Thesis (Ph. D.)--Institute of Paper Chemistry, 1943. / Includes bibliographical references (p. 88-89).

This thesis aims to highlight the dilemmas within education provision for disabled pupils. This is the product of competing frameworks, coming from different historical and philosophical contexts. The Warnock Report (1978) only managed a partial transition within education for disabled pupils from segregation to inclusion. This midway stage of integration continued the bureaucratic and professional dominance over access to additional support and continued to segregate the most affected pupils despite using humanitarian and equality rhetoric to defend its position. Throughout the 1980s and 1990s this tension led to wide variation in policy interpretation throughout the UK, yet the SEN policy framework went largely unchallenged until the Disability Discrimination Act (DDA, 1995) launched the Special Educational Needs and Disability Act, also known as Part 4 in 2001 (DDA, 2001). The DDA attempted to impose a rights-based model of equality on education. The survey data and qualitative in-depth interviews generated by this thesis show that the existing tension fuelled a resistance that has challenged a thorough engagement with the DDA. Further the surveys sent to schools and local authorities suggest that insufficient time was afforded the DDA Part 4 to impact on Scottish schools before new legislation was introduced and ratified in Scottish law (Additional Support for Learning Act, 2004). In-depth interviews exploring the system of complaint under the DDA Part 4 revealed a further tension between impairment effects and social expectations of discipline in schools related specifically to a diagnosis of Attention Deficit Hyperactivity Disorder, or allied conditions. In following the ethos of the social model, this thesis concludes that the DDA Part 4 failed to account for the differentiation of experience within the disabled community, and so offered little support for those most challenged by the pedagogical structures in schools. Based on the findings of this thesis, the DDA Part 4 has had little impact on Scottish schools, due in part to the tension within the competing SEN framework and timing of other policies. In addition inherent flaws within the terms of the DDA Part 4, including the omission of auxiliary aids and services from the remit of discrimination, contributed to its failure to impact on Scottish schools.

The purpose of this study was to: obtain and review guidelines for designing on a small screen from several theoretic sources and to purpose own guidelines for this context. There was chosen for the development of 3 different prototypes meant for the use on 3 different mobile devices. Those mobile devices had a different screen size and were: an e-reader, PDA and mobile phone. The prototypes provided the user with a future e-newspaper service (a TV schedule). First design principles for good usability on small screens were abstracted from literature. With this knowledge the three prototypes were developed. The development started with writing down the functional and user requirements for the prototypes. After that the developing process had two stages. The first stage was a low-fidelity prototype, this were sketches of the graphical user interface that was commented by users. The second stage was a high-fidelity prototype, this stage consisted of three fully functional prototypes. The three different prototypes were used in a user evaluation. After the evaluation interviews with the users took place to obtain additional information. In this research the main question was: “What are the challenges for designing the (graphical) user interface, as a part of an e-newspaper service which is aimed at use on multiple devices with heterogeneous screen sizes, to be recognized as the same service?”. The results from this research are three challenges in designing the (graphical) user interface for devices with small screens. These challenges are: how to make the user recognize the service in the software (recognition of service), how to develop one service on multiple devices (use on multiple devices) and how to develop software that it is useful and pleasant to use (usable software). In total fifteen guidelines derived from theory were found, this research shows that thirteen of them are applicable when designing for small screens. Three of those thirteen are reformulated in this study to make them fit better in the context. Next to this, seven additional guidelines were proposed in this study. Examples of the purposed guidelines are: reconstruct the layout from the non-digital service in the interface as much as possible, explore the targeted user group, built further on their mental model and pay attention to possible disabilities of the group, implement extra’s that give users a good reason to use the service and make it easy for the user to select the sought information.

The study was an investigation of the effect of different developers on contrast, grain, tonal range, density and sharpness in 35mm film and their effect on contrast and density in photographic paper.It was theorized that all normal developers do not react exactly the same, Therefore, merely changing developers would cause a significant visual change in each of the above-mentioned areas.To test the hypotheses a tightly controlled experiment was conducted using eleven normal film developers and ten normal paper developers. These developers were tested on Tri-X film, and on Oriental, Polycontrast and Polycontrast RC paper.All processing steps, except the developer, for both film and paper were standardized. A still life was used as the subject for all pictures. A densitometer was used to measure the actual differences in base density, contrast range and overall density caused by changing from one developer to the next. Prints were then made using a standard exposure time determined by zone system tests, and these prints were given to three groups of coders representing experts, advanced photo students and amateurs, for visual ranking in each of the areas being tested. The rankings obtained from these three groups were then statistically checked for a significant similarity at the .05 level.For the photographic paper tests, one negative was chosen from the film tests and used for all prints. Pictures were made on each of the three papers and developed in each of the ten normal developers under strict controls. These prints were then ranked for contrast and density changes by the three groups of coders. The rankings were subjected to the same statistical tests used for the film rankings.The film rankings proved significant at the .01 level in all areas except grain. This indicates just changing developers will cause a visually significant change in contrast, density, tonal range and sharpness. The grain tests were inconclusive, but they indicated under extreme enlargement changing developer alone will not have significant effect on the actual amount of grain.The results of the film tests were charted so that the effect of each developer could be compared directly with each of the other developers.The rankings on paper developers proved to be significant at the .01 level for density and at the .05 level for contrast, indicating there is a significant visual change in both areas caused just by changing the developer. The tests also indicated the density change is controlled by the photo paper itself, while the contrast change is controlled by the developer. These results were also charted for easy comparison.The study led the researcher to accept the hypotheses stated at the beginning, with a slight modification concerning changes in the actual amount of grain.

Thesis (Ph. D.)--Columbia University, 1933. / Vita.

This thesis reports on research that explored the impact of the Education Reform Act (ERA) (1988) on the provision of Physical Education (PE) and sport in state schools within one Local Education Authority (LEA) in England. Specifically, it highlights the complexity of the development and 'implementation' of the National Curriculum for Physical Education (NCPE) and addresses the issues of power and control in the policy process. Chapter 1 outlines the policies within the ERA and the issues arising from them for the provision of PE and sport in schools. Chapters 2 and 3 detail the theoretical and methodological bases of the research respectively. The former centres on policy analysis in education and specifically, the conceptualisation of policy 'as a process'. The latter presents research 'as a process' and addresses the role of a qualitative and ethnographic approach, the integration of theoretical, methodological and empirical issues, and the utilisation of both quantitative and qualitative methods in facilitating the enquiry and understanding of the NCPE as both 'policy' and 'practice'. Chapters 4, 5, 6 and 7 address the policy process at different 'levels' in the education system, describing and analysing the role that central government and the NCPE working group (chapter 4), the LEA (chapter 5), schools and the PE departments and teachers within them (chapters 6 & 7) played in determining the 'effects' of the ERA on the future provision of PE and sport in schools and specifically, what constituted a NCPE in 'policy' and 'practice'. These chapters provide a comprehensive account of the emergence of the NCPE and its interaction with, in particular, the introduction of Local Management of Schools. A variety of data illustrates that in many respects, the introduction of a NCPE signalled 'no change' in PE. In chapter 8 a revised theoretical framework, centring on the interaction of frames (Lundgren,1977i Bernstein, 1990) is presented as a basis for the development of further studies of education policy. In conclusion attention is drawn to methodological issues raised by the research and the need for further research to explore the implications of the observed absence of change in PE if a NCPE is to provide a 'broad and balanced' PE curriculum for all children.

Diploma Thesis titled 'Fire in Meďenec: from reality, newspaper and TV news to the film interpretation and film reviews' examines the criminal case of Eva Kovačová, who set a social care home on fire on the night of September 1st 1984, and thereby took the lives of twenty six mentally handicapped girls. Her motives were was escaping the institute into which she was wrongly admitted and revenge against its employees who used harsh methods and cruel punishments. For this crime she was sentenced to five years imprisonment. The year 1990 saw the release of a book titled Brutality by journalist Josef Klime, which dealt with the case in detail. The book further served as an inspiration for the script to Filip Renč's film Requiem pro panenku, which premiered in 1991. According to the employees of the home, the film twists reality by portraying the caretakers as cruel monsters and Eva Kovacova as the victim. The purpose of the Thesis is to present the narrative regarding this case from newspapper articles, Klima's Brutality, Filip Renč's film to the film reviews and the tabloid boom after the year 2009, when the case was re-opened by journalist Tomáš Poláček. A section of the Thesis builds on thorough interviews with pastor František Lízna, with whom Eva Kovac lived after her release from prison and with whom she...

Ingeniero Civil en Computación / El año 2010 visitó Chile el Dr. Tony Hey, ex decano de la Universidad de Southampton, Reino Unido. Mencionó cómo su ex universidad desarrolló un servicio (Eprints) donde se almacenan las publicaciones de académicos de la universidad y quedan disponibles a la comunidad mundial. Eprints provee búsquedas por varios criterios y así, las publicaciones propias tienen mayor visibilidad y accesibilidad. De hecho, mostró estadísticas que mostraban que estas publicaciones recibían más citas que publicaciones de otras universidades británicas incluso con mayor tradición de investigación. Antes de este trabajo de memoria, el Departamento de Ciencias de la Computación de la Universidad de Chile de ahora en adelante DCC - no disponía de una buena herramienta donde los artículos científicos pudiesen ser publicados de manera eficaz. Es por esto que la motivación principal era tener un espacio con el cual se pudiera dar visibilidad a la publicación de papers de todo el DCC. Básicamente, un espacio donde se pudiera subir estos documentos a una plataforma web y realizar búsquedas por distintos criterios. La solución desarrollada resultó ser un sistema web llamado U-papers. Las características principales de este sistema lo convierten en un repositorio en donde se almacena información valiosa de publicaciones que permite realizar búsquedas. Actualmente es accesible desde la siguiente dirección: http://upapers.dcc.uchile.cl.

Magister Educationis - MEd / Mathematical Literacy has a dual meaning in South Africa. On the one hand it alludes to an understanding of the role of Mathematics in the real world. On the other hand it refers to a subject that is taken by students who generally do not do well in Mathematics and who do not wish to do a pure Mathematics course, This research focuses on the identification and investigation of errors, misconceptions and alternative ways of working in the responses of students in the final grade 12 Mathematical Literacy examination. The aim was to identify the errors, misconceptions and alternative ways of working and to discuss possible reasons for these errors and misconceptions. This aim was governed by the principle that feedback to students and teachers form a vital component in the teaching and learning process. This analysis only focused questions pertaining measurement in Mathematical Literacy. An analytical framework was constructed based on common errors and misconceptions identified by various researchers’ in the field of Mathematics. This analytical framework was used to classify and analyse the errors, misconceptions and alternative ways of working in Mathematical Literacy. The analysis was done using document analysis on a randomly selected sample of Mathematical Literacy scripts taken from across all education districts in the Western Cape. Great care was taken to prevent bias and cross checking was done by peers to ensure that the categories of errors were agreed on. The results of the analysis revealed that the errors identified for Mathematics are common to those of Mathematical Literacy. The findings in this project suggest that the analysis and feedback of errors and misconceptions may help to improve teaching and learning in Mathematical Literacy.

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