Thesis (M. Arch. A.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1975. / Also issued by Education/Research Program: Urban Settlement Design in Developing Countries, School of Architecture and Planning, M.I.T., 1975. / Bibliography: p. 93. / M.Arch.A.S.

Thesis. 1975. M.Arch.A.S.--Massachusetts Institute of Technology. Dept. of Architecture. / "The analysis and evaluations were carried out in the Urban Settlement Design Program, School of Architecture and Planning, M.I.T." / Bibliography: p.91. / by Mohammed A. Al-Hussayen & Ali M. Shuaibi. / M.Arch.A.S.

Thesis. 1975. M.Arch.A.S.--Massachusetts Institute of Technology. Dept. of Architecture. / Also issued by Urban Settlement Design Program, Massachusetts Institute of Technology. / Bibliography: p.108-109. / M.Arch.A.S.

The diploma thesis focuses on the employee education and development in selected Prague libraries. The aim of this diploma thesis is to identify the current state of further education of employees of selected libraries in Prague. Analyse approach of education and development of these workers in library facilities and their offers. Analyse how the offer of educational activities differs from the usual state and in times of crisis. Compare differences in the way employees are educated in selected libraries in Prague. Based on the findings of the survey, analyse the differences in the way employees are educated in selected libraries and suggest possible improvements and recommendations. The work is divided into theoretical and practical part. The theoretical part of the thesis describes the starting points of the topic such as education and training organizations, development and management of employees, employee training, strategic concept of employee education, strategic documents, human resources management, human resource management models, etc. The diploma thesis contains methodology for research. The practical part of the work analyses the objects of the survey, identifies areas of education and development of staff in selected libraries in Prague. It compares the differences in the way of...

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In two experiments, I tested the effects of a curriculum-based intervention on preschool students’ degree of stimulus control for bidirectional naming (BiN) across familiar and unfamiliar word-picture relation levels of complexity. In Experiment I, I used a multiple probe design to test the effects of the curriculum-based intervention on the degree of BiN for familiar word-picture relations. All four participants in the first experiment demonstrated an increase in the degree of BiN for familiar picture-word relation, with three participants meeting the incidental BiN criterion level of 80% across three response topographies. In Experiment II, I compared the curriculum-based intervention and repeated novel naming experience (RNNE) on preschool students’ degree of BiN and learning. The dependent variables were 1) degree of stimulus control for BiN across familiar and unfamiliar word-picture relations 2) learn units to criterion across math and reading 3) percentage of correct responses to unconsequated post-math and reading instruction probes. I investigated whether the method of acquisition of BiN, a curriculum based or RNNE, has differential effects on the dependent variables. Three out of four participants who received the curriculum-based intervention acquired BiN for picture-word relations following a novel experience, while one out of four participants under the RNNE condition acquired BiN. The results of the study suggest that a curriculum-based instruction can simultaneously induce BiN while teaching academic objectives to preschool students. Experiment II also implicates the effects of a technology-mediated intervention on developing academic and verbal behavior development cusps even in young children.

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Across the United States, Human Anatomy and Physiology (HA&P) courses typically have some of the highest withdrawal and failure rates on college campuses. These high enrollment course typically serve as gate-keepers for those individuals with aspirations of entering the medical field. In light of the growing national shortage of healthcare professionals, there is a pressing need to improve the state of HA&P education at a national scale. The goal of this dissertation is to understand why undergraduate students struggle to succeed in HA&P courses. I leveraged multiple frameworks from biology education research, physics education research, and cognitive psychology to understand the source of student difficulty in HA&P. I used a mixed-methods approach to unpack how students reason about the complex phenomena covered in HA&P classes. The data presented here suggest student difficulties in HA&P are not the product of a culmination of individual conceptual difficulties. Rather, this work suggests students have difficulty reasoning with the many complex systems that are at the heart of HA&P curriculum. Students appear to frame these complex systems in a manner that activates reasoning strategies that are often in conflict with course goals. The findings from this work advocate for a dynamic view of student cognition that recognizes the implications of context features on student reasoning of complex systems.

Background: This narrative study explores the experiences of social scientists in medical education research (MER) units housed in Canadian medical schools. Although MER has been gaining recognition as an important area of research to facilitate the translation of medical education into medical practice, the need for social science research in MER remains poorly understood. Moreover, available literature on the career progression of researchers in MER – with regards to factors like academic promotion, funding opportunities, and job satisfaction – have been largely limited to clinician or biomedical researchers. Purpose: To explore the experiences of social scientists in medical education research (MER) units housed in Canadian medical schools through the research question: How do social scientists experience the evolution of their careers into MER? Research Design: Narrative study. Data Collection and Analysis: This study involved semi-structured interviews with six faculty members of MER units in three medical departments in Canada. Findings: My analysis revealed the following themes: 1) challenges are systematic in nature but rewards tend to be interpersonal; 2) the development of MER units have helped improve social scientists’ experiences in MER; 3) interdisciplinary and interprofessional interactions act as both the greatest challenge and reward of a social scientist’s career in MER; 4) social scientists’ perceived experiences in MER are influenced by their perceived impact on institutional change; and 5) social scientists in MER retain and advocate for their identity as social scientists, but individual differences exist in the perceived gratification of advocacy work.

Students of all ages host a wide variety of scientifically inaccurate ideas and conceptions about everyday astronomical phenomena, such as the seasons, the moon phases, and gravity. The field of Astronomy Education Research has over the last decade experienced an accelerating growth, although the majority of studies have been conducted in the USA. In this work, the 9th grade students of a typical Swedish school were surveyed by means of a questionnaire in order to probe their conceptual understanding of several key concepts in astronomy. In the end, the number of respondents amassed to a total of 90. The results were analyzed with a constructivist approach in light of conceptual change theory and phenomenological primitives. In conjunction to this a postmodern view of the problem in question is presented. The compiled numbers were compared to the results of American high school students found in the large database of A Private Universe Project. The two samples were found to display only minor differences. Most notably, only around one in ten Swedish students could correctly account for the origin of the seasons, and only a very small percentage could point out the true distance-relation between the Earth and the Moon. In addition, approximately half of the students did not know the reason for why the Moon changes phase, and one in every four or five students believes there are stars between the planets in the Solar system. An analysis of the student sample was also made after separating out students who will obtain further education in astronomy in upper secondary school. With only one exception, no differences between the groups were found, suggesting that the misconceptions treated in this survey are present among all groups of students up to a certain educational level. However, in the group not intending to study more astronomy an astonishing 72 % had incorrect beliefs regarding the day/night cycle, indicating a possible fundamental lack of conceptual understanding about one of the most everyday astronomy-related concepts.