The aim of this essay is to create an understanding, of how teachers comprehend knowledge, grades and tests in a school context. It is important to get a grip of the different parts of the teacher’s reality. The test, the grades and knowledge are deeply connected as a part of a whole. The teachers view on knowledge can not be understood without asking about the practical parts of their work and understand how the different parts are dependent on each other. The main material consists of interviews with four teachers that work in a public mandatory school in the south suburbs of Stockholm. Two of the teachers work with social science and the other two works with natural science. The result shows that the teachers have a complex and contradictory view of the different parts of their praxis. They all have different perspectives of what the grade system is, what knowledge is and what a test is. All these parts even if they appear as contradictory but can be understood as a whole, when comparing the teachers goals and the practical reality they work in. What the result shows is that the social science teachers are deeply critical to a "grade school" while the natural science teachers are not. The first group is critical because their goal with social science cannot be fully expressed in a school with large numbers of individuals in each classroom and with a priority on tests and grades. The second group is not critical to the school in the same way as the first one. This is because their subject works better with a school with big classes and tests. The natural science teacher’s goals can coexist in a grade system much better than the social science teachers. The essays result also shows that even if the individual teachers are critical and cannot express their goals in a practical way in the grade system, they can have small "rebellions" against it. The teacher’s way of interpreting the grade system can also be seen as an adjustment to their subject’s nature, and a conflict between how they want to teach and how they have to teach.

Abstracts Under the medical environment change, medical institutions must take the strategy of diversification for personalized health management services, such as high-grade health examination. High-grade health examination has a extensive of medical market, becoming the main target markets of the various medical institutions. The high-grade consumers are the target customer of high-grade health examination. Knowing their demands is necessary. This study sample consists of two major groups: 16 persons who in charge of health examination department, and 31 high-grade consumers. The data was collected by questionnaires and based on the statistical analysis to investigate the demands of high-grade health examination. The purpose of this study is to identify the difference between the customers and the medical institutions. Providing information for high¡Vgrade health examination marketing. The results show that high-grade consumers more emphasis on "progressive facilities ", "doctors¡¦speciality", " hygienic environment", "explain the details before examination "and "explain the results by the doctors ". Medical institutions more care the factors about "dealing with customers¡¦ complaints "," reasonable price "," customization "," doctors¡¦speciality " and" explain the process of examination ". A comparison of the two groups indicates that the medical institutions care much more than consumers on ¡§ insurance provided "," reasonable price "," dealing with customers¡¦ complaints "," medical information providing "," health promotion consultation "and" customized exercise prescription " . Attention on " environment comfortable and spacious " is pronounced in high-grade consumers . Key words ¡Ghealth examination, high-grade consumers, choice of hospital

The main purpose of this research is to explore the implementation of problem-posing teaching activities for fifth grade students in the elementary school. The teaching material is on mixed operations of addition, subtraction, multiplication and division. The method of posing problems is Tsubota¡¦s ¡§Classified Subject¡¨, adopted from Japan. The teaching of posing problems was divided into two phases; one is ¡§problem solving¡¨, the other is ¡§problem posing then solving¡¨. According to this method, students initially solve the problems that the teacher provided. Second, taking this subject as the foundation, students posed the problems by themselves and solved the problems as well. During this research, the researcher utilized a variety of ways to collect data, such as self-construction of instruments on four arithmetic operations, problem-solving worksheets, problem-posing worksheets, learning diaries, and reflective notes. The goals of this research are four: first, analyzing the categories of students¡¦ work and the contents of posing problems that student created; second, investigating into the performance of problem solving; third, probing students¡¦ opinions of problem-posing activities; four, the difficulties the teacher encountered. The results of this research were four. First, it showed that 98.5% of students given problems included sufficient data for solving. Students virtually were able to make feasible problems. Moreover, the majority of students were capable to, not only changing numerals of the problems, but also changing structures of the problems. The tendency of changing structure followed multiple aspects of developments. Second, students¡¦ performance on three steps operations problem solving was low; the performances of problem solving and problem posing then solving were close; students¡¦ performance at problem posing then solving stage was higher; and, the major reason for mistakes was insufficient procedural knowledge. Third, students expressed a liking of problem posing, they thought that the materials were interesting, and showed promising study manner. Fourth, the teacher encountered problems such as time control, the development of in-class presentation culture, and, few students¡¦ lack of concentration while problem posing.

The purpose of this study is to assess the instructional use of mathematics picture books and teaching activities in the teaching of two second-grade mathematical units: ¡§Multiples¡¨ and ¡§Classification¡¨. In order to achieve this purpose, the researcher created four mathematics picture books. Furthermore, she explored the mathematical learning effects of second-grade elementary school students through mathematics picture book teaching. The stages of this study were three: creation of 4 picture books; implementation of using picture books in mathematics class; and, data analyzes on the collection of pre-test and post-test data; checklists of picture books follow-up activities; mathematics diaries; and, notes on students interview, classroom observations by teacher and investigator. The findings are three: 1) the creation of mathematics picture books; 2) the implementation of mathematics picture books in mathematics teaching; and, 3) the effects of using picture books in second-grade elementary school children's learning of mathematics. The creation of mathematics picture books. While ¡§Multi-colored Ice-cream¡¨ and ¡§Grandpa¡¦s Magic Forest¡¨ were designed in accordance to the unit of ¡§Multiples¡¨, two other books, named ¡§My Swimsuit is Lost¡¨ and ¡§Lala is Sick¡¨ were designed to integrate instruction in ¡§Classification¡¨. In these four stories, the plots were close to real life of students. These vivid presentations of illustrations and compositions not only drew students¡¦ interests and kept their high concentration, but also made them feel happy in exploring mathematical concepts implied in these books. The implementation of mathematics picture books. During the process of picture book teaching activities, students could keep high degrees of participation. Moreover, showing picture books through TV screen was applicable to whole class; using mathematics activities that were highly connected with contents of these picture books could motivate students¡¦ mathematics learning; applying these extensive activities flexibly could limit these activities which were infinite. The effects of using mathematics picture books. There was not only an advance in the cognition and understanding on ¡§Multiples¡¨ and ¡§Classification¡¨, but also positive attitude towards mathematics, mathematics class and mathematics learning. Besides, most students expressed their high expectations in mathematics picture book related teaching activities.

The purpose of this thesis is to investigate radio systems for the protection of vehicles and grade crossings. The protection function used with wireless communication, associated with grade crossings (the vehicles), uses the radio propagation to dispatch message (data) from the radio facilities to the vehicles when the emergency button is pushed to enable the operator to assess the emergency situation in advance. The rule for static and non-static measurements of the radio system, concerned with the crossing, is able to offer an improved spectrum assignment tool. All measurement data was derived from measurements performed for the trains of The Taiwan Railway Administration. The results are compared with the European Norm and China National Standard. Thus, the electromagnetic interferences due to trains can be analyzed. In order to estimate the radio propagation distances, we particularize the several modes of radio propagation in detail, and use the Lagrange method to analyze and determine the distance.

The purpose of this research is to explore the implementation of problem posing teaching activities in the seventh grade math class, including cooperative posing and individual posing, and to suggest specific teaching methods to those teachers who are interested in introducing problem-posing instruction in their classes. The research subjects were from one of grade seven classes and class materials were mainly based on textbook. In the first semester of the school year 2002, students received in a traditional mathematics class, and then in the second semester, they received one problem-posing lesson per week self-study period. There are two phases for this problem-posing research: four times cooperative posing and three times individual posing. During this research period, the researcher used a variety of ways to collect data, such as observing, interviewing, video-taping, self-introspecting, and asking students to keep diaries. The researcher examined results by triangulation and evaluated students¡¦ problem-posing abilities. The result of this research showed that students performed differently in different units. Of the seven units, the order of the highest score to the lowest is: Negative numbers, Volume and capacity, Approximation, Division of fraction, H.C.F. and L.C.M., The four basic operation, and, Number and Measures. In this regard, the researcher suggested that if teachers want to integrate problem posing into instruction , it would be more appropriate to apply to those units students received higher scores. As for the early phase of this implememtation, students did not know how to discuss with each other. Gradually they improved and understood the meaning of team work. As for the topics of activities, some students came out with something related to names and life events; other students used news and adolescent topics as discussion materials. As for evaluating classmates¡¦ topics, students did not know how to give suggestions nor to spot other classmates¡¦ mistakes. Sometime, they contradicted themselves when they gave suggestions. Finally they could focus on data, discussed, and gave concrete suggestions. The researcher also found that students evaluated the numerical information content of the problems they posed and checked if they are reasonable and if the problems meet teachers¡¦ requirements. As for editing their own questions, some students did not pay attention to their classmates¡¦ suggestions; some paid attention to peer suggestions but made the problems worse. After thorough practice, students learned how to make proper revisions. In all, there are advantages of implementing problem posing into matehmatics instruction. The advantage of cooperative posing is to create a team learning environment while the advantage of individual posing is to stimulate individual creative thinking in posing problems.

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Thesis (Ph.D.)--University of Delaware, 2009. / Principal faculty advisor: Charles MacArthur, School of Education. Includes bibliographical references.

Thesis (Ed. D.)--Lehigh University, 2000. / Includes vita. Includes bibliographical references (leaves 94-104).

Thesis (Ph. D.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 166-174). Also available on the World Wide Web.