Faculty of Health Sciences Master of Science in Medicine 0204267n / Creatine is one of the most frequently or generally used ergogenic substances. It is used by professional and amateur athletes and the “man on the street”. Creatine is involved in energy production and protein synthesis in muscle. Although studies have been carried out on the effect of creatine on adults, no study has yet determined whether creatine would have an influence on the developing rat foetus if taken by a female during pregnancy. The aim of this study was thus to determine whether creatine had an effect on the developing foetus. Dams were divided into two groups, which we re injected between days 7-13 and on days 9 and 11 only of intra-uterine development respectively. Each group was subdivided into a control and two experimental groups. Experimental group one received a low dose of creatine (53.5mg/250g body weight); the other experimental group received a high dose of creatine (107mg/250g body weight). The control group received an equal volume (1ml) of the vehicle (saline) in which the creatine was constituted. Dams were sacrificed on day 20 of development. The foetuses were removed and their weight and length taken. Foetuses were examined for abnormalities. Two foetuses from each litter underwent skeletal staining. Tissue was excised from the remaining foetuses and processed for histology for histological investigation. Creatine positively affected the growth of the foetuses of dams injected between days 7-13, while foetuses of dams injected only on days 9 and 11 in the B-group showed reduced growth. Creatine also had a slightly negative effect on the histological structure of the liver, but enhanced skeletal muscle growth, endocrine cell formation (pancreas) and skeletal formation. From the results obtained it is hypothesized that creatine and insulin together may play a positive role from implantation to birth, while creatine given at certain stages of organogenesis delayed development of the foetus.

Vanessa Calvaressi representante de la Universidad de Torrens en Australia expone sobre el futuro de la inteligencia artificial y la robótica. Además, informa respecto a las carreras que ofrece la Universidad de Torrens, ligadas a estos temas

Professional development has been deemed ineffective for several decades. This ineffectiveness could stem from the one-size-fits-all professional development designs, and the inconsistencies and contradictions pointed out in professional development research (which is used to create these designs). Investigating how subject taught (STEM and non-STEM), Title I status of the school (Title I and non-Title I), and grade level of instruction (elementary, middle and high) could influence teachers’ preferences regarding components included in an effective design is a step toward resolving some of these inconsistencies. The research design was an embedded mixed method – an overall causal-comparative design embedded with interviews. Interviews determined teachers’ perceptions of an effective professional development design. The survey investigated preferences for nine components: content knowledge, pedagogical knowledge, active learning, duration, alignment with goals and policies, follow-up, collaboration, support, and resources (tangible and intangible). In the interviews, teachers communicated a need for differentiation based on grade level of instruction, Tittle I status of the school, and subject taught, with high percentages of agreement with the final questions of the survey. The ordinal logistic regression indicated that subject taught and Title I status of the school did not have a statistically significant effect on the dependent variable. Breaking up participants according to grade level of instruction (elementary versus secondary) had a statistically significant effect on teachers’ preferences regarding the components included in an effective professional development design. This indicated that professional development should be differentiated based on elementary and secondary instruction. When the researcher reviewed the components, some showed that the independent variables, Title I status of the school and grade level of instruction had a statistically significant effect. Although the ordinal logistic regression revealed a lack of statistical significance, percent differences indicated that factors such as subject taught, Title I status of the school, and grade level of instruction influenced teachers’ preferences regarding specific components in an effective professional development design. These findings illustrate promise that in a larger study, statistical significance might be present. Thus, professional development should be differentiated based on subject taught, Title I status of the school, and grade level of instruction. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2018. / FAU Electronic Theses and Dissertations Collection

Since first appearing in British universities during the early 1990s, the Doctor of Education (EdD) degree has spread rapidly through the UK higher education sector. However, despite the existence of a single set of Quality Assurance Agency (QAA) descriptors for doctoral level achievement, some in academia have always been willing to describe the EdD, either openly or in private, as inferior to the PhD. This thesis endeavours (through a wide-ranging questionnaire completed anonymously by 27 academics from a total of 16 English universities, and follow-up interviews with seven individuals selected from the original sample) to discover how a sample of those who teach on such programmes (EdD academics) view the EdD, in general terms. For instance, it seeks to ascertain how widespread among EdD academics is the notion that the EdD does not reach the ‘gold standard’ represented by the PhD in Education. As data collection proceeds from the questionnaire to the interviews, the focus narrows to three key topics: specific characteristics of the EdD as compared with the PhD in Education (in terms, for example, of learning experience, programme aims, and modes of assessment); strengths, weaknesses and purposes of the EdD viva voce examination; and the concept of 'originality' as operationalised by EdD academics/examiners in deciding whether or not an EdD candidate/thesis displays 'doctorateness'. A range of informed and sometimes forthright views from EdD academics on these matters is recorded. On the basis of data analysis and interpretation, the thesis concludes with proposals for further, more extensive research, and a call for one of two courses of action: either the abolition of the EdD, or the appointment of a committee to review EdD practices nationally, and to recommend ways of strengthening EdD rigour and reputation.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Weaknesses in extant modes of teacher professional development relating to the use of technology to support teaching and learning are identified and recommendations sought regarding more effective modes of delivery. Technological Pedagogical Content Knowledge (TPACK) is postulated as a theoretical lens through which to foster reflection and dialogue regarding teaching practice and a number of tools are developed to support a structured approach to professional development. These include a TPACK assessment tool to evaluate performance in each of TPACK's constituent subdomains and a new form of technology content representation, dubbed a 'T-CoRe', through which to scaffold thinking and practice relating to technology integration. Through iterative refinement, the assessment tool was able to indicate and afford visualisation of aspects of practice. T-CoRes and associated discussion were able to evidence stimulation of high-quality reflection and foster application of higher-order thinking, here termed 'TPACK thinking'. Impact was demonstrable both in terms of teacher practice and pupil outcomes. Teachers demonstrated a commitment to collegiality and reflected on their capacity to champion technology integration within their departments and schools. This study therefore demonstrates the potential to operationalise TPACK within a UK setting and offers a toolkit of resources to support consideration of the pedagogical affordance of technology by teachers for wider scrutiny, use and development.

This paper examined the process followed in the selection and establishment of an inner-city Professional Development School located in a large, North Texas school district.

Background: This thesis concerns an investigation into burnout among hospital nurses in the Gaza Strip-Palestine. The purpose of this study was to explore the prevalence and nature of burnout in a population of nurses in Gaza-Palestine and then to develop a strategy for reducing burnout and test its effectiveness. From this purpose a number of research objectives were set and from those objectives, a number of research questions were established. Method: A quantitative survey design was employed as the method for data collection, with a self-administered questionnaire pack being the data collection technique. Data were collected on burnout using Maslach Burnout Inventory (MBI). Demographic data were also collected. Data were analysed using a variety of descriptive and inferential statistical methods using the SPSS system version 17. In particular, parametric and non-parametric tests of comparison were employed. The burnout assessment was stratified into three levels (high, moderate, and low). Thirty participants of each level of burnout (15 interventions, and 15 controls) were randomly chosen on the base of 1:1 assignation, provided that they agreed to participate in part two of study. The control groups were assured that they would receive the same burnout reduction programme if found to be effective. The intervention programme consisted of 9 sessions and was provided for each intervention group separately. After completing the programme, the same questionnaire (MBI) was applied for intervention and control groups to check the effectiveness of the programme. Sample: The study population in this study is the entire cohort of nurses who are working in 16 hospitals in Gaza (n=1801). Only 1500 nurses were asked to complete a questionnaire pack, and 1330 packs were returned and used in analysis with response rate=88.7%. Results: The results of this study revealed a high prevalence of burnout (EE=44.9%, DP=53.6%, Low PA=58.4%). Emotional exhaustion (EE) was significantly associated with gender, hospital type, night shifts, and specialisation. Depersonalisation (DP) was significantly associated with hospital type extra time, night shifts, experience and specialisation. Low personal accomplishment (LPA) was significantly associated with hospital type, night shifts, and experience. The burnout reduction programme was effective with moderate and severe burnout but not with low levels of burnout. Conclusion: Being a nurse in Gaza hospitals appears to be a stressful experience. Continuation of this burnout reduction programme or a similar process is recommended to reduce burnout among Palestinian nurses in Gaza.

The purpose of this study was to examine associations between academic entitlement and attitude toward learning, perseverance for goals, and identity processes. Participants included 364 undergraduate students, ages 18-29. Results revealed that overall, participants in this study reported low academic entitlement. Nevertheless, students who reported higher academic entitlement reported lower attitude toward learning (mastery approach), and lower perseverance for goals (consistency of interest, perseverance of effort). In addition, students who reported higher academic entitlement were more likely to score higher on diffused, foreclosed, and moratorium identity processes (ideological and interpersonal domains). Lastly, results indicated that participants who reported higher academic entitlement fell into the age category of 18-20. Overall, it appeared that students age 18-20 reported higher academic entitlement, lower attitude toward learning, perseverance for goals, and were more likely to score higher on diffusion, foreclosure, and moratorium. Older students age 21-29 appeared to be more likely to be achieved.

Abstract is available to download.