This work deals with timetabling problems at the Faculty of Information Technology of Brno University of Technology. The aim of this thesis is to design and implement new application to support manual timetable planning, that will offer some innovations in comparison with current state. Implemented application is based on client-server architecture, at which client and server communicate by means of REST interface. Application offers functions for preprocessing of input data, as well as functions for analysis of created timetables. Data can be exported in HTML format.

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"May 2007" A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Occupational Therapy. Typescript Project Advisor : Max A. Ito Occupational therapy candidates face a challenging task on the path to becoming registered occupational therapists. Uncertainty surrounds the professional community as to why certain candidates, who otherwise perform soundly both academically and clinically, struggle to be successful on the certification exam. Literature suggests that factors such as stress and anxiety may be the root cause. There is a plethora of literature discussing the importance of clinical reasoning skills in occupational therapy practitioners and students. However, no literary sources to date have investigated the importance of clinical reasoning in certification exam performance. This research study investigated the correlation between clinical reasoning skills and performance on the NBCOT certification examination. Thirty-five candidates from across the U.S. completed the Health Sciences Reasoning Test (HSRT), which tests critical thinking skills in five key areas. Supporting demographic information was collected for further comparisons. The participants then sat for the NBCOT exam within 90 days of taking the HSRT. Pearson product-moment correlation and Spearman's rho analyses indicated significant relationships between certification exam performance and three sub-skills of reasoning: inductive reasoning (p = .032/rs = .011), deductive reasoning (p = .007/rs = .004), and analytical reasoning (p = .001/rs = .002). Total HSRT score was also a significant factor in exam performance (p = .001/rs = .003). In ANOVA analysis investigating the relationship between highest educational level and certification exam performance, students who earned only master's degrees in occupational therapy performed significantly better than those earning combined bachelor's/master's degrees (p = .000), scoring an average of 29.15 points higher on the certification exam. In additional analysis, multiple regression analysis indicated that only analytical reasoning was a predictor of certification exam score. Race, age, grade point average (GPA), geographic location, and fieldwork settings were not significant factors in certification exam performance. Application of these results to larger populations should be exercised with caution due to the limited sample size of this study. Results of this study can initiate a dialogue among occupational therapy practitioners and educators who hold a role in assisting students in developing clinical reasoning skills and preparation for the certification exam. Results are also beneficial for students who can incorporate clinical reasoning skills as part of a certification exam study regimen.

The evolving nature of education emphasizes the importance of fostering 21st-century skills. To align with the requirements of the contemporary era, Uzbekistan introduced its new competency based National Curriculum, highlighting the development of 21st century skills. Despite the National Curriculum's emphasis on contemporary skills, a gap persists due to the exam-focused education system in Uzbekistan, with university entrance exams largely dictating classroom practices. This qualitative study, through students’ lenses and experiences, aims to explore how preparation for these exams, particularly in English, aligns with the goals of National Curriculum. Washback, defined as the influence of tests on teaching and learning, has been utilized as the study’s conceptual framework. Reflexive thematic analysis has been employed as the method for data analysis. The participants include first-year public university students in Uzbekistan. The findings revealed a multifaceted, complex and context-specific nature of washback. Key observations include a negative washback effect of high stakes public university entrance exams, leading to the prioritization of exam subjects at the expense of holistic education, a misalignment between English instruction and the curriculum, high-stakes entrance exam induced stress, and broader educational context factors, such as lack of teacher qualification and competence, low teacher salary, contributing to poor quality education. The study also highlights the crucial role of private tutoring in preparing for higher education and the emergence of unethical practices in schools. While the exams fostered certain 21st-century skills in students, an overemphasis on rote memorization limits deeper cognitive competencies. Positive washback is observed in lyceum education and among students preparing for the IELTS exam - an alternative pathway to fulfill the English language requirement for public HE, advocating for measurement-driven instruction and comprehensive language skill development. The study concludes that positive changes in Uzbekistan’s public university admission system could be achieved through a more holistic assessment of students’ skills and competencies and measurement-driven approach to education. The study recommends incorporating students' school performance as an admission criterion, offering a more comprehensive assessment of their abilities and knowledge.

This thesis focuses on the implementation of state-administered integration exams as part of the naturalization and settlement process in the United Kingdom and the Netherlands. Through analysis of key government documents and interviews with public servants and the experts involved, I argue that the actualization of the exam is a critical point in the policy process through which to understand how particular norms become embedded in not only the content, but the different requirements of each exam. In particular, I consider the role language-education experts, settlement experts, and the notable absence of migrants in the actualization of the exams under consideration. More importantly, I argue that while the state employs expert advice as a means through which to depoliticize the issue, the mechanisms through which this is done can in fact create spaces for the contestation of ideas. Drawing on the governmentality literature I argue that the British and Dutch borders are constructed and reified through the developing of test content, while also pointing to the ways in which non-state actors can mobilize their expertise to push for alternative, more open imaginings of the border. Through my comparison I also consider how integration has been framed as a problem with immigrants who do not have the right kind of orientation toward their ‘host’ community. The solutions to issues within immigrant communities (i.e. unemployment, poverty, poor health outcomes) rest in individuals moving from outsider to insider because these problems stem from the community’s position on the periphery of society. I argue that the immigrant’s affective orientation towards society becomes viewed as the source of these problems, and not the community's or society's orientation towards them. I then argue that the integration exam becomes a suitable solution because it solves multiple problems at once. The exam works as the mechanism through which desire is manufactured by making tangible the object of desire in the first place and by making society itself more exclusive. In this sense, the exam not only seeks to “ensure that those who desire ‘us’ are desirable to ‘us’” (Fortier, 2013, 3) by making immigrants prove themselves worthy, but also serves as a mechanism through which the state reasserts its authority over society. / Thesis / Doctor of Philosophy (PhD)

Latin American countries have shifted from a model of education governance based on hierarchical rules and centralized authority to a results-driven model with shared responsibility among state and non-state actors. Yet, adopted governance models show remarkable cross-national variation. This dissertation aims at explaining this variation amid convergence through the qualitative comparative analysis of education governance in Chile, Argentina, and Colombia during three distinct periods of development, namely centralized education planning from the standpoint of manpower needs (1960s-1970s), market-oriented governance mechanisms (1980s-1990s), and accountability-oriented education for all (2000s-2010s). This analysis demonstrates that while diffusion of widely recognized policy ideas about education governance produces convergence, political contestation of domestic organized actors produces variation that ranges from full adoption to outright rejection of foreign recommendations. My study qualifies insights from institutional and diffusion theories by specifying the conditions in which domestic actors are able to modify both, domestic institutions and powerful foreign ideas. / Thesis / Doctor of Philosophy (PhD) / Education reforms in several Latin American countries follow a global trend characterized by at least three changes: 1) from selective student recruitment towards the universalization of secondary education and school choice for families; 2) from a centralized curriculum towards curricular autonomy; and 3) from student evaluation exclusively delegated to teachers towards national standardized tests. Yet, adopted governance models show remarkable cross-national variation. Chile has traditionally emulated global ideas and become a quasi-market of education. Argentina was more reluctant to global norms and made only moderate changes to the state-run governance model. Finally, Colombia left the education of the wealthy to the market, while centralized the authority over the education of the poor. Through a comparative historical analysis of these three countries, this study explains the way in which global ideas are domestically translated through the interaction between diffusion mechanisms, domestic policy legacies, and the ability of domestic actors to negotiate the implementation of foreign recommendations. The evidence provided by this dissertation suggests that the level of organization, the closeness to the decision-making process, and the impact of the power resources of supporters and opponents of global ideas define the extent to what these ideas are adopted. If global ideas favor the interests of powerful actors and opposition is weak the more likely result is the emulation of foreign recommendations. Yet, the more the opposition obtains resources to force powerful actors to bargain, the more the chances for global norms to be resisted or rejected. This analysis explains how the encounter between global norms and domestic institutions shapes processes of domestic institutional entrepreneurship and uncovers paths through which this entrepreneurship is more likely to produce emulation or rejection of global ideas. This dissertation qualifies insights of historical and sociological institutionalisms and contributes to the literature on education policy globalization.

Background: Skin cancer is the most commonly diagnosed cancer each year in the United States. With skin cancer and the demand for nurse practitioners (NPs) in primary care both on the rise, an accurate assessment of how well NP students are being prepared to perform skin cancer assessments is needed. Patient outcomes are directly linked to early detection and treatment which is essential for all types of skin cancer, especially melanoma. Nurse Practitioners need to be able to recognize the early stages of malignancy versus benign skin lesions and perform accurate skin examinations. The ability to assess practitioners’ knowledge while they are still students will give us a better understanding of how well they are being prepared to perform skin cancer assessments in primary practice. This information will inform educators where improvement in skin cancer education is needed. Methodology: Following IRB approval, nurse practitioner students enrolled in a gerontology course fall 2016 were invited to participate in this exploratory, descriptive study. Twenty NP students completed the Knowledge, Attitudes and Practice of Skin Cancer Assessments (KAP-SCA) survey. The survey has 80 questions about lesion identification, knowledge of general skin facts, education in NP Program, and knowledge, attitudes, and confidence levels during skin care assessments. Descriptive statistics (frequencies and percentages) were used to analyze demographics. Total scores and subscale scores for the KAP-SCA instrument were examined with descriptive statistics. Spearman’s Rho statistics were used for correlations among knowledge, attitude, training and practice. Results: The typical NP student was female, age 31 years and enrolled in the family nurse practitioner program at UCF. The majority of NP students had an average knowledge score for general skin cancer knowledge and photo lesion identification questions. However, the majority (70%) of NP students did not agree that the dermatology training they received in their NP program prepared them for practice. Discussion: Most NP students do not feel confident performing skin cancer assessments and basic dermatology procedures upon graduation. Most NP students had a difficult time differentiating between benign and malignant lesions, and would refer the patient to a specialist due to their lack of knowledge or confidence in diagnosis. Conclusions: Information obtained from the KAP-SCA survey demonstrated that the majority of NP students lacked confidence performing skin cancer assessments and had difficulty recognizing if a lesion was benign or malignant. This information can be helpful in informing educators on where improvement in skin cancer education is needed in NP programs.

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Over the past few years, several studies have been published to propose algorithms for the automated diagnosis of Parkinson’s Disease using simple exams such as drawing and voice exams. However, at the same time as all classifiers appear to have been outperformed by another classifier in at least one study, there appear to lack a study on how well different classifiers work with a certain feature selection algorithm and sampling method. More importantly, there appear to lack a study that compares the proposed feature selection algorithm and/or sampling method with a baseline that does not involve any feature selection or oversampling. This leaves us with the question of which combination of feature selection algorithm, sampling method and classifier is the best as well as what impact feature selection and oversampling may have on the performance. Given the importance of providing a quick and accurate diagnosis of Parkinson’s disease, a comparison is made between different systems of classifier, feature selection and sampling method with a focus on the predictive performance. A system was chosen as the best system for the diagnosis of Parkinson’s disease based on its comparative predictive performance on two sets of data - one from drawing exams and one from voice exams. / Som en av världens mest vanligaste sjukdom med en tendens att leda till funktionshinder har Parkinsons sjukdom länge varit i centrum av forskning. För att se till att så många som möjligt får en behandling innan det blir för sent har flera studier publicerats för att föreslå algoritmer för automatisk diagnos av Parkinsons sjukdom. Samtidigt som alla klassificerare verkar ha överträffats av en annan klassificerare i minst en studie, verkar det saknas en studie om hur väl olika klassificerare fungerar med en viss kombination av urvalsalgoritm (feature selection algorithm på engelska) och provtagningsmetod. Därutöver verkar det saknas en studie där resultatet från den föreslagna urvalsalgoritmen och/eller samplingsmetoden jämförs med resultatet av att applicera klassificeraren direkt på datan utan någon urvalsalgoritm eller resampling. Detta lämnar oss en fråga om vilket system av klassificerare, urvalsalgoritm och samplingsmetod man bör välja och ifall det är värt att använda en urvalsalgoritm och överprovtagningsmetod. Med tanke på vikten av att snabbt och noggrant upptäcka Parkinsons sjukdom har en jämförelse gjorts för att hitta den bästa kombinationen av klassificerare, urvalsalgoritm och provtagningsalgoritm för den automatiska diagnosen av Parkinsons sjukdom.

Alveolar macrophages (AMs) are lung tissue-resident macrophages that can be expanded in culture, but it is unknown to what extent culture affects their in vivo identity. Here we show that mouse long-term ex vivo expanded AMs (exAMs) maintained a core AM gene expression program, but showed culture adaptations related to adhesion, metabolism and proliferation. Upon transplantation into the lung, exAMs reacquired full transcriptional and epigenetic AM identity, even after several months in culture and could self-maintain long-term in the alveolar niche. Changes in open chromatin regions observed in culture were fully reversible in transplanted exAMs and resulted in a gene expression profile indistinguishable from resident AMs. Our results indicate that long-term proliferation of AMs in culture did not compromise cellular identity in vivo. The robustness of exAM identity provides new opportunities for mechanistic analysis and highlights the therapeutic potential of exAMs.