To determine the in-service needs of teacher-librarians, personal interviews were conducted in thirty six schools selected by random sampling technique from schools in the Liverpool education region. In this survey research, teacher-librarians in these schools were asked to indicate courses they felt they needed to attend, preferred learning method and to discuss aspects of their work in schools. Results showed that teacher-librarians with more extensive library training felt the need for extra skills in curriculum/teaching areas, those with basic training only wanted more librarianship skills, whilst a number employed in non-government primary schools wanted to learn more about management. The most experienced group of teacher-librarians wanted courses that provided more skills in librarianship; those with the highest qualifications had demands for in-service that were comparable to those of the lesser trained. A significant feature of the findings was the extent of isolation felt by teacherlibrarians, especially those working in small primary schools. Primary and secondary teacher-librarians felt that their needs were quite different, but this was not borne out by results of the survey. Recommendations for future in-service courses were listed.

This field study is an attempt to provide detailed suggestions for a one semester elective course of study Australian Minorities: Concepts and Perspectives to be offered at a tertiary institution. It is intended primarily to provide a context in which minority group persons can be introduced to and analyse the theories and concepts which have been used to describe them as minority group persons, and to give minority group persons the opportunity to formulate and develop their own theories and concepts derived from their own experience. Since the program in which the course is offered is already operating and this course is a required part of it, the case for the provision of specific courses for minority group students is not argued here. The purpose in providing a detailed course description through this field study is (a) to contribute to the, as yet, small number of tertiary level courses from which both minority group and mainstream students select their programs, and (b) to provide suggestions for teachers of such courses to enable them to present courses which have specific interest for minority group students. The principles on which the course is constructed constitute a blending of humanistic and social reconstructionist perspectives with the purpose of (a) making the course acceptable to the espoused values of institutions offering teacher education programs, and (b) providing students with some knowledge and skills whereby they are empowered to make changes in the societies in which they will work. The course was compiled from (a) Suggestions solicited on an informal basis from students involved in an initial teaching of a similar course. (b) The writer's perceptions of needs arising from experience of teaching in a tertiary program catering specifically for Aboriginal and Islander persons. (c) Library research of, especially, material written by minority group persons, but also material written about minority group persons. Suggestions for evaluating the effectiveness of the course are provided because it is intended that this course be used as a base or beginning structure to generate new courses, or for modifications of this one according to specific needs of teachers and student groups. It is presented in a form intended to be useful as a starting point for other minority group teachers involved in offering courses to cater for similar needs. Source material is drawn mainly from sociological and philosophical perspectives, combining western concepts from these disciplines with contemporary minority group definitions of experience.

Thesis (M.S. in crop science)--Washington State University, December 2009. / Title from PDF title page (viewed on Jan. 4, 2010). "Department of Crop and Soil Sciences." Includes bibliographical references.

No description available.

Thesis (M.S.)--University of Massachusetts Amherst, 2009. / Includes bibliographical references (p. 68-71).

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2006. / Includes bibliographical references.

Thesis (M. F. A.)--Texas Woman's University, 2006. / Includes bibliographical references.

No description available.

The legacy of monosodium methanearsenate (MSMA) application to golf courses is often arsenic concentrations above the EPA’s maximum contaminant level of 10 μg/L for drinking water and the FDEP soil cleanup target level of 2.1 mg/kg for residential areas. These concentrations pose a health risk and must be remediated for residential development. The objective of this study was to determine how arsenic concentrations vary spatially at a closed golf course poised for residential development. Groundwater and sediment arsenic concentrations were quantified and the controls on arsenic (As) mobility were characterized. The presence of nitrates and iron-(hydr)oxides at the studied golf course largely influenced putting greens having the least As in groundwater whereas roughs contained the most. / Includes bibliography. / Thesis (MS)--Florida Atlantic University, 2021. / FAU Electronic Theses and Dissertations Collection

In recent years, the use of online courses has emerged as a way to quickly and easily deliver content to large numbers of trainees. In writing these courses, pharmaceutical course developers often use traditional instructional design models and techniques to design course content for online learning. But is this truly enough? Interaction design principles and practices can also be incorporated to increase the quality of learning by improving learner comprehension and retention. Using pharmaceutical content and learners, this research investigated how interaction design impacts online learning by measuring the effect of applying different graphical user interfaces. The results were surprising, as the data showed no significant improvement in retention rates between graphical treatments. However, the incorporation of graphics did slightly improve overall course satisfaction.