correlated color temperatures (CCT), lamp life, and efficacy of the different type of lamps. The criteria of LED lamps are the most emphasized point of this section. The current CRI, efficacy, and lamp life evaluation systems are not suitable for LED lamps, and this paper discusses the practical value of each of these published data in office lighting system design. Some technical reports presented in this paper show that high CRI values of LED light sources do not directly link to excellent color rendition. However, LED light sources can have similar spectrum power distributions as natural light, and offer adequate visual comfort. Efficacy and lamp life are in the same situation. Even though, the published values do not necessarily reflect the real life performance of LED lamps, they often still have the longest lamp life and highest efficacy.
Human comfort is the second factor discussed. Engineers and lighting designers consider illuminance level, color rendering ability, and glare of lighting systems to be deciding factors of human comfort from a lighting design perspective. However, many medical studies show that the human is much more sensitive to the correlated color of light sources. Light sources must vary output luminous flux and correlated color temperatures over time to help occupants reach optimum office task productivity and maintain health and visual comfort. LED lamps are the only light source that can practically change both the output luminous flux and correlate color temperature without heavy extra investments in equipment, which makes it the perfect candidate for this category.
Energy efficiency is the third discussion point presented in this paper. Efficacy is a widely adopted term for evaluating the energy efficiency of a lamp, which describes the ratio of the output illuminance and input power. Because the output illuminance of LED lamps is decided not only by the illuminant bodies, but also many other electronic components in the lamps, some experts suggest that using efficacy to judge LED lamps is biased. This paper states the author’s position on whether efficacy can adequately describe the efficiency of LED lamps.
Costs are also an inevitable point of this paper. LED lamps have the reputation of being the most expensive type of light source, but marketing data shows that the price of LEDs has been dropping dramatically recently. Moreover, Haitz’s law predicts that the price of LEDs will drop even more in the future. In this paper, the lifecycle costs of a light system have also been addressed across different types of light sources.
Some crucial drawbacks of LED lamps, such as narrow photometric distribution and thermal damage control, are also addressed in this paper. Scientists and engineers still have not found the perfect solution to these drawbacks, but they are not significant enough to jeopardize the application of LED lamps in most architectural lighting design cases.
According to the finding of this paper, LED lamps are the mainstream light source of future office lighting systems. The author also gives some suggestions for using LED lamps as primary light sources in office lighting system design applications at the end of the paper.
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Weber, Stephen John. "An investigation of the primary sources of the Cape Town brown haze." Master's thesis, University of Cape Town, 2004. http://hdl.handle.net/11427/4229.
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Includes bibliographical references.<br>The term atmospheric haze is a condition of reduced visibility, caused by the presence of fine particulate matter in the atmosphere, which can originate from natural or anthropogenic sources. The "Brown Haze" is a phenomenon that is associated with Cape Town and can be described as brown coloured smog. It occurs over the winter months, mainly May to September, due to the strong temperature inversions and windless conditions that can occur during these months. These conditions lead to the build-up of pollutants emitted into the atmosphere. The Cape Town Brown Haze Phase Two study was used to obtain a detailed analysis of the atmosphere in a programme of lateral and vertical profiles through the Brown Haze. The field campaign took place from the 29th July 2003 to the 26th August 2003 around the Cape Town metropolitan region.
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Lamb, Janeen Therese. "Implementing mandated curriculum reform: Sources of support for teacher-meaning making." Thesis, Australian Catholic University, 2010. https://acuresearchbank.acu.edu.au/download/6580225afdc617a1186d2c7fb3dbe729d90f7a0b32402f589cf45d3dbbb1787e/2577062/64955_downloaded_stream_180.pdf.
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The impetus for this study was a pragmatic concern for the implementation of the Mathematics Year 1-10 Syllabus (Queensland Studies Authority, 2004) at Hillside Primary School (pseudonym). The researcher's involvement with this school was as the Support Teacher: Learning Difficulties 2002-2004. During this time the researcher assisted teachers by working with students who had difficulty acquiring the necessary mathematical skills which enabled them to keep pace with their peers, and actively participate in their environment. During these collaborations it became evident that the teachers had a general unease with the teaching of mathematics, and this became heightened as draft versions of the reform mathematics syllabus became available. Their concern specifically related to the introduction of a range of new content to the primary school syllabus, including a new strand, Patterns and Algebra, as well as the requirement of an investigative pedagogy. The researcher's interest in how teachers make meaning of this mandated curriculum reform was heightened by these concerns. This led the researcher to seek a more informed and sophisticated understanding of how the teachers at Hillside Primary School make sense of, and respond to, mandated curriculum reform. To this end this research study is situated within the research paradigm of constructivism, and informed by the research methodology of symbolic interactionism. This methodology requires the adoption of two distinct stages within the study: 'exploration' and 'inspection' (Blumer, 1998, p. 40). The exploration stage is a familarisation stage, which initially involved interviewing both the school's Principal and Head of Curriculum. From these interviews an instrument was developed and administered to all teachers.;Analysis of these data led to the inspection stage of the study where individual interviews were conducted with all teachers as a way to isolate significant elements within this research site. In this way, this study relied on a mixed methods approach. Analysis of these data led to a series of theoretical perspectives being proposed, which in turn led to the generation of this study's recommendations. Engagement in this two-stage inquiry process has drawn attention to the importance of collaboration between the Principal and teachers in a professional learning community as they make meaning of mandated curriculum reform
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MAUES, JAIR ARONE. "RISK ANALYSIS APPLIED TO SELECT PRIMARY ENERGY SOURCES FOR POWER GENERATION IN BRAZIL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=12964@1.
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O trabalho compara sistemas de conversão de energia para
geração de
energia elétrica, com ênfase no caso brasileiro, levando-se
em consideração todos
os fatores relevantes envolvidos, em especial os riscos
associados a cada um dos
componentes do custo final da energia. Os modelos de custos
usuais de
engenharia tendem a favorecer a geração de energia
tradicional em detrimento das
renováveis alternativas, ao ignorar os riscos envolvidos,
baseando-se apenas no
menor preço do quilowatt-hora gerado. O modelo financeiro
aplicado nesta
comparação baseia-se na Teoria de Portfólios, desenvolvida
por Harry Markowitz.
Primeiramente são avaliados os resultados do binômio
risco-retorno relacionados
à matriz prevista pela EPE - Empresa de Pesquisa Energética
no Plano Nacional
de Energia - 2030, publicado em 2006. Posteriormente, as
alternativas indicadas
pelo modelo são comparadas. Os resultados mostraram que a
matriz prevista pela
EPE em 2030 não está otimizada do ponto de vista do binômio
retorno-risco dos
investimentos em geração elétrica. Os aumentos da
participação das fontes
renováveis não tradicionais à matriz, especificamente,
resíduos das plantações de
cana-de-açúcar e energia eólica, reduzem tanto o risco
quanto o custo médio do
quilowatt-hora gerado. Este resultado vale mesmo quando se
variam os dados de
entrada, notadamente os riscos associados aos custos de
geração relacionados às
diversas tecnologias consideradas, assim como os
coeficientes de correlação entre
elas. As participações dessas duas fontes renováveis na
fronteira eficiente,
tecnicamente viável, resultaram em portfólios bastante
robustos, imunes às
variações imputadas.<br>The work compares current approaches for evaluating and planning
Brazilian energy mixes for future power generation, based
not only on energy cost
components contribution to a portfolio, but on their
contribution to portfolio risk,
as well. Energy planners have traditionally used least-cost
as a basis for
generating capacity additions, understating the true value
of non traditional
renewable technologies for decreasing risk. This project
applies widely accepted
finance theory, Mean-Variance Portfolio Theory, developed by
Harry Markowitz,
to provide an economic basis for selecting alternative
generating scenarios. First,
Brazil`s expected future generating mix for 2030 as
predicted by Empresa de
Pesquisa Energética in its 2030 Brazilian Power Planning,
published in 2006, is
evaluated. This mix is referred to as the reference EPE
scenario. The risk-return
properties of Brazil`s expected EPE mix for the year 2030 is
compared to other
possible mixes on the projected efficient frontier. The
model finds solutions that
are superior to the EPE mix in that they reduce risk or cost
or both, while
including a greater share of wind and biomass from sugar
cane in the mix. The
basic findings of this analysis seem quite robust, and do
not materially change the
shape of the efficient frontier, where it is technically
feasible, even when the risk
parameter estimates and cost covariations are changed
significantly in the
sensitivity analysis.
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Meier, Lori T. "Analyzing Primary Sources: Reading and Thinking like a Historian in the Elementary Classroom." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/5918.
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LABELLA, ALESSANDRO GIUSEPPE. "Advanced Primary Controllers for Inverter Based Power Sources: Microgrids and Wind Power Plants." Doctoral thesis, Università degli studi di Genova, 2020. http://hdl.handle.net/11567/1009797.
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The aim of this doctoral thesis is to present the research activity fulfilled during the Ph.D. studies.
The research project of the candidate was focused on two main cores.
The first core is centred in the microgrid area; in particular in islanded microgrid modelling and control. Firstly, the model was compared with experimental results collected in some facilities available at University of Genoa. Then traditional controllers for islanded microgrid are analysed and explored, proposing a new stability estimation procedure for droop controlled microgrid. Finally, a new control strategy based on Model Predictive Control (MPC) is proposed in order to collect many functionalities in just one control layer. MPC is widely used in MG environment, but just for power and energy management at tertiary level; instead here it is here proposed with an inedited use. Some experimental validations about this new methodology are obtained during a research period in Serbia and Denmark.
The second core is related with synthetic inertia for wind turbine connected to the main grid, i.e. frequency support during under-frequency transients. This aspect is very important today because it represents a way to increase grid stability in low inertia power systems. The importance of this feature is shared by all the most important Transmitter System Operators (TSO) all over the world.
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Kohli, Nupur. "An investigation of primary human cell sources and clinical scaffolds for articular cartilage repair." Thesis, Aston University, 2016. http://publications.aston.ac.uk/28923/.
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Damage to articular cartilage of the knee can be debilitating because it lacks the capacity to repair itself and can progress to degenerative disorders such as osteoarthritis. The current gold standard for treating cartilage defects is autologous chondrocyte implantation (ACI). However, one of the major limitations of ACI is the use of chondrocytes, which dedifferentiate when grown in vitro and lose their phenotype. It is not clear whether the dedifferentiated chondrocytes can fully redifferentiate upon in vivo transplantation. Studies have suggested that undifferentiated mesenchymal stem or stromal cells (MSCs) from bone marrow (BM) and adipose tissue (AT) can undergo chondrogenic differentiation. Therefore, the main aim of this thesis was to examine BM and AT as a cell source for chondrogenesis using clinical scaffolds. Initially, freshly isolated cells were compared with culture expanded MSCs from BM and AT in Chondro-Gide®, Alpha Chondro Shield® and Hyalofast™. MSCs were shown to grow better in the three scaffolds compared to freshly isolated cells. BM MSCs in Chondro-Gide® were shown to have increased deposition of cartilage specific extracellular matrix (ECM) compared to AT MSCs. Further, this thesis has sought to examine whether CD271 selected MSCs from AT were more chondrogenic than MSCs selected on the basis of plastic adherence (PA). It was shown that CD271+MSCs may have superior chondrogenic properties in vitro and in vivo in terms of ECM deposition. The repair tissue seen after CD271+MSC transplantation combined with Alpha Chondro Shield® was also less vascularised than that seen after transplantation with PA MSCs in the same scaffold, suggesting antiangiogenic activity. Since articular cartilage is an avascular tissue, CD271+MSCs may be a better suited cell type compared to the PA MSCs. Hence, this study has increased the current understanding of how different cell-scaffold combinations may best be used to promote articular cartilage repair.
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Butt, J. A. "The significance and incidence of articulation marks in the primary sources of J.S. Bach." Thesis, University of Cambridge, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384282.
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Cinnamon, Serina A. "IMAGINING SPACE: DEVELOPING A CRITICAL GEO-LITERACY WITH MAPS AS PRIMARY SOURCES IN HISTORY EDUCATION." OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/997.
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Maps, while often regarded as accurate representations of places and spaces unseen in lived experience, are created with specific purposes that reflect and perpetuate particular epistemological and ontological conceptions about space and place. Using Foucault's conception of power-knowledge relations, Deweyian notions of meaning-making, and complexity theory's idea of interobjectivity; these theoretical works inform the map as a constructed reality. While maps have been well-articulated as socio-political constructions imbued with power-knowledge relations within the critical spaces of cartography and geography, this scholarship has made very few inroads into history education. In order to develop curriculum using maps to develop critical geo-literacy, I draw on a twin lens of critical carto-geography. In advocating for a more critical literacies approach, I assert that maps ought to be incorporated in the history curriculum as primary source documents where students have the opportunity to analyze and interpret maps as political acts. Through analyzing descriptions of practice, I explore possibilities to fully engage students in thinking critically about the construction and interpretation of historical maps. I also discuss the role of geographic information systems (GIS) as a potentially transformative curriculum that advocates inquiry-based learning through GIS maps and mapping. Engaging students in meaningful curriculum that promotes critical geo-literacy not only enriches their learning experience, it broadens the potential for greater democratic practices in educational settings.
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Snook, David L. "Using primary sources to teach Civil War history: a case study in pedagogical decision making." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5636.
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This exploratory study combined the process of modified analytic induction with a mixed methods approach to analyze various factors that affected or might have affected participating teachers' decisions to use or not use various primary source based teaching strategies to teach historical thinking skills. Four participating eighth and ninth grade teachers took part in two seminars that focused on the use of primary sources to teach state and local Civil War history.
An initial quantitative component required the teachers to evaluate four teaching units that involved a variety of historical thinking skills. The evaluations included a rating for each unit and a statement indicating how likely each teacher was inclined to teach the unit in its entirety. A qualitative component followed, designed to gain an understanding of the teachers' evaluative choices. Based on a follow-up interview conducted in each of the participating teachers' respective classrooms, this qualitative component used a semi-structured interview format to gain insight into the respective teachers' philosophy of history teaching; preferred teaching style(s) and strategies; concerns about classroom management and control; concerns about curriculum coverage; and attitudes, predispositions, and experience with regard to primary source based instruction.
All four units required students to employ various historical thinking skills while analyzing primary source materials. The three shorter units each focused on one or two historical thinking skills. The longer unit was more complex, requiring students to employ an array of these skills, including understanding the personal motivation of historical actors, understanding how to reconstruct the context of historical events, weighing evidence for claims, detecting bias, and drawing conclusions from evidence. This unit was organized around a controversial question, presented primary source evidence from opposing viewpoints, and culminated with having students write a reflective essay to answer the question. It required multiple class periods to complete.
The principal goal of this study was to evaluate the impact of the four teaching units on the teachers' pedagogical decisions regarding which unit(s) they would be most likely to use with their students and why. The various unit evaluations completed by each teacher and their responses to questions during the follow-up interview were used to gain insight as to how the various factors - (e.g., philosophy of history teaching; preferred teaching style(s) and strategies; concerns about classroom control; concerns about curriculum coverage; and attitudes, predispositions, and experience regarding primary source based instruction) - may have influenced the teachers' decisions concerning which unit(s) they perceived to be the most valuable.
The responses of all four teachers were very similar. Three of the four teachers found the longer, in-depth unit to be both the most valuable and the one they would most like to teach. The fourth participant rated this unit as second among the four. All the participating teachers indicated that the teaching of historical thinking skills should be a "very important" part of any social studies curriculum. The four also expressed varying degrees of concern over both the issue of maintaining student interest during extended teaching activities and the issue of finding the time necessary to fit these types of activities into an already crowded curriculum. All agreed, however, that the in-depth unit centered on a compelling question, presenting primary source evidence from opposing viewpoints, and requiring students to write a reflective essay answering the question, was so worthwhile that they would make adjustments to their curricula in order to include it.
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Chan, Mei-yuk Yonny, and 陳美玉. "Stress faced by school headteachers: a study of sources of stress of local primary school headteachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962774.
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Chan, Mei-yuk Yonny. "Stress faced by school headteachers : a study of sources of stress of local primary school headteachers /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752078.
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Nkambule, Samson Gugulethu. "Primary school educators' experiences of support from internal and external sources in a South African school district." Thesis, University of Pretoria, 2018. http://hdl.handle.net/2263/65457.
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This study explored how primary school educators expect to be supported and how they experience support from internal and external sources in a South African school district. Support for educators is vital in order to improve basic education in terms of South Africa’s long-term development goals and particularly in light of the poor performance of primary school learners in universal benchmark tests. Furthermore, the myriad of curricular changes introduced by the Department of Basic Education have increased the need for educator support in South Africa. A qualitative approach, located in an interpretive paradigm was adopted and a case study research design was employed. The requisite data were gathered by means of interviews, document sourcing and non-participant observation in three public primary schools. The main finding of the study was that there is limited amount of technical support, aimed at improving the quality of education, while affective aspects, i.e., meeting the socio-emotional needs of educators appear to be neglected. A broad theme that emerged was participants feeling like they are under surveillance; perceiving district officials to be on fault-finding missions when they conduct school visits and classroom observations; and feeling like they are on their own once they return to school from attending offsite workshops. In addition, the participants who served as heads of departments (HODs) reported that their workload prevented them from providing adequate internal support. A key recommendation of this study is that more curriculum instructors and HODs be employed and that they receive adequate preparation in order to provide appropriate support to primary school educators. In addition, it is recommended that the provincial and district officials increase the frequency of their school and classroom visits in order to spend more time supporting primary school educators.<br>Thesis (PhD)--University of Pretoria, 2018.<br>Education Management and Policy Studies<br>PhD<br>Unrestricted
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Lock, Graeme. "The prevalence and sources of perceived occupational stress among teachers in Western Australian government metropolitan primary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1155.
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The aim of this study is to investigate the prevalence and sources of self- reported occupational stress among primary school teachers in Western Australian Government schools. Five specific objectives form the basis of this study. First, the study develops an instrument which measures the perceived levels of occupational stress and reveals the sources of such stress. Second, the study applies this instrument to determine the perceived levels, and sources, of occupational stress among primary school teachers in metropolitan Perth. Third, the study investigates differences in the perceptions of stress and stressors when categorised by socio-biographical characteristics of teachers. Fourth, the study investigates the relationship between occupational stress and satisfaction. Fifth, path analysis techniques are used to test the adequacy of a stress-stressor model derived from a priori assumptions and temporal sequence. A qualitative meta-analysis reveals characteristics of the literature which discursive reviews may omit. Such characteristics include trends in research interest in the topic of teacher stress over time and geographical area, the balance between types of studies, the relationship between types of studies, aspects of teacher stress and geographical area, findings of the studies, and determining categories into which the findings can be examined. Definitions of stress and burnout, definitions of teacher stress and teacher burnout, reasons for concern about teacher stress and teacher burnout, the prevalence of stress in the teaching profession, sources of stress in the teaching profession, perceptions of stress and stressors when categorised by socio-biographical characteristics, and the relationship between stress and occupational satisfaction are the areas from which information is accessed for the literature review. Prior to the development of a conceptual framework, the purpose of such a framework is discussed. The conceptual framework itself is developed from two broad areas. These include teacher stress and corporate management theory. The role of and contribution made by the present study to each of these areas is explained. The methodology of the present study is discussed in six broad areas. These include the preparatory phase, the sampling procedure, development of the research instrument ethical considerations, data collection, and data analysis. The process of structural equation or causal modelling forms the final section of this chapter. The outcomes which emerged from the study are analysed in relation to both the quantitative and qualitative data obtained during the investigation. In respect to the former these outcomes include the prevalence of stress among the teachers who participated in the study, differences in the numbers of responses in stress level categories, the perceived sources of stress, the identification of stress factors, differences In responses to perceptions of stress and stress factors when categorised by socio-biographical characteristics, analyses of the multi-item scales used in research instrument, the relationship between occupational stress, satisfaction and attitude towards teaching, and the development of a causal model of teacher stress. The qualitative information is discussed initially in terms of the socio-biographical characteristics of the teachers who were interviewed, as well as their perceived levels of occupational stress and satisfaction. Other information which is examined includes the perceived attitude of the Ministry of Education and/or Government of Westem Australia towards teachers, the nature of the identified stressful events, the incremental nature of normally non-stressful events, assessment of the research instrument and other information obtained during the data collection phase. The study concludes by summarising the entire research process, making implications based on the findings and suggesting areas for further research.
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Davalos, Lupe. "The effectiveness of support sources for beginning bilingual teachers in Southern California." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1435.
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Srivastava, Deepchandra. "Improving the discrimination of primary and secondary sources of organic aerosol : use of molecular markers and different approaches." Thesis, Bordeaux, 2018. http://www.theses.fr/2018BORD0055/document.
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Les aérosols organiques (AO), issus de nombreuses sources et de différents processus atmosphériques, ont un impact significatif sur la qualité de l’air et le changement climatique. L’objectif de ce travail de thèse était d’acquérir une meilleure connaissance de l’origine des AO par l’utilisation de marqueurs organiques moléculaires au sein de modèles source-récepteur de type positive matrix factorization (PMF). Ce travail expérimental était basé sur deux campagnes de prélèvements réalisées à Grenoble (site urbain) au cours de l’année 2013 et dans la région parisienne (site péri-urbain du SIRTA, 25 km au sud-ouest de Paris) lors d’un intense épisode de pollution aux particules (PM) en Mars 2015. Une caractérisation chimique étendue (de 139 à 216 espèces quantifiées) a été réalisée et l’utilisation de marqueurs moléculaires primaires et secondaires clés dans la PMF a permis de déconvoluer de 9 à 11 sources différentes de PM10 (Grenoble et SIRTA, de façon respective) incluant aussi bien des sources classiques (combustion de biomasse, trafic, poussières, sels de mer, nitrate et espèces inorganiques secondaires) que des sources non communément résolues telles que AO biogéniques primaires (spores fongiques et débris de plantes), AO secondaires (AOS) biogéniques (marin, oxydation de l’isoprène) et AOS anthropiques (oxydation des hydrocarbures aromatiques polycycliques (HAP) et/ou des composés phénoliques). En outre, le jeu de données obtenu pour la région parisienne à partir de prélèvements sur des pas de temps courts (4h) a permis d’obtenir une meilleure compréhension des profils diurnes et des processus chimiques impliquées. Ces résultats ont été comparés à ceux issus d’autres techniques de mesures (en temps réel, ACSM (aerosol chemical speciation monitor) et analyse AMS (aerosol mass spectrometer) en différée) et/ou d’autres méthodes de traitement de données (méthodes traceur EC (elemental carbon) et traceur AOS). Un bon accord a été obtenu entre toutes les méthodes en termes de séparation des fractions primaires et secondaires. Cependant, et quelle que soit l’approche utilisée, la moitié de la masse d’AOS n’était toujours pas complètement décrite. Ainsi, une nouvelle approche d’étude des sources de l’AO a été développée en combinant les mesures en temps réel (ACSM) et celles sur filtres (marqueurs moléculaires organiques) et en utilisant un script de synchronisation des données. L’analyse PMF combinée a été réalisée sur la matrice de données unifiée. 10 facteurs AO, incluant 4 profils chimiques différents en lien avec la combustion de biomasse, ont été mis en évidence. Par rapport aux approches conventionnelles, cette nouvelle méthodologie a permis d’obtenir une meilleure compréhension des processus atmosphériques liés aux différentes sources d’AO<br>Organic aerosols (OAs), originating from a wide variety of sources and atmospheric processes, have strong impacts on air quality and climate change. The present PhD thesis aimed to get a better understanding of OA origins using specific organic molecular markers together with their input into source-receptor model such as positive matrix factorization (PMF). This experimental work was based on two field campaigns, conducted in Grenoble (urban site) over the 2013 year and in the Paris region (suburban site of SIRTA, 25 km southwest of Paris) during an intense PM pollution event in March 2015. Following an extended chemical characterization (from 139 to 216 species quantified), the use of key primary and secondary organic molecular markers within the standard filter-based PMF model allowed to deconvolve 9 and 11 PM10 sources (Grenoble and SIRTA, respectively). These included common ones (biomass burning, traffic, dust, sea salt, secondary inorganics and nitrate), as well as uncommon resolved sources such as primary biogenic OA (fungal spores and plant debris), biogenic secondary AO (SOA) (marine, isoprene oxidation) and anthropogenic SOA (polycyclic aromatic hydrocarbons (PAHs) and/or phenolic compounds oxidation). In addition, high time-resolution filter dataset (4h-timebase) available for the Paris region also illustrated a better understanding of the diurnal profiles and the involved chemical processes. These results could be compared to outputs from other measurement techniques (online ACSM (aerosol chemical speciation monitor), offline AMS (aerosol mass spectrometer) analyses), and/or to other data treatment methodologies (EC (elemental carbon) tracer method and SOA tracer method). A good agreement was obtained between all the methods in terms of separation between primary and secondary OA fractions. Nevertheless, and whatever the method used, still about half of the SOA mass was not fully described. Therefore, a novel OA source apportionment approach has finally been developed by combining online (ACSM) and offline (organic molecular markers) measurements and using a time synchronization script. This combined PMF analysis was performed on the unified matrix. It revealed 10 OA factors, including 4 different biomass burning-related chemical profiles. Compared to conventional approaches, this new methodology provided a more comprehensive description of the atmospheric processes related to the different OA sources
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Perkins, Nancy S. Hesse Douglas Dean. "The Echoes project five case studies of students writing research papers using primary sources in a collaborative community /." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9311288.
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Thesis (D.A.)--Illinois State University, 1992.<br>Title from title page screen, viewed February 3, 2006. Dissertation Committee: Douglas Hesse (chair), Ronald J. Fortune, Ray Lewis White, Steven E. Kagle. Includes bibliographical references (leaves 383-402) and abstract. Also available in print.
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Pattuelli, Maria Cristina Haas Stephanie W. "A user-centered approach to the development of a history domain ontology helping teachers use digital primary sources /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,1149.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2007.<br>Title from electronic title page (viewed Mar. 27, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Information and Library Science." Discipline: Information and Library Science; Department/School: Information and Library Science, School of.
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Mbande, Sekiwe. "Fishes in the Mngazi and Mngazana estuaries, with particular emphasis on the community structure and primary carbon sources." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1005386.
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The fish community structure of two contrasting estuaries, one with a well developed mangrove forest (Mngazana) and the other without mangroves (Mngazi) was compared. Both the Mngazi and Mngazana estuary fish communities were dominated by marine species, reflecting the importance of these systems as nursery areas for marine fishes. The Mngazi Estuary contained 18% more estuarine fishes in terms of catch per unit effort (CPUE) than the Mngazana Estuary. The reduced tidal influence due to the narrow mouth opening is a possible reason for the heightened CPUE of estuarine species in the Mngazi estuary. The recorded higher diversity of fish species in the Mngazana Estuary when compared with the Mngazi Estuary was attributed to the greater influence of the marine environment due to the wide permanently open mouth, as well as the presence of a variety of habitats in this system. In both estuaries tropical and temperate species were captured, confirming the transitional nature of their biogeographic location which is situated close to the boundary between the subtropical and warm temperate regions of the Southern African coastline. Contrary to previous studies, which recorded seasonal changes in the proportions of tropical and temperate species, the proportions of tropical species remained unchanged at approximately 70% during the January and June sampling occasions. Global warming as a possible reason for the increased dominance of tropical species is discussed. Although several studies in southern Africa have investigated estuarine food web structure, none have compared mangrove and non-mangrove estuaries. In this study, the primary sources of carbon utilised by the fish fauna in the Mngazi and Mngazana estuaries was investigated. The carbon isotopic values of fishes in both estuaries displayed a continuum rather than a tight clustering around particular energy sources. Most detritus feeders of the family Mugilidae (mullets) from both estuaries were relatively more enriched than other fish taxa. The isotopic values of the mullet species suggest a diet derived from relatively enriched carbon sources such as benthic microalgae, the eelgrass Zostera capensis and associated epiphytes. Based on the isotopic values, piscivorous fishes from both estuaries could not be linked to specific prey fish taxa, but clearly the mullet species were not their main food source. The invertebrate feeders that were found in both estuaries showed greater isotopic variations in the Mngazana Estuary than in the Mngazi Estuary, probably reflecting the higher diversity of habitats (carbon sources) and invertebrate prey species in the Mngazana system. Generally the isotopic signatures of fishes from the Mngazi Estuary were more enriched than those from the Mngazana Estuary, thus indicating the possible effect of δ¹³C depleted mangrove derived carbon in the latter system.
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Slater, Julie Anne. "Occupational stress in primary health care : an investigation of the sources of stress in primary health care, the effects of these stressors on primary health care team members and the moderating effects of individual differences." Thesis, Cardiff University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.362503.
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Batur, Martina, and Martina Lennartsson. "Nya kriser, gamla källor : en kvantitativ studie om nyhetskällor på expressen.se och dn.se under katastrofen i Japan." Thesis, Linnéuniversitetet, Institutionen för samhällsvetenskaper, SV, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13553.
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Hassan, Luna. "Assessing the information needs of historians working with digitised primary sources in the UK : a sequential mixed methods study." Thesis, University of Huddersfield, 2013. http://eprints.hud.ac.uk/id/eprint/19321/.
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The way that historians do research has changed as more and more digitised primary sources have become available online. Whilst desktop access to historical resources is becoming the norm in the digital age, many historians prefer working with original sources. This observation triggered an investigation into the information needs and behaviour of historians with a view to identifying ways in which information retrieval system (IRS) might be enhanced to meet their specific needs. During the investigation it became apparent that the information-seeking behaviour (ISB) of historians involves a great deal of creative thinking and that IRS aimed at historians would benefit from features specifically designed to stimulate their creativity. The research described here follows a “mixed methods” approach in which quantitative and qualitative research techniques have been applied sequentially. The first, quantitative, phase of the study concerned the question of which format of primary sources (original or digitised) historians prefer to work with and why. Results from an online questionnaire, distributed to historians in the UK, revealed the historians’ preference for originals but with a very positive attitude towards digitised sources, which were considered to be more “useful”. This led the study to explore ways in which the “usefulness” of IRS could be further improved to support historical research. The exploration of these issues involved a qualitative analysis based on “grounded theory” techniques and led to certain specific recommendations to the designers of future IRS intended to support historical research.
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Rieder, Bennett Sara Lynne. "An Investigation of Sources of Women's Infertility-Specific Distress and Well-Being." University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1254934019.
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Katz, Doran A. "A Case of Teaching and Learning the Holocaust in Secondary School History Class| An Exercise in Historical Thinking with Primary Sources." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10752006.
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<p> A study of the Holocaust is a challenging task. Schools often dedicate little time to the study of the subject, and teachers are often largely unprepared in regard to their content mastery of the subject, as well as the appropriate pedagogical tools to help guide students through the study of intellectually and emotionally difficult material. Whereas best practice in the field of Holocaust education prescribes the use of primary sources in the teaching of the Holocaust, few studies exist which explore the ways in which teachers select and implement primary sources in their teaching of the Holocaust and the impact it has on what students come to understand about the event. </p><p> A case study of one tenth grade World History II classroom provided qualitative data to help explore the ways primary sources were used in the teaching of the Holocaust. This research describes the relationship between the use of primary sources in this classroom and the development of historical thinking skills among students. The data interpreted in this study indicated that the curation choices of the teacher influenced what students came to know and understand about the Holocaust. Additionally, students demonstrated an ability to develop and practice lower order historical thinking skills related to sourcing, as a result of their use of primary sources in a study of the Holocaust. </p><p> Findings emerged which indicated that the teacher and her students had unique relationships to the content of the Holocaust and to the study of history more broadly. This study offers insight into the intersections of difficult knowledge, Holocaust education, social studies pedagogy, source curation, and discussions of the skills necessary to learn history meaningfully and critically.</p><p>
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Stuckart, Daniel W. "Secondary students using expert heuristics in the analysis of digitalized historical documents." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000232.
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Tangen, Donna Jean. "A contextual measure of teacher efficacy for teaching primary school students who have ESL." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16514/1/Donna_Tangen_Thesis.pdf.
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The current research utilised a modified cyclical model of tracking teachers' efficacy beliefs from their source through to their implementation in teaching strategies. Key inclusions to the model were four factors (personal efficacy, teaching efficacy, classroom management efficacy and outcome efficacy) of teacher efficacy and four contextual considerations (culture load, learning load, language load and cognitive load) in relation to teaching students who have ESL. Data were collected through three studies, ultilising both qualitative methodologies (focus groups, hypothetical teaching scenarios) and a quantitative methodology (researcher-generated survey). Results revealed a two-factor model of teacher efficacy (not a four-factor model) with the two factors being personal efficacy (general teaching abilities) and teaching efficacy (overcoming environmental factors such as home life). Culture load and language load were significant contextual considerations given to teaching students who have ESL. Results of the research suggested that specific teacher training needs to focus on how to adapt curriculum to meet the needs of a diverse group of learners, emphasising in particular why chosen strategies should be used. More training is needed which involves learning how to include parents and other community members as valuable resources in the learning processes of the classroom.
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Tangen, Donna Jean. "A contextual measure of teacher efficacy for teaching primary school students who have ESL." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16514/.
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The current research utilised a modified cyclical model of tracking teachers' efficacy beliefs from their source through to their implementation in teaching strategies. Key inclusions to the model were four factors (personal efficacy, teaching efficacy, classroom management efficacy and outcome efficacy) of teacher efficacy and four contextual considerations (culture load, learning load, language load and cognitive load) in relation to teaching students who have ESL. Data were collected through three studies, ultilising both qualitative methodologies (focus groups, hypothetical teaching scenarios) and a quantitative methodology (researcher-generated survey). Results revealed a two-factor model of teacher efficacy (not a four-factor model) with the two factors being personal efficacy (general teaching abilities) and teaching efficacy (overcoming environmental factors such as home life). Culture load and language load were significant contextual considerations given to teaching students who have ESL. Results of the research suggested that specific teacher training needs to focus on how to adapt curriculum to meet the needs of a diverse group of learners, emphasising in particular why chosen strategies should be used. More training is needed which involves learning how to include parents and other community members as valuable resources in the learning processes of the classroom.
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Abidi, Ehgere. "Sources des aérosols en milieu urbain : cas de la ville de Paris." Thesis, Aix-Marseille, 2013. http://www.theses.fr/2013AIXM4794.
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La connaissance des sources des particules dans le milieu ambiant est devenue une préoccupation majeure depuis que leur impact sur la santé est avéré. Ainsi, une connaissance détaillée de la nature des fines particules (PM) et de leurs sources, devient nécessaire pour quantifier l’importance des émissions sur la masse totale en PM. Dans ce contexte, l’objectif de ce travail est de mieux connaître la composition chimique et les sources de l’aérosol organique. Les travaux réalisés s’intègrent dans le cadre du projet MEGAPOLI. Deux campagnes ont été conduites en région parisienne en été et en hiver sur deux sites urbain (LHVP) et suburbain (SIRTA). Une caractérisation chimique des PM2.5 a été effectuée. La contribution des sources primaires des PM2.5 fut calculée par modélisation CMB et les résultats furent par la suite intercomparés à ceux obtenus par les approches AMS/PMF et radiocarbone 14C. L’analyse CMB montra qu’en hiver, les principales sources contributrices sont les sources primaires, dominées par les émissions véhiculaires et la combustion de la biomasse. En été, les concentrations de PM2.5 sont gouvernées par les espèces secondaires. D’après l’approche basée sur les marqueurs organiques secondaires, le SOA biogénique traditionnel contribue faiblement à la masse de PM2.5. La comparaison des deux approches CMB et AMS-PMF a montré qu’en hiver, les différences ont été observées pour les deux sources majeures d’aérosol organique : combustion de biomasse et source véhiculaire. En été, les différences obtenues sont moins marquées. Les comparaisons des résultats de modélisation CMB avec les mesures de 14C, approche totalement indépendante, montrèrent un bon accord<br>Knowing the sources of airborne fine particulate matter in ambient area became a major concern since their adverse effects on health were. Then, knowing in detail the nature and the sources of the fine particles (PM) is necessary to quantify the relative importance of the emissions on the total PM concentration. In this context, the main objective is to better know the chemical composition and the sources of the organic aerosol. This works is integrated within the MEGAPOLI framework. Two intensive campaigns were led in Paris region in summer and in winter at an urban (LHVP) and a suburban (SIRTA) sites. During the both sampling campaigns, a complete PM2.5 chemical characterization was made. The contributions of the PM2.5 primary sources were calculated by CMB modelling and the results were intercompared with those obtained by the AMS/PMF and the radiocarbon 14C approaches. The CMB analysis showed that in winter, the main contributing sources were primary, dominated by vehicular exhaust and biomass burning. In summer, the PM2.5 ambient concentrations were mainly governed by secondary species. According to the approach based on the secondary organic markers, the traditional biogenic SOA contribution to the PM2.5 mass was. The both CMB and AMS-PMF approaches comparison showed that in winter, the differences were particularly observed for both major organic aerosol sources: biomass burning and vehicular exhaust. In summer, the differences between both approaches were less visible. The comparisons of the CMB modeling approach results with the radiocarbon 14C measurements, a totally independent approach, show a very good agreement between both approaches
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Watson, Kelvin Innes. "Managing historical primary and secondary sources : a study of the efficacy of a teaching handbook prepared for first-year Vista University students." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003553.
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This study examines the teaching of primary and secondary sources in history at secondary and tertiary level. The various methods used to teach these aspects of the nature of history are compared to the Vista University teaching model. To establish the effectiveness of the vista Block A module for HIS100 students, two test instruments were devised to assess their skills in handling primary and secondary sources. Their skills in identifying relevant points from a passage of historical prose were also tested. A number of statistical techniques were applied to the data from the test instruments. This data was analysed in qualitative and quantitative terms. The results of this analysis suggested that students would probably benefit from a skills-orientated approach to studying history. On the basis of this study, it is recommended that the existing Vista teaching model be revised or amended so that a more effective method of teaching students about the nature of historical sources can be introduced.
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Drinnon, Matthew Elliott. "The Perception of the Value of the Use of Primary Source Documents among East Tennessee Lakeway Area History Teachers in Grades 5-12." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1038.
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This study examines the perceptions of history and social studies teachers in the Lakeway Area of East Tennessee concerning the use of primary source materials in classroom instruction. The purpose of this study was to determine what value the educators in the intact group held for the use of primary source documents, how much time was devoted to the analysis of primary source documents by students in those classes, and potential barriers to the implementation of the use of primary source materials.
The research design was descriptive and used data gathered from a survey instrument constructed by the researcher. A pilot test of the instrument was conducted, reliability coefficients were calculated, and the survey instrument was modified. The final survey consisted of 44 statements, a demographic section, and four open-response questions. A total of two hundred eighteen surveys were sent to eligible educators in Cocke, Grainger, Hamblen, Hawkins,and Jefferson counties. One hundred fourteen of the surveys were returned and were used for this study. Other variables studied were gender, job classification, years of experience, the amount of time reported using primary sources in class, past or current membership in the National Council for Social Studies, participation in professional development emphasizing primary source analysis, and the type of teaching certification held by the respondents.
The findings include: The two greatest obstacles to the implementation of the use of primary source materials were lack of training or relevant experience and the perceived access to materials; comfort in using technology and ability level of students did not appear to be significant obstacle barriers; all categories of respondents held a positive opinion of the use of primary sources. A review of the responses to the open-response questions revealed that time could also have been an obstacle barrier to the implementation of the use of primary sources. It appears that the lack of training or relevant experience, the perceived access to materials, and perhaps time may be limiting factors in determining the amount of time educators in this area devote the primary source analysis.
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Price, Emma L. "Sources of variation in the clinical measurement of pulsatile ocular blood flow and their effect upon the detection of primary open-angle glaucoma." Thesis, Glasgow Caledonian University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270519.
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Khombe, Moses. "A Desk Study of the Education Policy Implications of Using Data from Multiple Sources: Example of Primary School Teacher Supply and Demand in Malawi." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4366.
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Malawi, as a country with very limited resources, needs to have educational policies in place to maximize effectiveness of the public education system. Policymakers depend on accurate data, but variations in data between sources leaves policymakers uncertain as they attempt to craft policies to address the growing educational crisis in Malawi. A desk study was performed to evaluate the policy implications of employing data from multiple sources using primary school teacher supply and demand in Malawi as an illustration. This study examined one national organization, Malawi's Ministry of Education, Science, and Technology (MoEST); three international aid and assistance organizations (IAAOs), including The Department for International Development (DIFD) from the UK, Japan International Cooperation Agency (JICA), and the United States Agency for International Development (USAID); and one global organization, The United Nations Educational, Scientific and Cultural Organization (UNSECO). The study documented differences and similarities between the data sources. Among the factors considered were the nature of each institution and the effect it could have on data collection, aggregation, analysis and reporting; the definitions used by each organization, and their implications for data use; and each organization's methods of collection, aggregation, analysis and reporting. The study found significant variations in the teacher supply and demand data presented by the five organizations, with variations of up to 333% between sources. To address this problem, it is recommended that the Government of Malawi (GoM) establish a central agency to standardize education data. Three policy scenarios are detailed, presenting the probable outcome of various actions the GoM could take regarding this recommendation.
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Hersh, Charlie. "Sourcing Freedom: Teaching About the History of Religious Freedom in Public Schools." Master's thesis, Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/491285.
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History<br>M.A.<br>This thesis explores best practices in teaching religious history in public schools using primary sources. Lesson plans on specific sites and themes within the history of religious freedom in Philadelphia contextualize and celebrate the religious diversity that the city has known since its inception. By understanding how this diversity developed over time and through obstacles, students will be more willing and motivated to do their individual part to maintain and protect religious liberty. This goal is emphasized through the use of primary sources, which bring gravity, accessibility, and engagement to a topic that might otherwise be considered controversial, distant, or unnecessary.<br>Temple University--Theses
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Diemling, Maria, and Hannah Holtschneider. "Surfing the Great British Jewish Web: Jewish History Resources Online." HATiKVA e.V. – Die Hoffnung Bildungs- und Begegnungsstätte für Jüdische Geschichte und Kultur Sachsen, 2015. https://slub.qucosa.de/id/qucosa%3A34902.
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Cox, Julie. "Evaluation of Strategies to Improve In Vitro Mutagenicity Assessment: Alternative Sources of S9 Exogenous Metabolic Activation and the Development of an In Vitro Assay Based on MutaMouse Primary Hepatocytes." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39340.
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In vitro genetic toxicity tests using cultured bacterial or mammalian cells provide a cost- and time-effective alternative to animal tests. Unfortunately, existing in vitro assays are not always reliable. This is in part due to the limited metabolic capacity of the cells used, which is often critical to accurately assess chemical genotoxicity. This limited metabolic capacity necessitates the use of exogenous sources of mammalian metabolic enzymes that can simulate in vivo mammalian metabolic activation reactions. In response to this, and other limitations, alongside the worldwide trend to reduce animal testing, there is an acute need to consider various strategies to improve in vitro mutagenicity assessment. This thesis first examined the utility of exogenous metabolic activation systems based on human hepatic S9, relative to conventional induced rat liver S9, for routine genetic toxicity assessment. This was accomplished by critically evaluating existing literature, as well as new experimental data. The results revealed the limitations of human liver S9 for assessment of chemical mutagenicity. More specifically, the analyses concluded that, due to the increased risk of false negative results, human liver S9 should not be used as a replacement for induced rat liver S9. To address the limitations of conventional mammalian cell genetic toxicity assays that require exogenous hepatic S9, the thesis next evaluated the utility of an in vitro mutagenicity assay based on metabolically-competent primary hepatocytes (PHs) derived from the transgenic MutaMouse. Cultured MutaMouse PHs were thoroughly characterized, and found to temporarily retain the phenotypic attributes of hepatocytes in vivo; they express hepatocyte-specific proteins, exhibit the karyotype of typical hepatocytes, and maintain metabolic activity for at least the first 24 hours after isolation. Preliminary validation of the in vitro MutaMouse PH gene mutation assay, using a panel of thirteen mutagenic and non-mutagenic chemicals, demonstrated excellent sensitivity and specificity. Moreover, inclusion of substances requiring a diverse array of metabolic activation pathways revealed comprehensive metabolic competence. Finally, the thesis further investigated the applicability domain of the in vitro MutaMouse PH assay by challenging the assay with selected azo compounds. Comparison of these results with those obtained using the in vivo MutaMouse TGR (transgenic rodent) assay revealed that MutaMouse PHs can carry out some forms of reductive metabolism. Overall, this thesis demonstrated that a gene mutation assay based on MutaMouse PHs holds great promise for routine assessments of chemical mutagenicity.
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Parkinson, Matthew Cameron. "Contributions of inshore and offshore sources of primary production to the foodweb, and the trophic connectivity between various habitats along a depth-gradient, in Sodwana Bay, Kwazulu-Natal, South Africa." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001630.
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Sodwana Bay, situated within the iSimangaliso Wetland Park, is ecologically important as it contains high-latitude corals and the most southerly known population of coelacanths. This thesis utilised stable isotope and lipid analyses to investigate the trophic ecology of the area, in particular, understanding the relative contribution of inshore and offshore primary production to consumers inhabiting intertidal and shallow subtidal, coral reef, deep reef, canyon head and pelagic habitats. Seaweeds, excluding certain species of red seaweeds with highly depleted carbon signatures, and phytoplankton, such as diatoms, were found to be the principal sources of primary production for all consumers. Offshore production was typified by dinoflagellates. Particulate organic matter (POM) was spatio-temporally variable. Three distinct productivity periods related to nutrient cycling were noted with enriched carbon signatures and higher organic matter loads associated with warmer water. Inshore primary production was an important source of carbon to consumers in all habitats with the exception of zooplankton that were more reliant on pelagic primary production. Benthic invertebrates reflected a gradient in the utilisation of inshore production, due to the reduced availability of this source further offshore. Consumers at the furthest sites offshore were found to include a substantial quantity of inshore-derived production in their diets. Fishes, which are more mobile, were found to incorporate a similar proportion of inshore production into their diets regardless of where they were collected from.