<p>More than twenty-five percent of the risk of failure for the 9-1-1 system can be contributed to blocked lines. The second major failure mode is unhelpful or improperly trained telecommunicators. The quick dispatch of emergency response teams in the event of any disaster or accident through the use of the 9-1-1 system is crucial to the well-being of the public. These potential failure modes prevent desperately awaited help from arriving as soon as possible. Therefore, the reliability and effectiveness of the system must be evaluated.</p> <p> The objective of this report is to identify failure modes of the 9-1-1 system, calculate their criticality, prioritize them in order of risk, and propose economical and feasible alternative solutions.</p> <p> Failure mode, effects, and criticality analysis (FMECA) is an evaluation tool that proves extremely useful when a system is desired to be kept highly effective and reliable. In this report, it is applied within the Systems Engineering Process to analyze areas of weakness throughout the New Jersey 9-1-1 system. FMECA is widely used throughout the military and commercial industry. It illustrates the interrelationships between causes and effects of failure modes, and helps to focus attention on high risk areas so that proper precautions may be taken.</p> <p> First, the use of FMECA is reviewed. The step-by-step procedures are next illustrated, and it is noted that FMECA must be tailored to each system relative to its characteristics and desired application. The New Jersey 9-1-1 system is analyzed in detail and is found to be an effective emergency communications network. However, technology has not yet provided solutions to all possible failures. In fact, technology adds to the failure possibilities. Possible future areas of development are included.</p> <p> / Master of Science

Digitalisering av svensk skola är ett aktuellt ämne inom forskning och något som påverkar lärare och elevers vardag i skolan, främst i form av införandet av 1:1. Forskning visar att elever i högstadieålder befinner sig i en kritisk utvecklingsfas av de exekutiva funktionerna. Syftet med denna studie är att beskriva och analysera hur pedagoger på högstadiet ser på elevdatorer i undervisningen av elever i svårigheter relaterade till exekutiva funktioner. Halvstrukturerade livsvärldsintervjuer har genomförts med nio pedagoger. Den insamlade empirin har efter transkribering bearbetats genom tematisk analys utifrån studiens frågeställningar samt teoretiska utgångspunkter i form av valda begrepp ur läroplansteori och ur TPACK-modellen. Därefter har resultatet diskuterats utifrån tidigare forskning och specialpedagogiska perspektiv. Slutsatsen är att adekvat digital kompetens hos pedagoger är en förutsättning för skapande av goda inkluderande lärmiljöer, vilket i nuläget är ett fält som behöver utvecklas och beforskas vidare.

The purpose of this study was to examine technology integration and the application of Culturally Relevant Teaching (CRT). This inquiry evolved as a result of trying to understand the unique intersectionality of student identity, which is inclusive of youth culture, and whether teachers understood this dynamic and hence leveraged it in the classrooms and school communities they taught. Given that youth culture is a “mash-up of cultures and the membership transcends ethnic and racial lines,” there was evident value in exploring how youth cultural competence is unpacked and applied by educators to both deliver content and build relationships (Keuss, 2012), Understanding that a major youth cultural referent is technology, the study observed how teacher’s Technological Pedagogical Content Knowledge manifested itself in the classroom and the types of technology students shared they were exposed to, in addition to their perceptions of teacher competence of technology and/or youth culture. This exploration was further framed by using a Culturally Relevant Teaching framework to analyze teacher-student interactions, based on the principles, behaviors and mindsets outlined by Ladson-Billings in her construction of defining the characteristics of a CRT educator (2009). This was a qualitative study that included 10 teachers and 20 student participants that were members of a technology-rich middle school in an urban environment. Teachers participated in classroom observations, interviews, and CRT reflective tasks. Students participated in grade-level focus groups that leveraged interactive and reflective tasks. As a result of the data analysis, implications from the study presents school leaders with practical insights on how technology integration can be woven into the fabric of the school to strengthen teacher development, support content delivery and enhance the quality of student learning experiences. Additionally, there is evidence of a need for commitment by schools to train teachers in Culturally Relevant Teaching practices in order to attend to the whole child, operate with a more student-centered approach, and adequately prepare scholars for the digital world. / Educational Administration

This dissertation explored the cost and value of 1:1 computing programs in high schools in Texas. The study examines whether the total cost of ownership of these programs can be justified by the student testing gains and graduation rates. It investigates whether student learning outcomes show a definable correlation between positive gains and the implementation of 1:1 computing programs. The study also explores whether there is a measurable return on investment of 1:1 programs based on testing gains and graduation rates. The research used the State of Texas Assessment of Academic Readiness exam scores to validate assumptions and test the hypothesis. The study found no clear link between the addition of 1:1 computing programs and the realms of student success. While there is marginal improvement in student outcomes, there is only circumstantial evidence that laptops and devices are the catalysts for the change. The dissertation also found that the total cost of ownership (TCO) is a significant portion of the district's spending, costing millions of dollars, and that the financial disclosure and budget information data was either missing, incomplete, or over-generalized, causing an issue for assessing program effectiveness or ROI. Despite this lack of transparency, there is a slight positive ROI trend based on the data reviewed during the observation period.

As technologies for learning become increasingly available in K-12 schools, the role and responsibilities of campus principals continue to evolve. Incorporating technologies in schools requires shifts in practices, the development of new skills, and in some cases, changes in the mindset of stakeholders. Schools should be capable of absorbing the knowledge and creating the systemic structures required for the implementation ICTs. The purpose of this study was to research the principals' perspective to lead the implementation of ICTs for learning in public schools. As campus leaders, principals are increasingly required to support the utilization of ICTs for classroom instruction. It is of particular importance, therefore, to study and explore the needs school principals identify to lead the implementation of technologies for learning. More specifically, the goal was to gather relevant data to analyze topics that campus principals believe positively and negatively influence the implementation of ICTs in schools.

This case study describes one professional development approach to support technology integration at all public schools in one large county in central Virginia. Using data obtained from daily time logs, the frequency of Instructional Technology Resource Teacher (ITRT) use by classroom teachers was analyzed. Descriptive statistics were used to describe overall percentage of ITRT use, the various types of professional development requested by teachers, the consistency of those activities over time, and if the frequencies of activities varied as a function of school level, Title I status at the elementary level, or subject area taught by teachers at the secondary level. Qualitative data was collected via focus group interviews of the involved ITRTs, and an exploratory attempt to understand the reasons behind their use was made. Data indicated that ITRTs were used 52% of the time offered with 5% variation over 3 years. Across school levels, ITRT time was used more at the secondary level and use varied no more than 9% over time. Google Apps for Education and web-based programs represented 73% of the training requests. Over time, fluctuations in the number of requests for assistance with different applications were explained by contextual factors. Elementary schools classified as Title I accounted for 23% of the total time elementary ITRTs were used. At the secondary level, teachers of science and language arts requested ITRT assistance more often. ITRTs made sense of these results by identifying first order barriers as more influential than second order barriers. Of these, access barriers were the most frequently cited barrier by the ITRTs followed by subject culture, institution, assessment, attitude and beliefs, and knowledge and skills. Elementary ITRTs cited more instances of barriers than secondary. Recommendations for practice and future research were made.

No description available.

關於錯排列(Derangements)│D_n│=n│D_n-1│+(-1)ⁿ 的證明可用代數方法證出，甚至│D_n│的個數亦可由生成函數求出，因此我們希望能藉用更直接的觀點加以探討和證明，並找出彼此的對應。 　　當我們確定了D_n→n D_n-1的對應方式，它可以做為密碼的利用，當我們傳送一個D_n中的碼，可由譯碼的過程（即對應方式），對應到D_n-1中的一個碼（而且是1對1），因此在機密性方面有很大的幫助。 　　本文章節安排如下： 　　第一章錯排列的簡介 　　第二章如何製造錯排列 　　第三章錯排列的對應

Les nanostructures magnétiques peuvent avoir des propriétés très différentes de celles des matériaux massifs. Une des méthodes pour élaborer de petits objets est l'évaporation sur un substrat nanostructuré tel qu'une surface vicinale présentant des marches à l'échelle atomique. La compréhension des propriétés magnétiques de ces systèmes nécessite une caractérisation précise de leur structure et de leur morphologie afin d'évaluer les effets dus aux contraintes épitaxiales et aux dimensions réduites. Nous avons étudié les films de cobalt déposés sur des surfaces de Cu(1 1 11) et Cu(115) par trois techniques. Leur magnétisme a été sondé par effet Kerr magnéto-optique tandis que leur morphologie et leur structure cristallographique ont fait l'objet de mesures respectivement par microscopie à effet tunnel et EXAFS de surface. Les mesures par effet Kerr montrent une anisotropie uniaxiale magnétique avec un axe de facile aimantation parallèle aux bords de marches. L'anisotropie mesurée sur Cu(115), le substrat ayant les terrasses les moins larges, est plus importante. Les expériences de STM montrent la forte mobilité du cuivre dès les faibles taux de couverture ainsi qu'une grande évolution de la morphologie en fonction de la quantité de cobalt déposée. Grâce à l'EXAFS, nous avons montré que dès 3 monocouches (MC) de cobalt sur Cu(1 1 11) et 5 MC sur Cu(115), la structure est quasiment identique à celle observée sur Cu (001) i.e. tétragonale à faces centrées et que la présence de terrasses étroites n'engendrent pas d'anisotropie dans le plan (001). Des simulations de l'anisotropie magnétique prenant en compte les liaisons manquantes à la surface et en bord de marche (modèle de Néel) ainsi que les effets magnétoélastiques induits par la tétragonalisation de la maille montrent que l'anisotropie uniaxiale est très majoritairement due à la morphologie des films et que la distorsion de la maille de cobalt y contribue très peu.

Schools all over the world are embracing technology because they view technology as a catalyst to improve teaching and learning, leading to further investment in technology initiatives for school improvement. The 1:1 teacher laptop program is one such initiative that continues to gain interest and momentum. Despite widespread adoption, teachers continue to face challenges with the use of technology. Furthermore, while research has indicated that teacher technology efficacy is a significant enabling factor for technology use, there is limited evidence for how the 1:1 teacher laptop program has influenced teacher technology efficacy. The purpose of this qualitative pragmatic study was to describe the perceptions and experiences of teachers who participated in a 1:1 teacher laptop program at an international school in relation to teachers' technology efficacy. The study was framed through the model of adult learning proposed by Knowles and the construct of self-efficacy posited by Bandura. Thematic analysis was used to analyze data. Findings from this study identified 7 overarching themes: access to the teacher laptop, change in practice, support structures, concerns and barriers, attitude towards technology, self-directed learning, and perceived value. Interpretations revealed that while participants were positive about the program and acknowledged that the program helped raise their technology efficacy, participants also shared concerns. This study adds to the body of knowledge for an understudied topic and provides teachers a voice to influence implementation fidelity. This study also contributes to social change by adding a global perspective through experiences at an international school to inform school leaders to prepare teachers to use technology effectively to improve student learning.