This study explored the feasibility and practicability of designing and developing a Knowledge Assessment System (KAS) for assessing different types of knowledge as defined in the revision of Bloom's Taxonomy (Anderson et al., 2001). The KAS created as a result of this study is based on concept maps and employs two differential weighting approaches. It is a developmental study, which includes the design phase, development phase and evaluation phase. The general software system design model (Sommerville, 2009) was adopted to guide the design of the Knowledge Assessment System based on its procedures, including system requirements analysis, architecture design, component design, interface design, and database design. The assessment criteria in this system are designed to be proposition-based and consist of either a non-weighting approach or a weighting approach, which can help provide instructors with flexible assessing methods as well as help them obtain a whole picture of what kinds of knowledge their students have grasped and to what extent the students have mastered that knowledge, based on the student-created concept maps. The two differential weighting approaches initially compare student-created concept maps with expert maps stored in the system. Because some correct propositions in student concept maps may be not included in the initial expert concept maps, the system is designed to continually refine the assessment criterion by inspecting and evaluating the correctness of the propositions in the student-created concept maps and adding the results to the system's database. The current system is able to assess three types of knowledge: factual, conceptual, and procedural, all of which are defined in the revision of Bloom's Taxonomy (Anderson et al., 2001). The assessment process begins with the assignment of different types of concept map tasks entered and stored in the Knowledge Assessment System. Following by student completion of the tasks and submission of a concept map, the submitted concept map is compared to the criteria stored in the system and a performance report is generated. The research results show that the Knowledge Assessment System based on concept maps and two differential weighting approaches can act as a useful tool for assessing students' factual, conceptual and procedural knowledge based on their concept maps. / Ph. D.

In recent years, bulk amorphous alloys and nanocrystalline materials have been synthesized in a number of ferrous and non-ferrous based alloys systems, which have gained some applications due to their unique physico-chemical and mechanical properties. In the last decade, Zr-based alloys with a wide supercooled liquid region and excellent glass forming ability have been discovered. These systems have promising application fields due to their mechanical properties / high tensile strength, high fracture toughness, high corrosion resistance and good machinability. In this study, the aim is to model, synthesize and characterize the Zr-based bulk amorphous alloys. Initially, theoretical study on the basis of the semi-empirical rules well known in literature and the electronic theory of alloys in pseudopotential approximation has been provided in order to predict the potential impurity elements that would lead to an increase in the GFA of the selected Zr-Ni, Zr-Fe, Zr-Co and Zr-Al based binary systems. Furthermore, thermodynamic and structural parameters were calculated for mentioned binary and their ternary systems. According to the theoretical study, Zr67Ni33 binary system was selected and its multicomponent alloys were formed by adding its potential impurity elements / Mo, W and Al. Centrifugal casting method was used to produce alloy systems. Structural characterizations were performed by DSC, XRD, SEM and EDS methods. In the near-surface regions of Zr60Ni25Mo10W5 and Zr50Ni20Al15Mo10W5 alloys, amorphous structure has been observed. Experimental studies have shown that Zr-Ni based systems with impurity elements Mo, W and Al, not widely used in literature, might be good candidates for obtaining high GFA.

The nature of learning and teaching in higher education has changed significantly in recent years. The emergence of social media and technologies has had a profound impact upon learner engagement and tutors have had to adapt their learning and teaching strategies accordingly. The thesis discusses the author’s published body of research and presents a pedagogical framework for engaging the networked learner. The framework is based upon three perspectives that have emerged from the author’s research. Firstly, different learning paradigms should be acknowledged when developing pedagogical approaches to using learning technologies. Secondly, the thesis discusses how the author’s research on learning technologies, including VLEs and iPod technologies, should embrace networked communities and learner empowerment. Thirdly, the research on learning approaches is discussed which acknowledges different learning behaviours and the adoption of differentiated methods in learning and teaching. Whilst discussing the evolving nature of the learning environment, the pedagogical framework draws together each of the aforementioned perspectives. The framework raises a number of factors for engaging the networked learner. A set of practical guidelines based around institutional, tutor and learner perspectives are discussed and underpin the application of the framework. The thesis concludes with theoretical observations on learning and learning theory and presents limitations and areas for further research.

New digital technological possibilities allow physical museum artefacts to be transferred into a virtual environment using 3D computer models with rich information content for educational purposes. However, although several museum websites have applied relevant educational theories to learning activities in these 3D environments, these alone are not enough to develop 3D museum environments without consideration of virtual visiting styles in the learning context. This research addresses the relationship between visiting styles and the design of 3D museum environments based on pedagogic approaches for learning efficacy. Relevant literature on the nature of web-based museum systems was reviewed. Three stages of primary research (a critical review, observations and interviews) were also conducted in this study. The critical review examined the use of 3D technologies in current museum websites in terms of informational aspects and the learning context. The observation studies identified the relationship between visitor behaviours and associated learning activities within 3D museum environments. The interviews further elicited experts’ views and were used to test the research hypotheses. A theoretical design reference model was developed. Initially based on the Reeves multimedia design model, the model consists of three phases: analysis, design and assessment. A prototype 3D exhibition was created based on the theoretical model and two pedagogic approaches. Evaluation of this showed that the design of the exhibits with rich multimedia formats had the potential for more effective visitor learning. The two pedagogic approaches encouraged the related visiting style(s), leading to a deeper engagement with the content and ultimately improving learning efficiency.

The purpose of this study was to examine differences in the effectiveness of two graduate teacher education programs in reading assessment, one group using the Reading Miscue Inventory and the other using one of its simplified forms, the Reading Appraisal Guide. The main question that is answered in this study is whether it is more effective for teachers to be given training in the Reading Miscue Inventory, or is training in the Reading Appraisal Guide sufficient to enable teachers to carry out competent assessments of children's reading ability? In the six months of the study's duration, different types of data were collected. These consisted of assessments of children's taped readings of a story by two groups of teachers before (the pretest) and after (the posttest) their respective training programs; anecdotal records of the teachers' views of the programs and the assessment instruments they were using, and observations of the teachers' reading assessments of children selected by them for their practicum. Quantitative analyses of the pretest and posttest were made; these were based on criteria drawn from the Reading Miscue Inventory manual and the investigator's own miscue analysis of the children's taped readings. They showed that the teachers trained in miscue analysis, as reflected in the Reading Miscue Inventory, were able to make significantly better assessments of children's reading ability than the teachers trained in the Reading Appraisal Guide. In addition to the quantitative analysis, written and oral statements made by the teachers during the pretest, posttest and training programs were subjected to qualitative analysis and comparisons. These indicated that both groups' programs had strengthened the teachers' adherence to the Goodman model of reading, but those trained in the use of the Reading Miscue Inventory developed more effective assessment abilities and were more approving of the instruments they used, than were those trained in the use of the Reading Appraisal Guide. It was concluded that the Reading Miscue Inventory is an appropriate assessment instrument for use in college graduate reading programs. It proved complex and time-consuming to use, but at the same time it enabled teachers to make more accurate, in-depth assessments of children's reading than did the Reading Appraisal Guide. The latter was found to have some serious drawbacks, mostly arising from attempts to make it quicker and easier to use.

In many European countries, despite decades of learning about the risks of discrimination and the conflicts associated with it, discrimination against minorities persists. Many have criticized European governments for not doing enough to challenge the negative stereotypes and prejudices against minority groups, especially in education and employment. In this thesis, Muslim minority groups in Bulgaria, France, and the Netherlands will be used as case studies to explore the varying dynamics underlying this discrimination and strategies that can be implemented to overcome discrimination. This thesis will recommend a series of policy approaches in areas such as civic integration, education reform, anti-discrimination law, and monitoring and evaluation to help reduce minority discrimination European countries.

This thesis focuses on innovative approaches and using project methods in German language teaching. The theoretical part deals with the history of project method, its classification and ways that should be applied in teaching. At the same time it is evaluating its positive and negative aspects. Furthermore, the work focuses on alternative and innovative approaches in education, problem-oriented teaching and also an important role of the motivation of the pupil in the educational process. The practical part deals with exchange program of Czech and German students, which was held in the Bavarian town of Lichtenfels, and where was realized project I know my second home Lichtenfels. This work aims to verify whether the project method is appropriate and effective way of teaching, and whether it can fulfill the key competencies prescribed by the Framework Curriculum for secondary schools. Furthermore, the entire project and exchanges visit are reflected by participating students. Interviews and questionnaires, which were filled by students, showed that this method is beneficial enrichment of teaching that develops especially communicative and cognitive competencies. However, it is seen more as a diversification of the traditional way of teaching, which is indispensable. KEYWORDS Innovative process,...

Thesis "Didactic approaches in teaching the preservation of nature in the Czech Republic" consist of five major chapters. The fourth chapter introduces important legal standards relating to conservation and landscape protection with emphasis on Law 114/92 Coll.,on Nature and Landscape. The fifth chapter deals with curricula documents, their structure and implementation of nature protection in these documents. The sixth chapter provides insight into the issue of school textbooks. The subject of iscussion are textbooks properties, their genesis and current research. In the seventh chapter the analysis of natural history and biology textbooks is introduced with regard to processing the topic of conservation in the Czech Republic. These textbooks were examined through content analysis with regards to the topic of conservation in the Czech Republic. Eight selected parameters were used for evaluating those textbooks that contain the above topic. In the last chapter a survey carried out on students of Prague high schools is processed. The presented results indicate the students' acquuaintance with conservation in the Czech Republic, their knowledge of the topic, and also the differences between the first- and fourth-graders. From the results of the survey some didactic approaches are derived for teaching...

This study was conducted as part of an ongoing research programme to evaluate and implement change in the School of Process and Materials Engineering (PRME) 1002 course curriculum to effect positive results in academic achievement, thus increasing throughput rates of first-year Chemical and Metallurgical engineering students. This study designed and implemented a cognitive mediated intervention programme adapted by Professor Skuy (2003) from Feuerstein's Instrumental Enrichment (1980) programme. The aim was to see if an extended programme period of time, 12 weeks as opposed to 5 weeks implemented in an earlier study by Viviers (2004), would significantly improve the academic performance of the sample of 20 first-year Metallurgy students as measured by the mid-year and end-of-year examination results. The study also aimed to find out if the cognitive mediation intervention programme would significantly improve the intellectual functioning of the Metallurgy students. The results show that mediating cognitive functions significantly improved the intellectual functioning of the sample of 20 students as measured by the pre- and post-test scores of the Cognitive Assessment System (Das & Naglieri, 1993). However, no significant improvement was found in the academic achievement of the students as measured by the examination results. Accordingly it was concluded that the extended period of time (12 weeks), was sufficient time to improve intellectual functioning of Metallurgy students, but insufficient time for this to transfer into academic achievement for the Metallurgy students. The study highlighted the difficulty of transfer in the engineering context, as well as the continued problem that first-year students have with the complex conceptual nature and demands of the PRME (1002) course.

This study was motivated by the researcher’s experience of working in end-of-life care and by the literature review which revealed a gap in the knowledge and understanding of the role of religious methods as complementary approaches in managing the experience of living with a life-limiting illness in Taiwan. Trans-cultural issues are extremely important to end-of-life care. In Taiwan, patients approaching death have used religious methods as complementary approaches to manage the experience of living with a life-limiting illness, and religious belief systems shape patients’ understandings of what is happening. Current literature coupled with the experience of palliative care personnel identified that some patients with religious persuasions were refusing western medical treatments when they recognised that they were in the end stage of disease because they believed that these treatments could not control death and rebirth. However, few studies have discussed this experience and its meaning. Buddhist chaplains, as providers of supportive palliative care services through therapeutic care, have presented their understanding of the way that people move towards death and dying in Buddhist temples, universities, and in public speeches, but not often in hospitals. Buddhist chaplains’ life experience and interpretations influence the thinking processes and decision-making of many of those they come in contact with, especially those who share the Buddhist faith. However, few studies have demonstrated the way in which patients have made use of religious methods as complementary approaches from the perspective of hospice palliative Buddhist chaplains. The perspectives and work of hospice palliative Buddhist chaplains regarding “hospice palliative care” and patients’ use of religious methods as complementary approaches in end-of-life care in Taiwan were explored. The research questions were: (1) How do the Buddhist chaplains define “hospice palliative care”? (2) How do Buddhist chaplains use Buddhist religious methods as complementary approaches in clinical end-of-life care? (3) What are the experiences of Buddhist chaplains regarding the patients’ use of Buddhist religious methods as complementary approaches in clinical end-of-life care? (4) What are the opinions of Buddhist chaplains regarding patients’ use of Buddhist religious methods as complementary approaches in clinical end-of-life care? Charmaz’s (2006) constructivist grounded theory method was adopted. Data collection used triangulation and included demographic questionnaires, semi-structured face-to-face interviews, field notes, and written memos. Purposive sampling was used to recruit participants with rich working experiences in clinical end-of-life care. Twenty female and two male Buddhist chaplains aged between 33 and 67 years old participated. Charmaz’s (2006) constructivist grounded theory, which included comparative method, and three analytical phases (initial coding, focused coding and theoretical coding) informed the data analysis. The findings demonstrate that Buddhist concepts of death, the process of dying, and the ethics and tools of the Buddhist religion formed the basis of the practice of the chaplains who regarded compassionate care and Mahayana Buddhism as the main content of Buddha’s teachings. All participants used aspects of Buddhist philosophy to define “hospice palliative care”. The final theoretical framework emerged from the data to provide a structure to interpret “the dynamic process of compassionate care”. Compassionate care is a multifaceted, dynamic phenomenon practised by the chaplains. Mahayana Buddhism provides the specific tools through which they interacted with patients creating a sacred relationship that allowed patients to understand their context and cope with their end-of-life experiences. The thesis concluded that Buddhist chaplains’ understanding of compassionate care was influenced by their educational background, hospice training courses, and Buddha’s teachings to enable them to play important roles in end-of-life care in Taiwan. Recommendations are made for future studies to test the theoretical framework regarding “the dynamic process of compassionate care” with different professional staff such as nurses, psychologists and mental health physicians. The findings are also relevant for future government policy concerning the financial cost of end-of-life care which is currently provided by Buddhist chaplains from a Charity rather than by Taiwanese National Health Insurance. Finally it recommends that the findings inform the future education of medical and nursing students and staff in hospice end-of-life care in Taiwan.