This Master thesis focuses on responsive web design. The main objective is to provide comprehensive view of the website created in so-called responsive realization, and impart awareness to readers not only about idea of responsive web design itself, but also about other ways of creating mobile webs. Furthermore, thesis deals with constructing of overview and comparison of selected technologies and frameworks with support of creating responsive websites. Every group of technologies or procedures is discussed in single chapter, to let reader simple and clearly return to particular concepts. After reading this thesis the reader should acquire not only detailed knowledge about responsive web design, but also suggestions and manuals for creating websites and for decisions in choosing the type of technology, which is possible to use to creating websites.

A study to determine whether an activity program can be carried on under adverse conditions in a first grade classroom.

Application Programming Interface (API) development is growing in popularity and because of that, it is more important than ever to develop high-quality APIs. There is often a rush to build APIs and therefore their design can suffer consequently. This may have a negative impact on the companies and consequently a poor user experience. Different “first” methodologies decide the approach when it comes to developing APIs. The purpose of this study is to investigate what API-first methodology has for value when developing APIs. This is done by developing two APIs where one is using the API-first approach while the other makes use of Code-first. This thesis is using a qualitative method of semi-structured interviews to collect data, with the focus to highlight the differences between the APIs developed. Specifically, the differences in test efficiency, user experience, and API correctness.  The conclusion from the study points out that by using API-first the user experience gets a higher quality in terms of documentation, test efficiency, and accuracy in the business requirements. Also, it provides a suggestion for when and why a company should use it. The findings suggest that when the project is big and complex, then API-first is a good option to consider. The continuous dialog between developer and client is why it is such an approving method to use. The hope is that the findings of this thesis are an indicator that API-first is a significant method to use and that more companies consider it when developing APIs.

Human life is too precious to be lost. The rules of the first aid are not complicated. The knowledge of resuscitation is the basic principle of the first aid. You don't need only theoretical knowledge to do the right resuscitation. It is necessary to have a some practical experience. The experience of resuscitation is possible to get on a tutorial trainer manikin. This work considers a concept of system for analysing training of resuscitation by using computer. The first part of this thesis describes the right process of resuscitation by guidelines of European Resuscitation Council for Resuscitation 2005. The other part deals with possible ways of monitoring the correct procedure of instant resuscitation and the most common mistakes made by trainees during the training, are described in the following parts of this work. Component part of this thesis is summary of available resuscitation models. Last part is dedicated to the design of hardware and software for rating quality of resuscitation process. Resuscitation trainer manikin AmbuMAN from the company Ambu was also used. Among others contains "first aid" test as well.

The first year of teaching has profound implications for career length, job satisfaction, and teacher effectiveness. Establishing relationships with multiple colleagues has been found to help new teachers improve their practice and create a sense of identity within their schools and within the profession. Lack of physical proximity among teachers, however, has been shown to inhibit the formation of these professional relationships. Despite these findings, research involving a close examination of how socio-physical arrangement of space can foster or hinder a sense of professional community is sparse, particularly with relation to new teachers. Hence, the purpose of this study was to better understand how first-year teachers’ interactions with their colleagues influenced the novices’ establishment within their school communities, their conceptions of teaching, their sense of place and identities as teachers, and the learning that occurs over the course of the first year. Using interviews and observations as primary sources of data, and supplementingthese with several other sources such as video tours, interaction logs, and relational maps, this study examined the interactions of three first-year teachers (in the same middle school) with their colleagues, while paying specific attention to the role of the spatial structures of the school in shaping these interactions. Ultimately, this study found that the arrangements of school structures, including space, time, and task, as well as the interrelatedness of these structures, influenced the frequency and nature of the novices’ interactions with their colleagues, thus playing a crucial role in their learning, identities, and conceptions of teaching as a collaborative versus independent endeavor. This dissertation concludes with implications for practice and research aimed at arranging these structures so as to make the first years of teaching more constructive and more satisfying for novice educators.

This thesis explores a recent innovation in First Nations health, the formation of Canada's First provincial-wide First Nations Health Authority (FNHA). Analyzing this service model against Indigenous assertions of a Treaty Right to Health expressed in the Numbered Treaties, I argue that the realizations of the Treaty Right to Health cannot solely be met under neoliberal models of increased Indigenous capacity in health care service administration. I assert that these models of devolution do not enable Treaty First Nations to achieve Indigenous self-determination in accordance with Treaty rights, relationships and responsibilities. The current discourse on First Nations health care only minimally accounts for the Treaty Right to Health, and where it does, it is devoid of Indigenous understandings of a Treaty Right to Health that encompasses access to healthy lands, waters, and livelihood for an achievement of holistic wellness. Mobilizing an Indigenous auto ethnographic approach which accounts for my own embodied positionally, this thesis problematizes the exclusion of holistic visions of health and well-being against settler governments' orientations toward a neoliberalized health care system. This thesis extends a comparative analytical lens to the political mobilizations of Indigenous advocacy bodies in the province of British Columbia, whose efforts under the New Relationship paradigm in Indigenous-state relations has resulted in an unprecedented practice of health care devolution. / Graduate

The purpose of this study was to examine the association between the retention rate and 9 firstyear student programs at Liberal Arts Colleges in the Mountain South, a region in the southern Appalachian Mountains of the United States. Nine first-year programs were studied: Summer Bridge Programs, Preterm Orientation, Outdoor Adventure Orientation, Targeted Seminars, Learning Communities, Early Warning/Early Alert Systems, Service Learning, Undergraduate Research, and Assessment. The data for this study were accessed via the college database of The National Center for Education Statistics (NCES, 2013). Chi Square tests were used for analysis to identify associations between first-year student retention and the presence of each of the 9 programs. The results indicated that the presence of each of the 9 first-year programs was not significantly related to first-year student retention.

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Most undergraduate students enroll in college with the aim of securing a professional career after graduation; however, not all students achieve this goal. Prior research has explored whether career outcomes differ between students of varying academic and demographic backgrounds, but few studies have examined whether first-generation status is correlated with career outcomes. In addition, different parameters are used to define first-generation students within the research literature, making it difficult to capture consistent data on this population. In this quantitative study, I analyzed NACE First Destination Survey data to assess whether recent first-generation college graduates from the same higher education institution achieve differing career outcomes from their continuing-generation peers, applying three distinct definitions for first-generation students to highlight within-group differences in this population. The results of this study showed some disparities in career outcomes between first-generation graduates and their continuing-generation peers, with first-generation students unemployed at slightly higher rates, especially in the aftermath of the COVID-19 pandemic. However, graduates' field of study was a stronger predictor for career outcomes than any other academic or demographic variables included in the study. This study aims to provide future directions for higher education institutions to critically examine the career outcomes of their graduates to better target career development resources to the students who need it most. / Educational Administration

The purpose of this quantitative study is to assess if perceptions of academic and institutional support as well as demographic factors, predict intention to return to school amongst online first-generation college students enrolled at traditional higher educational institutions. To complete the causal-comparative study, the researcher analyzes data from students who completed the National Survey on Student Engagement during the Spring of 2018. Before data was analyzed, a literature review was conducted. The reviewed literature found that despite increasing popularity, retention rates between in-person and online courses vary (Bawa, 2016; Bacon, 2016; Cho & Tobias, 2016). Furthermore, past empirical assessments have provided a deep understanding of FGCS's intention to return to physical campuses (Adams & McBrayer, 2020). However, academic literature investigating the impact of academic and institutional support and demographic factors to predict intention to return to school in FGCS at online college settings is absent.Participants in this study were in their first (n = 141, 58%) and second years (n = 69, 28.4%) of college. The independent variables within this study include perceptions of academic and institutional support and demographic variables. The dependent variable is retention and will be the student’s answer to the question, “Do you intend to return to this institution next year?” with answers dichotomized as “yes” or “no/not sure.” The findings from this study indicate that perceptions of academic and institutional support, as well as participant age, significantly predict online FGCS intent to re-enroll in their current institution. Additionally, the data showed FGCS satisfaction levels with the entire online educational experience.