Random-access memory (RAM) testing to detect unrestricted pattern-sensitive faults (PSFs) is impractical due to the size of the memory checking sequence required. A formal model for restricted PSFs in RAMs called adjacent-pattern interference faults (APIFs) is presented. A test algorithm capable of detecting APIFs in RAMs requiring a minimum number of memory operations is then developed.

Long wait times in Canada have led to challenges in accessing timely care. Expanding the scopes of practice of non-physician health professionals may be a solution and has been implemented in Canada and abroad. In 2018, the College of Midwives of Ontario expanded the scope of practice of registered midwives to include obstetric ultrasound imaging. A mixed-methods study was conducted to investigate the interest of midwives in adopting ultrasound imaging in clinical practice and the factors that may influence their interest and support for the professional scope expansion. It investigated midwives’ perceived risks, benefits, enablers and barriers in performing ultrasound imaging and the ultrasound examinations or tasks considered most appropriate for them to do. The data were analyzed using qualitative coding and thematic analysis as well as descriptive statistics and regression analysis. It was found that both interest and support were generally high. The interest was found to be highest for limited examinations and tasks with specific clinical indications. Many believed the practice would improve access to care. There were, however, still many questions around remuneration, training, equipment and concerns around potential liability issues. / Thesis / Master of Health Sciences (MSc)

Background: Evidence has shown that family and friend caregivers of stroke survivors are significantly and negatively impacted by caregiving. The negative effects of caregiving may persist over time suggesting the need for ongoing care and support. However, little is known about caregivers’ use of formally funded health and social services or the factors influencing their access to and use of these services. Purpose: To increase understanding of: (a) the context of providing care for a stroke survivor; (b) the experiences of stroke caregivers in accessing and using formal health and social services; and (c) the factors that influence stroke caregivers’ use of formal health and social services, from the perspective of stroke caregivers and healthcare providers. Methods: A qualitative study was conducted using interpretive description. In-depth interviews were conducted with caregivers of survivors who experienced a stroke between six months to five years ago and healthcare providers who support caregivers and stroke survivors. Constant comparison was used to identify codes and develop key thematic constructs. Results: Interviews were conducted with 22 stroke caregivers at an average 30 months post-stroke and 18 health providers. Key findings include: (a) few caregivers use services, (b) caregivers face challenges accessing services, (c) services used by stroke survivors benefit caregivers, and (d) factors influencing stroke caregivers’ use of services include: adequacy of social support networks, finances and transportation, and trust in leaving the stroke survivor under the care of health providers. Conclusion: Stroke caregivers experience significant challenges in accessing and using formal health and social services. These challenges could be addressed by increasing availability of subsidized community-based supports such as respite and counselling tailored to meet the ongoing needs of caregivers. Systemic change is needed by the health system that readily includes and supports caregivers throughout the stroke recovery continuum, particularly in the community setting. / Dissertation / Doctor of Philosophy (PhD) / Caregivers often experience challenges supporting stroke survivors. Their caregiving role may negatively affect their health and ability to return to their previous lifestyle. Little is known about stroke caregivers’ use of funded supportive services. The purpose of the study was to better understand caregivers’ experience using health and social services as well as the factors that influenced their access to and use of these supportive services. Findings showed that: (a) few caregivers use services despite expressing a need for these services (e.g. counselling), (b) caregivers struggle to trust the health providers supporting the stroke survivors, (c) caregivers’ social lives are often greatly affected by their caregiving role which in turn impacts their need for services, and (d) caregivers pay many financial costs when using supportive services. Overall, better ongoing assessment of stroke caregivers is required including using tailored services to meet their needs and help them in their caregiving role.

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Yes / Financial access is gradually being recognised as an important input to economic development. Using World Bank (2007) database, this study measures the extent of financial access in developed and developing countries. Further, it develops a new Socio-Economic Development Index, which incorporates financial access. It then compares socio-economic development of various countries as shown by Human Development Index (HDI) alone and by the new index incorporating financial access. The results of the study show that Spain ranks highest in terms of financial access followed by Belgium, Malta and South Korea. In addition, the ranking of countries in terms of HDI changes if financial access is taken into account

Participation in summer session has benefits for students including improved retention and degree completion and increased contact with faculty (Adelman, 2006; DiGregorio, 1998). Just as some characteristics of students limit their access to participate in higher education in general, participation in summer session may also be affected by certain student characteristics. This study used a nationally representative sample to explore how undergraduate students who enroll in summer session may differ from undergraduate students who do not enroll in summer session in a variety of financial, geographic, academic, programmatic and cultural/social/physical characteristics historically associated with access to higher education. Significant differences between summer enrolled and not enrolled students were found in a number of instances. Some characteristics that are negatively associated with enrollment, persistence and attainment in higher education were positively associated with summer enrollment. A regression analysis revealed that the combined predictive value of student characteristics accounts for only a small portion of the overall decision to enroll in the summer term. / Ph. D.

The primary guiding question proposed for this study is, what are the variations and commonalities in policies among the 132 school districts in the Commonwealth of Virginia that govern whether or not students who are educated at home have access to public school courses and extra-curricular activities? In order to obtain this information the study was conducted of two phases. The first phase consisted of a policy analysis in order to determine the scope and nature of home school policies across Virginia's 132 operational school districts, and whether they fall within the legal parameters established by state regulations and case law. The second phase involved ascertaining how school officials perceived local control of home schoolers' access to public school classes or extracurricular activities through a multiple case study. This phase involved interviewing the person designated to implement these policies from selected school districts. The intent was that the data analysis would provide the basis for recommending changes or perhaps no changes, in the state's role in governing home school access. / Ed. D.

The purpose of this study was to determine the extent to which the following factors predict computer use by teachers in classroom instruction: attitudes of teachers toward computers in the classroom, access by teachers and students to computers, training of teachers in computer use, support of teachers in their use of computers, age of the teacher, grade level in which the teacher teaches, curriculum area in which the teacher teaches, gender of the teacher, and number of years the teacher is from retirement. Computer use was measured in five ways: over-all computer use and use in drill and practice, whole class instruction, student-directed learning, and computer skills instruction. The design of the study was both quantitative and qualitative. The population of the study was the classroom teachers of Carroll County (Virginia) Public Schools. A survey instrument was designed to measure computer use and the factors related to use. The responses from the survey were analyzed with multiple regression techniques to determine which factors were predictors of computer use by teachers in classroom instruction. The qualitative portion of the study consisted of five focus groups (5-7 teachers from grades PreK-2, 3-5, 6-7, 8-9, 10-12). The nominal group technique was used to create a prioritized list of strategies to improve teacher use of computers by focusing on the factors determined to be predictors. Factors that predict computer use varied by grade level. Training was the most common predictor followed by attitude, support, access, and age of teacher. The prioritized lists of strategies from the focus groups included grade and curriculum specific computer training, technology "coaches" in every building, and computer labs in every building. A major implication of the study was that training must be specifically targeted to grade level and curriculum area to be effective. / Ed. D.

Equal access in education has proven to be less than sufficient regarding academic success for all students (Atchison et al., 2017; Glynn and Wassell, 2018). Previous research indicates that despite efforts to impart significant reforms in public education within the United States, few gains have been made regarding equity among students (Glynn and Wassell, 2018). Some researchers have recommended that school divisions provide equal access to education pathways as a step in the right direction for educators, administrators, and school divisions; as employing equity in education provides all students with the resources needed to experience academic success (Atchison et al., 2017). This is because equity impacts educational opportunities as it entails the experiences of individuals and social identifiers (Atchison et al., 2017). The purpose of this study was to identify variables that contribute to the minority student enrollment gap in advanced, Advanced Placement (AP), and International Baccalaureate (IB) English and Math courses at the high school level. The researcher used a multiple regression analysis to assess if significant gaps of enrollment in advanced, AP, and IB English and Math courses exist between minority and non-minority students in Virginia public high schools from 2015-2020. The possible impacts of attendance and economic status on minority student enrollment in advanced, AP, and IB English and Math courses were also examined. The results of the study yielded significant enrollment gaps between minority and non-minority students in advanced, AP, and IB English and Math courses in Virginia public high schools. / Doctor of Education / Equal access in education has proven to be less than sufficient regarding academic success for all students (Atchison et al., 2017; Glynn and Wassell, 2018). Previous research indicates that despite efforts to impart significant reforms in public education within the United States, few gains have been made regarding equity among students (Glynn and Wassell, 2018). Some researchers have recommended that school divisions provide equal access to education pathways as a step in the right direction for educators, administrators, and school divisions; as employing equity in education provides all students with the resources needed to experience academic success (Atchison et al., 2017). This is because equity impacts educational opportunities as it entails the experiences of individuals and social identifiers (Atchison et al., 2017). The purpose of this study was to identify variables that contribute to the minority student enrollment gap in advanced, Advanced Placement (AP), and International Baccalaureate (IB) English and Math courses at the high school level. The researcher used a multiple regression analysis to assess if significant gaps of enrollment in advanced, AP, and IB English and Math courses exist between minority and non-minority students in Virginia public high schools from 2015-2020. The researcher also simultaneously examined the possible impacts of attendance and economic status on minority student enrollment in advanced, AP, and IB English and Math courses. The researcher found that significant gaps exist between minority and non-minority students in advanced, AP, and IB English and Math courses in Virginia public high schools.

This qualitative case study examined the development of doctoral students' professional identities through the negotiation of boundaries among communities of practice and through the social forces within a community of practice. The five doctoral students who participated in the study had been secondary agriculture teachers and were in their second and third years of a Teaching and Learning concentration of an Agricultural and Extension Education doctoral program at a Land Grant University. The participants had from four to seven years of teaching experience in secondary agriculture programs and were on full graduate assistantship with their academic department at the time of the study. The over arching theme was developed through analysis of interviews which were developed through a priori propositions, document analysis, and participant observations. This theme - Doctoral students must lose some legitimacy in their previous communities of practice to gain legitimacy with the faculty community of practice and access the faculty Discourse. Doctoral students' ability to define themselves as "good" and to have legitimacy reinforce each other and increase access which facilitates their professional identity development in relation to the faculty community of practice - emerged to describe the entire study and suggest influences that hinder or facilitate professional identity formation. / Ph. D.