Laboratory work is considered to be a vital part of the entire learning experience in physics and work in the laboratory has the potential to help make physics more real and tangible for the students while they can develop experimental design skills as well as developing observational and problem-solving skills. Sometimes, difficult concepts can be illustrated while laboratory work also offers opportunities for learners to develop skills in thinking, questioning, planning, and interpreting data as well as an opportunity to develop group working skills. Above all, physics, like all other sciences, gains its insights by means of experimentation and learners need experience of this. In addition, laboratory work has an important role in understanding a subject like physics in that it can make physics more real for the students. More importantly, there is great scope for developing laboratory learning which will enhance understanding as well as give the students an experience of how experimental evidence is used to develop the insights in physics. The question here is: does laboratory courses in higher education actually achieve these goals in a developing country such as Libya where the laboratories are not highly equipped while the staff and the teachers are not trained adequately? Studies have shown that, in laboratory learning, students follow instruction sheets like recipes with little understanding what they are doing, tending to generate negative attitudes. Some key studies have shown clearly that cognitive overload is the source of the problem: the learner’s has to cope with too many ideas at the same time. This study explored this idea and considered how the cognitive load can be reduced, enabling cognitive capacity to be available for greater understanding.The entire work was carried out on three stages with the students in the Faculty of Science at Sebha University, a typical university in Libya. The first experimental study (N = 150) aimed to gain an overall picture of the problems in Libya, look at how learners saw their school and their university experiences in laboratory work in physics. Questionnaires were designed to establish a picture of what was going on and where the problems lay. The survey showed the learners’ need for the security of instruction sheets but they were following these like recipes and not understanding what they were doing. In the light of these findings, pre-laboratory exercises were designed and post-laboratory exercises were constructed, for each experiment. The pre-laboratory exercise involved a set of simple tasks for the students to complete allowing them to revise underpinning ideas, grasp the key point of the experiment and how it was to be done. The overall aim was to reduce the pressure on limited working memory capacity as they undertook the experiment. The post-laboratory exercises were also short and were designed to allow the students to apply the ideas they had learned. The post-laboratory exercises were marked and the scores were used as a measure of understanding. When used with a sample of students (N = 95), the changes brought about by the use of pre-laboratory exercises were explored by considering their performance in the post-laboratory exercises while student perceptions of the experience were considered using a questionnaire. It was found that the pre-laboratory exercises improved understanding quite markedly with the students at Sebha University and their attitudes towards the whole pre-laboratory experience was very positive. In the third and final stage, pre-laboratory and post-laboratory were also employed with a sample of students (N = 106)but the post-lab exercises were extended considerably. The laboratory instructions sheets were re-written completely to make the whole learning experience a more cohesive whole. The outcomes were considered using performance in the post-laboratory exercises while student opinions were surveyed again. In both stages two and three, performance in the post-lab exercises offered insight into how well the students understood what they had done. In addition, at the end of stage three, semi-structured interviews were carried out with university teachers to explore the views of university teachers relating to physics laboratories in Libya. The findings of the third stage and second stage were compared to see what is new in students’ perceptions (N = 106). The question being explored here was whether the key to the greater success lay in the pre-laboratory exercises on their own or whether the re-written instruction sheets made further major improvements. It was found that there were only very small further improvements, thus confirming that the pre-learning from the pre-laboratory exercises was the key. The overall conclusions, this study has demonstrated the power and effectiveness of simple pre-laboratory exercises in a typical Libyan university physics course in enhancing understanding in physics. In almost all the survey items, the responses of the students who worked with pre-lab (with pre-laboratory group) were significantly more positive than the responses from the students who worked without pre-lab (without pre-laboratory group). Comparing the second stage and the third stage revealed little change, suggesting that the key to the performance improvement as well as the changes in student perceptions was largely due to the pre-laboratory exercises. Implications of the findings are discussed, especially in the context of education in Libya.

Cheuk, Yau Chuk. / Thesis submitted in: Dec 2008. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 132-144). / Abstracts in English and Chinese. / ABSTRACT --- p.i / 論文摘要 --- p.iii / PUBLICATIONS --- p.v / ACKNOWLEDGEMENT --- p.vi / LIST OF ABBREBIVIATIONS --- p.vii / INDEX FOR FIGURES --- p.x / INDEX FOR TABLES --- p.xiv / TABLE OF CONTENTS --- p.xv / Chapter CHAPTER ONE - --- INTRODUCTION / Chapter 1.1 --- "Joint function, structure and biochemistry" / Chapter 1.1.1 --- Function of joint --- p.1 / Chapter 1.1.2 --- Types of cartilage --- p.1 / Chapter 1.1.3 --- Composition and structure of articular cartilage --- p.2 / Chapter 1.1.4 --- The subchondral bone --- p.3 / Chapter 1.1.5 --- Maturation of articular cartilage and subchondral bone --- p.3 / Chapter 1.2 --- Osteochondral defect / Chapter 1.2.1 --- Clinical problem --- p.6 / Chapter 1.2.2 --- Spontaneous repair --- p.7 / Chapter 1.2.3 --- Current treatment strategies --- p.7 / Chapter 1.2.4 --- Limitations of current treatment strategies --- p.8 / Chapter 1.2.5 --- Treatments under development --- p.11 / Chapter 1.2.6 --- Potential and limitations in cell therapies --- p.14 / Chapter 1.3 --- The 3-D scaffold-free cartilage / Chapter 1.3.1 --- Fabrication of scaffold-free cartilage --- p.16 / Chapter 1.3.2 --- Scaffold-free cartilage for chondral / osteochondral defect repair --- p.18 / Chapter 1.3.3 --- Scaffold-free bioengineered chondrocyte pellet from our group --- p.20 / Chapter 1.3.4 --- BCP as a possible treatment for OCD --- p.21 / Chapter 1.4 --- The objectives of the study --- p.22 / Chapter 1.5 --- The study plan / Chapter 1.5.1 --- Design of the study --- p.23 / Chapter 1.5.2 --- Choice of animal model --- p.23 / Chapter 1.5.3 --- Selection of evaluation time points --- p.24 / Chapter 1.5.4 --- Choice and modification of histological scoring system --- p.24 / Chapter CHAPTER TWO - --- METHODOLOGY / Chapter 2.1 --- Preparation of reagents and materials for tissue culture and histology --- p.26 / Chapter 2.2 --- Creation of osteochondral defect model --- p.28 / Chapter 2.3 --- Synthesis of scaffold-free cartilage using 3-D chondrocyte pellet culture / Chapter 2.3.1 --- Isolation of rabbit costal chondrocytes --- p.31 / Chapter 2.3.2 --- Three-dimensional chondrocyte pellet culture --- p.31 / Chapter 2.3.3 --- BrdU labeling for cell fate tracing --- p.32 / Chapter 2.4 --- Further characterization of the 3-D scaffold-free chondrocyte pellet / Chapter 2.4.1 --- Gross appearance --- p.35 / Chapter 2.4.2 --- Cell viability / Chapter 2.4.2.1 --- Alamar blue reduction assay --- p.35 / Chapter 2.4.3 --- Preparation of samples for histology --- p.36 / Chapter 2.4.4 --- General morphology and histomorphology / Chapter 2.4.4.1 --- H&E staining --- p.36 / Chapter 2.4.5 --- Cartilage properties / Chapter 2.4.5.1 --- Safranin O /Fast Green staining --- p.37 / Chapter 2.4.5.2 --- Immunohistochemistry of type II collagen --- p.37 / Chapter 2.4.5.3 --- Immunohistochemistry of type I collagen --- p.38 / Chapter 2.4.6 --- Angiogenic properties / Chapter 2.4.6.1 --- Immunohistochemistry of VEGF --- p.40 / Chapter 2.4.7 --- Osteogenic properties / Chapter 2.4.7.1 --- ALP staining --- p.40 / Chapter 2.5 --- Implantation of scaffold-free cartilage into osteochondral defect model / Chapter 2.5.1 --- Surgical procedures --- p.41 / Chapter 2.5.2 --- Experimental groups --- p.42 / Chapter 2.6 --- Assessment of osteochondral defect healing / Chapter 2.6.1 --- Macroscopic evaluation --- p.43 / Chapter 2.6.2 --- Preparation of samples for histology --- p.43 / Chapter 2.6.3 --- Histology for general morphology / Chapter 2.6.3.1 --- H&E staining --- p.45 / Chapter 2.6.4 --- Histological scoring / Chapter 2.6.4.1 --- Modification of the scoring system --- p.45 / Chapter 2.6.4.2 --- Procedures of scoring and validation --- p.45 / Chapter 2.6.5 --- Cell proliferation / Chapter 2.6.5.1 --- Immunohistochemistry of PCNA --- p.49 / Chapter 2.6.6 --- Cartilage regeneration / Chapter 2.6.6.1 --- Safranin O /Fast Green staining --- p.49 / Chapter 2.6.6.2 --- Immunohistochemistry of type II collagen --- p.49 / Chapter 2.6.6.3 --- Immunohistochemistry of type I collagen --- p.50 / Chapter 2.6.6.4 --- Polarized light microscopy --- p.50 / Chapter 2.6.7 --- Expression of angiogenic factor / Chapter 2.6.7.1 --- Immunohistochemistry of VEGF --- p.50 / Chapter 2.6.8 --- Bone regeneration / Chapter 2.6.8.1 --- μCT analysis --- p.50 / Chapter 2.6.9 --- Histomorphometric analysis of cartilage and bone regeneration --- p.53 / Chapter 2.6.10 --- BrdU detection for cell fate tracing --- p.55 / Chapter 2.6.11 --- Statistical analysis --- p.55 / Chapter CHAPTER THREE - --- RESULTS / Chapter 3.1 --- Further characterization of the 3-D chondrocyte pellet culture / Chapter 3.1.1 --- Gross examination --- p.57 / Chapter 3.1.2 --- Cell viability --- p.57 / Chapter 3.1.3 --- Cartilage properties --- p.61 / Chapter 3.1.4 --- Angiogenic properties --- p.63 / Chapter 3.1.5 --- Osteogenic properties --- p.64 / Chapter 3.2 --- Implantation of scaffold-free cartilage and assessment / Chapter 3.2.1 --- Gross examination --- p.65 / Chapter 3.2.2 --- General morphology --- p.67 / Chapter 3.2.3 --- Histological scores --- p.71 / Chapter 3.2.4 --- Cell proliferation --- p.75 / Chapter 3.2.5 --- Cartilage regeneration --- p.78 / Chapter 3.2.6 --- Expression of angiogenic factor --- p.90 / Chapter 3.2.7 --- Bone regeneration --- p.93 / Chapter 3.2.8 --- Histomorphometric analysis on cartilage and bone regeneration --- p.96 / Chapter 3.2.9 --- Cell fate tracing --- p.100 / Chapter CHAPTER FOUR - --- DISCUSSION / Chapter 4.1 --- Summary of key findings / Chapter 4.1.1 --- Further characterization of BCP and determination of implantation time --- p.102 / Chapter 4.1.2 --- Implantation of BCP in OCD --- p.102 / Chapter 4.2 --- Spontaneous healing in osteochondral defect / Chapter 4.2.1 --- Findings from the current study --- p.104 / Chapter 4.2.2 --- Comparison with other studies --- p.104 / Chapter 4.2.3 --- Factors affecting spontaneous healing --- p.105 / Chapter 4.3 --- Fabrication and further characterization of the 3-D chondrocyte pellet / Chapter 4.3.1 --- Comparison of different methods of producing scaffold-free cartilage construct --- p.106 / Chapter 4.3.2 --- Cartilage phenotype of the BCP --- p.107 / Chapter 4.3.3 --- Angiogenic and osteogenic potential of the BCP --- p.108 / Chapter 4.3.4 --- Role of mechanical stimulation on tissue-engineered cartilage --- p.109 / Chapter 4.4 --- Repair of osteochondral defect with allogeneic scaffold-free cartilage / Chapter 4.4.1 --- Advantages of the current scaffold-free chondrocyte pellet --- p.111 / Chapter 4.4.2 --- Remodeling of BCP after implantation --- p.111 / Chapter 4.4.3 --- Effect of BCP on cartilage repair --- p.112 / Chapter 4.4.4 --- Effect of BCP on bone regeneration / Chapter 4.4.4.1 --- Findings in the present study --- p.113 / Chapter 4.4.4.2 --- Possible reasons of slow bone repair --- p.114 / Chapter 4.4.4.3 --- Effect of BCP on bone region peripheral to defect --- p.115 / Chapter 4.4.5 --- Immunorejection-free properties of the BCP --- p.116 / Chapter 4.4.6 --- Comparison with other animal studies using scaffold-free cartilage --- p.117 / Chapter 4.4.7 --- Possibility of implanting a BCP cultured for shorter or longer period --- p.118 / Chapter 4.4.8 --- Scaffold-free cartilage construct and construct with scaffold for OCD repair --- p.119 / Chapter 4.4.9 --- Chondrocytes and stem cells for OCD repair --- p.120 / Chapter 4.5 --- Limitations of the study / Chapter 4.5.1 --- Animal model --- p.122 / Chapter 4.5.2 --- Histomorphometric analysis --- p.122 / Chapter 4.5.3 --- Lack of quantitative data analysis --- p.122 / Chapter 4.5.4 --- BrdU labeling of cells --- p.123 / Chapter 4.5.5 --- Lack of biomechanical test --- p.123 / Chapter 4.5.6 --- Small sample size --- p.123 / Chapter CHAPTER FIVE - --- CONCLUSION --- p.124 / Chapter CHAPTER SIX - --- FUTURE STUDIES / Chapter 6.1 --- Identification of factors affecting bone repair after OCD treatment --- p.125 / Chapter 6.2 --- Modifications of BCP treatment --- p.125 / Chapter 6.3 --- Alternative cell source --- p.126 / Chapter 6.4 --- Alternative cell tracking methods --- p.126 / Chapter 6.5 --- Inclusion of biomechanical test --- p.126 / APPENDICES / Appendix 1. Conference paper 1 --- p.129 / Appendix 2: Conference paper 2 --- p.130 / Appendix 3: Animal experimentation ethics approval --- p.131 / BIBLIOGRAPHY --- p.132

The spinal cord is an important component in the processing and modulation of painful stimuli. Nerve signals from the periphery are relayed and further conducted to the brain (nociception) in the spinal cord, and the most essential modulation of painful information (antinociception) occurs here. Several neurotransmitters are involved in spinal pain modulation, among them acetylcholine. However, the role of acetylcholine has previously been little investigated. In the present thesis, the acetylcholine release in the spinal cord was studied in vivo. By using spinal microdialysis on anaesthetised rats, the effects on the intraspinal acetylcholine release of various receptor ligands and analgesic agents were examined. This, together with pain behavioural tests and in vitro pharmacological assays, was used to evaluate the role of acetylcholine in spinal pain modulation. The four studies in this thesis resulted in the following conclusions: An increased release of spinal acetylcholine is associated with an elevated pain threshold, while a decreased acetylcholine release is associated with hyperalgesia, as seen after systemic treatment with a muscarinic agonist and an antagonist. Lidocaine is a potent analgesic when given systemically. It was found to produce an increase of intraspinal acetylcholine after intravenous injection of analgesic doses. This effect was attenuated after muscarinic, and abolished after nicotinic, receptor blockade. Various a2-adrenergic ligands, associated with nociceptive or antinociceptive effects, were found to affect intraspinal acetylcholine release via action on nicotinic receptors. Finally, the involvement of spinal acetylcholine in the analgesic effects of aspirin and paracetamol was examined. It was found that spinal acetylcholine could participate in the analgesic effects of aspirin, but not of paracetamol. The present thesis provides data that clearly demonstrate a relationship between intraspinal acetylcholine and antinociception, and elucidate interactions between acetylcholine and other mechanisms that mediate antinociception in the spinal cord.

The objective of this research is to unveil how respective teacher consider about the laboratory working methods in mathematics. The research even includes answers to questions such as, what approaches and attitudes the teachers have and the methods they use when instructing their students when teaching mathematics, what the materials used by the teachers are and how important working creatively is to help the students develop their logical thinking. I also looked into issues that can help understand how and why teachers use laboratory mathematics for students in young ages. As a conclusion the research showed that the teachers aim to the goal that includes helping the students understand mathematics, strengthen their logical thinking and creativity. In the method section qualitative data was used, which contained four interviews with different pedagogues that daily interact with students in elementary school. The reasons for using the method of qualitative data was to help me deeper understand and answer the specific questions I had to the pedagogues and to even compare how different pedagogues differ in their approaches and methods. The theoretical framework I used throughout the research was based on and connected to the literature and theories provided during my studies and which showed that the majority of the teachers share similar views and thoughts about the laboratory working methods. During the research, the pedagogues concluded that the basis for increasing the students’ development and knowledge, creative methods of working by the teachers are needed. Working creatively provides the students a wider path of freedom of thinking logically and thereby solving problems. Summarizing the research, it is based on theories concerning laboratory mathematics and the attitudes and approaches taken by the teachers in this subject. In the research, the fact that the teachers use a wide spectrum of laboratory material, is studied and proven. My conclusion is that all the teachers concerned find it crucial to use the creative thinking as a basic approach of teaching in order to increase the interest for mathematics among the students.

Laboratory experimentation plays a critical role in the education of engineers. With the increase of students choosing to obtain their education online through Distance Learning programs, something must be done to allow them to gain practice with experimental techniques. Remote Laboratories (RLs), or laboratory experiments specially constructed for remote use, have the potential to fill this void. In a "traditional" laboratory experiment, students physically interact with an apparatus to obtain experimental data. Remote Laboratories are meant to offer a similar learning experience that is equivalent to, or as close as possible to the physical one, by allowing a user to control the apparatus from a remote location using mechatronic control hardware, integrated with data acquisition software. Studies have shown there is no significant difference with regard to meeting educational outcomes between students who performed an experiment remotely versus those who carried out the same experiment in-person. The focus of this thesis is on the development of a framework for developing and implementing Remote Laboratories. To do this, this research introduces advances in the following areas: a) Identifying the educational differences between traditional and Remote Laboratories. b) Developing a method for comparing student perceptions about RLs and their laboratory reports through surveys and laboratory report grading. c) Creating a standard Information Technology protocol for hosting and conducting remote experiments. d) Investigating alternative uses for RLs. e) Proposing new methods to best mimic the physical interactions of traditional laboratories. f) Creation of functioning Remote Laboratories. g) Analyzing the findings of their use in a classroom setting. A comparison of surveys and laboratory reports between groups that conducted remote experiments and those which conducted traditional experiments over a period of 4 semesters suggest that RLs have the potential to be used to achieve the same educational outcomes as traditional laboratories.

Darbo tikslas. Įvertinti klinikinės diagnostikos laboratorijos klaidas ir jų valdymo galimybes. Tyrimo metodika. Atlikta X ligoninės klinikinės diagnostikos laboratorijos klaidų registro 2007 – 2009 metų duomenų analizė ir susisteminti duomenys. Jais remiantis, identifikuotos klaidos, jų priežastys ir pasiskirstymas. Atlikta ligoninės skyrių, tiesiogiai susijusių su laboratoriniais tyrimais, darbuotojų (gydytojų ir slaugytojų) anketinė apklausa. Išdalinta 260, grąžinta 241 anketų (atsakas 92,7 proc.). Požymių ryšio reikšmingumui skaičiuotas χ2 kriterijus, dviejų proporcijų lyginimui - z kriterijus. Rezultatai. Iš visų klaidų (N=669) didžiausia dalis (80 proc.) identifikuota ikianaliziniame tarpsnyje. Dažniausios ikianalizinio tarpsnio klaidos - tyrimo užsakymo (22 proc.), ėminių ėmimo (23 proc.), užsakymo formos pildymo (21 proc.), įvykusios hemolizės (11 proc.). Kituose tarpsniuose klaidų pasiskirstymo dažnis ženkliai mažesnis: analiziniame. ir poanaliziniame po 10 proc. Analiziniame tarpsnyje didžiausią dalį užima klaidos, identifikuotos matavimo metu dėl ikianalizinių veiksnių poveikio (31 proc.), poanaliziniame - žmogiškojo faktoriaus ir elektroninių programų nesusidirbimo klaidos (41 proc.). Nustatyta, kad darbuotojų informuotumas apie laboratorijos klaidas ir jų valdymą yra nepakankamas. 55,9 proc. darbuotojų mano, kad apie galimas klaidas, lemiančias laboratorinių tyrimų patikimumą, bei jų išvengimo galimybes, žino tik iš dalies. Informacijos apie laboratorinio tyrimo... [toliau žr. visą tekstą] / Aim of the study: Evaluate clinical diagnostics laboratory errors and their management possibilities. Study methodology: Laboratory X error registry study performed (2007 – 2009 year). Survey among hospital staff related to laboratory test ordering conducted. Total responses: 241 (92.7% from 260 invitations). Criterions calculated: indication relation significance - χ2, couple proportions comparison - z. Results: Error distribution (total 669) by phase: 80% pre-analytical, 10% analytical, 10% post-analytical. Top errors in pre-analytical phase: specimen collection (23%), test ordering (22%), order form input (21%), hemolyzed sample (11%). Analytical phase most errors are influenced by pre-analytical variables (31%). Post-analytical phase most errors are caused by human factor and software malfunction (41%). Found, that hospital staff awareness about laboratory errors and their handling is insufficient. 55.9% staff responded they have only partial knowledge about errors influencing testing reliability and how to avoid errors. 51.3% staff has knowledge about test process organization. 33.3% staff knows about error classification by phase. 71.4% doctors and 42.6% nurses consider such information important and would like to learn more. 52% doctors and 33.8% nurses familiar with full set of available tests. More knowledge about available laboratory tests have staff of age >54y (58.1%), also, having employment history >24y (48.6%). Most of staff (expectation of 81.9% respondents... [to full text]

Bibliography: leaves 249-283. / xi, 283 leaves : ill. (chiefly col.) ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / This thesis examines the hypothesis that cerebrospinal fluid (CSF) is driven from the subarachnoid space into perivascular spaces and the central canal by arterial pulsations and that this is the driving force for the development of non-communicating syringomyelia. Horseradish peroxidase (HRP) is used as a CSF tracer in rats and sheep. A technique for studying the three-dimensional morphology of the human central canal is also developed. / Thesis (Ph.D.)--University of Adelaide, Dept. of Surgery, 1997?

Thesis (M.S.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. "August 2007" Includes bibliographical references.

Thesis (M.S.)--Florida State University, 2006. / Advisor:Thomas A. Houpt, Florida State University, College of Arts and Sciences, Dept. of Biological Science. Title and description from dissertation home page (viewed June 7, 2006). Document formatted into pages; contains vi, 37 pages. Includes bibliographical references.

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