Thesis (Ed.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Disaster preparedness is absolutely necessary as the number of both man-made and natural disasters increases worldwide. Not confined to any regions or people, disasters can result in mass casualties. The United States is not spared from these incidents. Ever since the 9/11 terrorist attacks, the United States has tried to establish more effective and efficient emergency management systems at all levels in order to respond to any type of disaster. Due to the effort, much improvement in disaster preparedness was observed when mass casualty events happened within the last 10 years. Although there are many independent studies for each mass casualty event, there are very few studies done to compare multiple mass casualty incidents and find commonly shared lessons. This paper aims to determine whether there are any similarities among three mass casualty events - 2005 Hurricane Katrina, the 2009 Aurora Theatre Shooting, and the 2013 Boston Marathon Bombing. Because the response to the 2013 Boston Marathon Bombing was the most seamless among the three, the most in-depth investigation was done on this incident. Through the examination, the study will also prove if any of the lessons learned from these events can be implemented in future mass casualty incidents. To do so, many current reports and literature reviews were analyzed. The conclusion gained from this study is that there are indeed commonly occurring challenges in disasters and various aspects of disaster preparedness that require practice and preparation. In addition, learning from others' unfortunate mass casualty incidents and their lessons is an important part of strengthening the existing disaster preparedness systems.

Thesis (M.S.)--Boston University / It is the purpose of this study to examine, describe, and compare the functions of two corner-group workers a female social worker working with a girls' corner-group and a male social worker working with a boys' corner-group. This topic is related to the research goals of the Special Youth Program, the agency from which the data have been drawn and within whose frame-work the research design has been fashioned.

Thesis (M.S.)--Boston University / This study was undertaken to compare the views of leaders, former members of discussion groups and the agency's view of what is involved in discussion groups carried on by the Family Life Education Department of the Greater Boston Family Service Association. It is felt that by gaining additional insight into how the practitioner, in the case of the leaders, and the consumer, in the case of the former members, see the discussion groups, it is hoped that some of these views obtained may eventually be applied in improving future groups. It is also felt that if the agency's stated purpose of the discussion groups is considered in the comparison of the leaders' views and the former members' views of the groups, this will serve to suggest ways of improving the future groups. Another purpose of this study is that it is believed that it will yield indications as to the value of discussion groups of this type.

INTRODUCTION: Healthcare practices are rapidly evolving, shifting to multidisciplinary initiatives, and prompting a reevaluation of the current structure in the preparation of medical students. The response of medical schools is to adopt newly modeled curricula that use a flipped classroom structure to implement an integrated curriculum encouraging the practice of multidisciplinary inquiry within the basic sciences to develop physicians capable of thoughtful clinical reasoning skills. This pedagogical shift in medical education and the prevailing reaction of medical schools to fundamentally reform curriculum has lead to the emergence of a demand for innovative educational technology capable of effective distribution of pre-class material. OBJECTIVE: Assess student experience of SoftChalk online biochemistry modules as a pre-class learning tool to determine effectiveness in fostering student learning and engagement. In evaluating perceptions on improvement, future modules can be knowledgeably revised to maximize educational gains and elucidate effective/ineffective implementation practices. Data was stratified by previous biochemistry experience to determine if students who have taken the same traditionally instructed graduate biochemistry course (BI751) would have differing thematic opinions of the flipped model’s pre-learning environment. METHODS: Participants were Boston University’s first year medical school students (n=165) class of 2019’ in an integrated curriculum containing basic science modules. After completion of the modules a mixed-methods anonymous survey with a thematic approach to assess experience and improvement of SoftChalk biochemistry modules were emailed, with reminders. The survey contained demographic data, qualitative free response questions, and likert scale assessment questions with no incentive for completion. The data was analyzed independently by researchers to assess common themes and stratified by previous biochemistry experience. RESULTS: Three main themes emerged in assessment of data: SoftChalk as a quality learning tool, lack of integration/consistency, and formatting concerns with an overall positive perception of the pre-learning tool. Respondents commented on quality of SoftChalk as a pre-learning tool; the majority deeming it helpful, interactive, and having beneficial activities. Integration and consistency concerns surfaced in both experience, with commentary on pre-class modules being too dense, and improvement by consolidating information into one resource. The major formatting concern was the ability to maintain module value in paper form. Themes were furthered by the quantitative data with students perceiving SoftChalk as effective, providing a foundation for material in-class, and questions having the correct difficulty. When data was stratified BI751 disagreed that SoftChalk helped students stay on track with course material despite the class on average agreeing. CONCLUSIONS: While SoftChalk is an effective pre-class learning tool, the challenge is in reversing students’ perceptions that basic material should be instructed and that a comprehensive syllabus is necessary. Future SoftChalk modules can enhance success if pre-class modules are condensed, have a stronger transition from pre-class information to in-class activities and maintain consistency among instructor expectations.

Digitized by Kansas Correctional Industries

Thesis. 1976. M.Arch.--Massachusetts Institute of Technology. Dept. of Architecture. / Microfiche copy available in Archives and Rotch. / Bibliography: leaf 25. / M.Arch.

Thesis. 1975. M.Arch.--Massachusetts Institute of Technology. Dept. of Architecture. / Bibliography: leaves 50-52. / by Steven C. Hayes. / M.Arch.

Thesis. 1978. M.C.P.--Massachusetts Institute of Technology. Dept. of Urban Studies and Planning. / Bibliography: leaf [121]. / M.C.P.

Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 1981. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH. / Includes bibliographical references. / by George Smith Jr. / M.C.P.