本研究主要探討高工學生運用前置組織(Advance Organizer)於錄影帶教學輔助上所產生的聽力理解成效。 研究對象為台灣南部一國立高工化工、機械、室內設計科等四個班145位學生。使用全民英檢兩屆考題為前後測，並以前測成績區分高、中、低分群。實驗組給予聽前單字提攜與問題引導策略教學並佐以Family Album, U. S. A和A+English聽力教材，而控制組則只有錄影帶教材而無任何聽前引導。實驗研究共進行十六週，實驗前給予兩組學生學習背景問卷調查，實驗後由實驗組學生填寫學習回顧問卷。經由測驗、問卷兩方法得知，受試學生對於此前置引導錄影帶教學輔助在聽力理解上呈現顯着進步，其中又以高分群的成效最佳。 最後，由此研究結果提出工職英語聽力教學之具體建議。期盼對職校英語聽力學習環境、學習者、及授課教師皆有所助益。 / Video-aided English learning programs have been prevalent among students to facilitate listening skills so far. The purpose of the study is to apply a proven effective treatment of Advance Organizer (AO)—vocabulary pre-teaching and pre-questioning —with video to improve students’ listening comprehension, and to differentiate the treatment effect on students of different proficiency levels. The participants in this study are 145 first-year vocational high school students in the Departments of Chemical Engineering, Mechanical Engineering and Interior Designing. Two equivalent tests of the listening comprehension section of GEPT-Elementary Level are used as the pretest and posttest. Students are divided into high, middle and low proficiency groups according to the pretest scores. During the 16-week treatment duration, the experimental group receives AO instruction along with the supplementary videos—Family Album, U. S. A . and A+English, while the control group receives the same videos without any treatment instruction. Two questionnaires, the English Learning Orientation Survey and the Self-Reflection Questionnaire, serve to elicit background profiles of the participants to cross-examine the relations with their test performance. The results show that students receiving the AO with video instruction make significant progress on listening comprehension performance. It is also found that the effect is especially appreciable for students of high proficiency level. Based on the findings, this study proposes some pedagogical implications for industrial vocational high school teachers and indicates a direction to steer English listening instruction in vocational high schools.

This study investigated the effect of instruction that included graphic organizers on LDS seminary students’ ability to understand scriptural text and their ability to identify doctrines in scriptural text, utilizing a repeated measures, quasi-experimental design involving 209 ninth-grade student participants. The participants were randomly assigned by class to one of two treatment groups. Participants in the treatment group received instruction using graphic organizers with the standard curriculum and participants in the comparison group received instruction using only the standard curriculum. Three different measures were employed to measure the effectiveness of the graphic organizers intervention: (a) a multiple-choice test of LDS doctrines and principles; (b) an identifying doctrines and principles in text test; and (c) a student perception survey. Results of the ANOVA for the multiple-choice test indicated no significant difference between instructional groups for ability to recall facts from the class instruction and the class text, F (1, 205) = 1.60, p = .21, partial ή² = .21. Results of the ANOVA for the identifying doctrines and principles in text test, measuring transferability of the skills learned while studying the Doctrine and Covenants to a different text containing some of the same doctrines and principles, also indicated no significant difference between groups, F (1, 196) = 1.93, p = .17. The results for the student perception survey were positive; most students felt confident about their ability to comprehend scriptural text, but were slightly less confident about their ability to identify doctrines and principles in the text. The participants in this study were generally positive in their willingness to learn about and use graphic organizers. Results of this study indicated that graphic organizers did not significantly impact students’ ability to identify doctrines and principles in scriptural text or to learn concepts from scriptural text.

This thesis is an investigation of software development for children aged six to ten years old. This is a challenging area; despite the trend for children to be exposed to computer technology at an earlier age, they often struggle to utilize it effectively. Children are not merely miniature adults; they have their own needs which are often not met by traditional software. In particular, this thesis focuses on the task of music management: a task that children take much interest in but for which they are given few tools. We address this with the design of a new music management system: the Kid's Music Box. The development of Kid's Music Box is documented in four main parts: background research, requirements gathering, design and implementation, and evaluation. Background research identifies the strengths and weaknesses of conventional music organizers with respect to young users. Requirements gathering took the form of a focus group study, which aimed to overcome the distinct challenges of obtaining input from children. The design of Kid's Music Box builds on this work, by incorporating functionality, metaphors and design elements that suit the needs and capabilities of young children. Expert evaluations and formal evaluation from children users showed promising results, which concluded that Kid's Music Box is better than other organizers in terms of managing music for children.

本研究旨在探討前導組織(advance organizer)教學對國中生英文聽力理解的影響。關於前導組織的實證研究為數眾多，其中不少分別針對圖像類(pictorial)及文字類(verbal)前導組織對聽力促進、閱讀習得之效用做探討，未見有研究將兩類前導組織的效用一起比較。因此，本實驗採用此兩類前導組織，經量化研究方法，探究「圖像語境線索」(Pictorial Contextual Cues)及「文字語境關鍵」(Verbal Contextual Keys) 對國中生觀看無字幕英語發音影片時聽力理解的影響。 研究對象為台灣北部一所國立高中之國中部三年級三個班的八十七位學生，三個班級皆採常態分班，經隨機指定為兩實驗組及一對照組。實驗歷時四個禮拜，實驗前對三組受試者施以前測—GEPT中級聽力測驗—以得知受試者個別的英文聽力程度。實驗後讓受試者填寫一態度問卷，以得知受試者對前導組織的看法及感想。實驗時，觀看教學影片前，兩個實驗組及一個對照組分別接受「圖像語境線索」(Pictorial Contextual Cues)、「文字語境關鍵」(Verbal Contextual Keys)及「無實驗處理」(No treatment)，前導組織教學後隨即觀看一個約五分鐘長的無字幕英語教學影片(instructional video)。影片觀看後，三組受試者隨即接受研究者根據影片聽力內容自編的測驗，以得知受試者的理解程度。如此的實驗過程重複三次，四個禮拜後，根據三個聽後測驗的結果進行統計分析，本研究主要發現 如下：(1)整體而言，「圖像語境線索」與「文字語境關鍵」分別對國中生觀看無字幕英文教學影片的聽力理解是有幫助的；(2)整體而言，「圖像語境線索」與「文字語境關鍵」對國中生觀看無字幕英文教學影片的聽力理解，兩者間的效用並無顯著差異；(3)大部分受試者對前導組織教學在英文聽力理解的幫助持正向態度，認為前導組織有助於英文聽力理解；(4)相較於「圖像語境線索」，較多受試者願意再接受「文字語境關鍵」前導組織教學的幫助。最後，研究者認為雖額外準備教材需花費許多時間、精力，但能讓學生經由前導組織的幫助，在影片教學中習得“真實語言(real language)”，不僅能藉此促進學生的學習動機，也能讓英文聽力訓練更加有趣、多變。 / This study is to investigate the effects of the two advance organizers—pictorial contextual cues and verbal contextual keys—on students’ English listening comprehension. There were many empirical studies examining the effects of pictorial or verbal advance organizers respectively. However, based on the researcher’s literature review, effects of these two distinct types of advance organizers have not been compared. Hence, the researcher intended to find out if the two advance organizers—pictorial contextual cues and verbal contextual keys—facilitate students’ English listening comprehension on watching video clips without captions. There were 87 9th-grade participants, divided into two experimental groups and one control group, receiving pictorial contextual cues, verbal contextual keys, and no treatment. In the beginning, all participants received a test, i.e. the listening comprehension section of General English Proficiency Test (GEPT) intermediate level. Then, the three groups received their respective treatments in three consecutive weeks. Each time after the treatments, participants watched a 5-minute video clip and took a listening test on the content they just heard. After viewing the three video clips, on the fourth week, participants filled out an attitude questionnaire to express their perceptions of advance organizers. Analyzing the results of the three listening tests and the questionnaire, the researcher found that both groups receiving advance organizers significantly outscored the control group. However, there was no significant difference between the two advance organizers. As for students’ attitude, more than half of all the participants agreed on the effectiveness of the two advance organizers. Yet, more students in the Verbal Contextual Keys group held positive attitude on receiving the advance organizer again. Though designing or preparing advance organizers and selecting suitable authentic/instructional video materials may take teachers much extra time and energy, students could be motivated when they learned the “real language.” Moreover, English listening training could be more interesting and diverse.

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This study used a 2 (advance organizers: paragraph vs. item) ¡Ñ 2 (story structures: hierarchical vs. sequential) experimental design to explore the effects of advance organizers and story structures on fifth graders¡¦ reading comprehension. The results were listed as following: 1. No matter the hierarchical story structure or the sequential story structure, students receiving the paragraph advance organizer recalled better on the total number of words and the idea units than the students receiving the item advance organizer. 2. The different advance organizers had different effects on students recall. Students receiving the paragraph advance organizer had a better recall on the main ideas, comprehension level 1, Comprehension level 2, and causal chain than students receiving the item advance organizer. 3. For the hierarchical story structure, students who receiving the paragraph advance organizer had a better recall on the detailed ideas and sequential recall than students receiving the item advance organizer. For the paragraph advance organizer, students receiving the hierarchical story structure had a better recall on the detailed ideas and sequential recall than students receiving the sequential story structure. 4. For the recall on dead-ends information, on the hierarchical story structure, students receiving the paragraph advance organizer had better recall than students receiving the item advance organizer. Also, on the item advance organizer, students receiving the sequential story structure had better recall than students receiving the hierarchical story structure. 5. The different advance organizers and story structures had effects on students¡¦ inferential ability. On the hierarchical story structure, the paragraph advance organizer performance surpassed in the item advance organizer. On the item advance organizer, students receiving the sequential story structure had better performance on the inference than students receiving the hierarchical story structure. 6. The different advance organizers had different effects on the literal comprehension. Students receiving the item advance organizer had better performance on the literal comprehension than student receiving the paragraph advance organizer. The different advance organizers and story structures have different effects on students¡¦ reading comprehension. Thus, teachers should to choose different advance organizers to present the reading material depends on the structure of the reading materials. Also, teachers should choose the story structure of the reading material based on which ability that students need to be strengthened.

The value of hierarchy as an essential trait of concept maps and a way to enhance recall is explored in this thesis. Undergraduate students (N = 40) were randomly assigned to one of two groups and completed an 18-question multiple-choice pre-test about the concept of animal physiology. Then each group studied one of two visual organizers that varied in the level of hierarchy used and finally both groups completed the same multiple-choice test. This research was guided by the following two research questions: Do undergraduate science students using expert-created concept maps differ in their ability to enhance their recall of information about animal physiology when compared to students using visual organizers with limited hierarchy? How does prior knowledge affect the recall of students using concept maps and other visual organizers with limited hierarchy? The data collected from the two groups was analyzed using regression analyses, ANOVA, and repeated-measures ANOVA. It was found that the hierarchical concept-mapping group grew more in their recall of information about animal physiology than the visual-organizer group [F(1,38) = 7.70, p = .009]. The results of these analyses were interpreted using the conceptual framework of cognitive load theory. This theory deals with the encumbrance on working memory that subsequently affects how one recalls information. The findings support the contention that hierarchical concept maps confer an advantage in the recall of science concepts when compared to visual organizers with limited hierarchy. This study lays the ground work for a doctoral study with 200 participants separated into four experimental groups (n = 50), with participants separated by high and low prior knowledge and the aforementioned visual organizers. / Thesis (Master, Education) -- Queen's University, 2012-06-02 18:28:40.415

01 The Criminal Liability of the Organizer of a Criminal Offence Abstract This thesis focuses on one of the modalities of participation - on organizing. The provisions of Section 24 (1) a) of Act No. 40/2009 Coll. of the Criminal Code mentions organizing in the first place, indicating that it is the most serious form of participation. Organizing is also a form of participation which is quite specific to the Czech legal order. Foreign legal regulations often consider the Czech organizer to be the offender. The aim of this thesis was to thoroughly discuss the organizer of a criminal offence, to evaluate the reason for the frequent criticism of his inclusion among the participants of the crime and to suggest how should this legal institute be adapted. The thesis is divided into seven chapters, the first of which is the introduction and the final is the conclusion. The first part of this thesis deals with the theoretical foundations of participation. It briefly describes the possible approaches to the offender and the fundamentals of the unitary and the differentiated system, including their advantages and disadvantages. The meaningfulness of a differentiated system depends on the successful separation of the key persons involved in the criminal act from the less important ones. The following chapter focuses on...

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Retinogeniculate (RG) synapses connect retinal ganglion cells to the thalamic relay cells of the dorsal lateral geniculate nucleus (dLGN). They are critical for regulating the flow of visual information from retina to primary visual cortex (V1). RG synapses in dLGN are uniquely larger and stronger than their counterparts in other retinorecipient regions. Moreover, in dLGN, RG synapses can be classified into two groups: simple RG synapses, which contain glia-encapsulated single RTs synapsing onto relay cell dendrites, and complex RG synapses, which contain numerous RTs that converge onto the shared regions of relay cell dendrites. To identify target-derived molecules that direct the transformation of RTs into unique RG synapses in dLGN, I used RNAseq to obtain the whole transcriptome of dLGN and its adjacent retinorecipient nucleus, vLGN, at different time points during RG synapses development. Leucine-Rich Repeat Transmembrane Neuronal 1 (LRRTM1), a synaptogenic adhesion molecule, was the candidate I selected based on its expression pattern. Here, I discovered that LRRTM1 regulates the development of complex RG synapses. Mice lacking LRRTM1 (lrrtm1-/-) not only show a significant reduction in the number of complex RG synapses but they exhibit abnormal visual behaviors. This work reveals, for the first time, a high level of retinal convergence onto dLGN relay cells in thalamus and the functional significance of this convergence for vision. / Ph. D. / Our relationship with the environment is heavily reliant on vision, an intricately wired sensory system, much like a circuit. This circuit begins at the eyes, with the retina, and spreads to different visual centers in the brain. Retinal ganglion cells (RGCs) send their wires, called axons, carrying information about the visual world to over 40 different regions in the brain. A major target of these axons is the dorsal lateral geniculate nucleus (dLGN), a region critical to our ability to perceive the visual world. The sites where RGCs connect to the dLGN cells are called retinogeniculate (RG) synapses, and my studies focused on understanding how these RG synapses develop and how they function. I am the first to discover the fact that more than a dozen distinct RGC axons cluster within the same neighborhood of one shared target cell in the dLGN. Unique to the dLGN, these clusters, termed complex RG synapses, are not seen in any other RGC target regions in the brain. Moreover, I demonstrated a new molecular mechanism that forms these synapses by identifying a protein called LRRTM1, as a critical molecule required for the formation of these complex RG synapses in the dLGN. By studying the visual behavior of mutant mice lacking LRRTM1, I demonstrated that complex RG synapses are important for performing complex visual tasks. The discoveries detailed within this dissertation add to current efforts to restore vision in patients suffering from severe visual impairments, via regenerative therapies, by furthering our understanding of how neural wires connect in the visual circuit to reveal everything we will ever know about the visual world.