No description available.

Technology integration into the classroom is a multi-faceted and complex topic. One factor that can have an effect on a teacher's incorporation of technology into their classroom is pre-service teacher technology training. In this research study the ARCS instructional design model was applied to a pre-service teacher technology course in the hopes of motivating course attendees to both learn about technology incorporation and to incorporate technology into their future classrooms. The ARCS instructional design model that relies on the motivational sub-components of attention, relevance, confidences, and satisfaction to develop instruction that motivates to students to learn course content and goals. This study analyzed a group of pre-service teachers enrolled in a university technology training course to determine if the redesign resulted in the desired outcomes. Pre-test and post-test data was collected using both quantitative and qualitative instruments to analyze the potential effect of the redesigned course.

Objectives: This pilot study aimed to determine the effect of the addition of an assessment to online course material on performance and self-efficacy of pre-doctoral students tasked with recognizing and diagnosing malocclusions on patients in the orthodontic screening clinic. Methods: Third year dental students completed an online module to reinforce concepts from the didactic curriculum prior to examining orthodontic patients. The experimental group (n=60) completed online case-based assessments before and after viewing an online module and then screened orthodontic patients. The control group (n=60) only viewed the online module prior to screening patients. The two groups were compared based on their average performance scores for diagnosis of various malocclusions, including but not limited to: dental developmental stage, crossbites, Angle molar classification, deep versus open bites, arch perimeter discrepancies, skeletal classification, and recommendation for orthodontic management. Additionally, differences in self-efficacy were assessed using a 5 question survey before and after screening orthodontic patients. Orthodontic residents were calibrated twice to ensure inter-rater reliability of student performance. Results: Performance: Results of a t-test showed a statistically significant increase in total assessment score in the experimental group when compared with the control group (p=0.047). Three out of ten questions had statistically significantly higher mean scores in the experimental group compared to the control group: vertical bite dimension (p=0.004), crowding and spacing in the mandibular arch (p=0.049), and vertical skeletal type (p=0.023). Self-Efficacy: The mean self-efficacy scores increased after completion of clinical requirements in both groups, with a pre-screening mean of 3.39 (SD=0.64) and post-screening mean of 4.39 (SD=0.41) in the control group and a pre-screening mean of 3.08 (SD=0.56) and post-screening mean of 4.28 (SD=0.37) in the experimental group. The self-efficacy scores were lower in the experimental group overall. The increase in self-efficacy was greater in the experimental group. Conclusions: The assessments added to online course content in this pilot study produced a statistically significant improvement in overall performance scores. Students demonstrated improved performance in the areas of diagnosis of vertical bite dimension, vertical skeletal type, and crowding and spacing in the mandibular arch. This study illustrates that the addition of an assessment to online course content could improve student learning outcomes related to diagnosis of dental and skeletal malocclusions and arch perimeter discrepancies. This pilot study shows that the addition of an online assessment lead to a greater improvement in self-efficacy scores. The addition of an online assessment also lead to lower self-efficacy scores overall. Qualitative follow up suggests that the students in the experimental group were more aware of the gaps in their knowledge. The creation of online assessments by orthodontic faculty can be used to overcome the faculty shortage in the field. / Oral Biology

Prior work in this system has indicated that, under favourable conditions, the formation of a martensitic transformation product on cooling may be preceded by a second-order cubic-rhombohedral transformation. In the present investigation, thin-film electron microscopy and diffraction have been employed to study the pre-transformation phenomena in the temperature range 20-300 °C. The results are interpreted in terms of localized thermal diffuse scattering, resulting from the transformation, in terms of lattice dynamics, is suggested. dark field micrographs of the rhombohedral phase suggest a moderate degree of co-operation between adjacent domains. Additional data is provided in the form of volumetric and x-ray intensity measurements. / Thesis / Master of Engineering (ME)

Prior work in this system has indicated that, under favourable conditions, the formation of a martensitic transformation product on cooling may be preceded by a second-order cubic-rhombohedral transformation. In the present investigation, thin film electron microscopy and diffraction have been employed to study the pre-transformation phenomena in the temperature range 20-300°C. The results are interpreted in terms of localized thermal diffuse scattering, resulting from incipient mechanical instability. A model for the cubic-rhombohedral transformation of the rhombohedral phase suggest a moderate degree of co-operation between adjacent domains. Additional data is provided in the form of volumetric and x-ray intensity measurements. / Thesis / Master of Engineering (ME)

Thesis (Ph. D.)--York University, 2004. Graduate Programme in Philosophy. / Typescript. Includes bibliographical references. Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004 & res_dat=xri:pqdiss & rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation & rft_dat=xri:pqdiss:NQ99180.

El motivo de la presente investigación parte a raíz de cimentar estructuras en un suelo arcilloso, para lo cual nos enfocaremos en el principal problema del suelo que es enfrentar y evitar que se produzcan asentamientos de gran magnitud que puedan dañar la estructura de manera que dificulte o afecte sus funciones. Ante este problema, la presente investigación tiene como propósito identificar y describir las características físicas del suelo fino de la zona de Sagari – Cuzco, con el fin de determinar del suelo en mención, el esfuerzo de Preconsolidación, asentamiento y tiempo de consolidación. Con estos parámetros obtenidos podremos tomar las medidas correctivas antes de cimentar en la zona en mención. Mediante los ensayos de laboratorio pertinentes se pudo obtener las características físicas del suelo en estudio; asimismo mediante método de grafico de Casagrande, se puedo determinar el esfuerzo de Preconsolidación del suelo; por otro lado, mediante el método de Taylor podremos conocer la velocidad que demorará en suelo en estar totalmente consolidado. En resumen mediante los ensayos de compresibilidad realizados se pudo conocer que el suelo evaluado se encuentra en la condición de normalmente consolidado; asimismo, de acuerdo a las 04 muestras obtenidas en los distintos puntos de la zona, pudimos observar que el comportamiento y características de todas las muestras son similares en toda la área de estudio, por tanto podemos concluir que en área estudiada tiene un suelo homogéneo a lo largo de toda su extensión. Por tal motivo, para los asentamientos obtenidos en las muestras ensayadas, se propone una solución económica que consiste en la construcción de un terraplén en el emplazamiento previsto, con el propósito de que el terreno blando pueda llegar su estado de totalmente consolidado. The reason for this investigation partly because of cement structures in clay soil, for which we will focus on the main problem that is confronting soil and prevent large-scale settlements that could damage the structure so that difficult or occur affecting their functions. Faced with this problem, this research aims to identify and describe the physical characteristics of fine soil in the area of Sagari - Cuzco, in order to determine the soil in question, the pre-consolidation effort, settlement and consolidation time. With these parameters obtained we can take corrective action before cementing in the area in question. By appropriate laboratory tests were able to obtain the physical characteristics of the soil under study; also by Casagrande method chart it is I can determine the soil preconsolidation effort; on the other hand, by the method of Taylor we know the speed it will take to be fully consolidated soil. In short compressibility by the tests we conducted it was known that the soil is evaluated in the condition of normally consolidated; Also, according to the 04 samples taken at various points in the area, we found that the behavior and characteristics of all samples are similar throughout the study area, so we can conclude that in the study area has a homogeneous soil along its entire length. Therefore, for the settlements obtained in the samples tested, an economical solution that involves the construction of an embankment on the intended location, in order that the soft ground can reach its fully funded status it is proposed.

<p>SAMMANFATTNING</p><p>Anette Eriksson</p><p>Barns delaktighet i förskolan – är den villkorad av de vuxna?</p><p>- Förskollärares uppfattningar om barns delaktighet i förskolans vardag.</p><p>Vårterminen 2007 Antal sidor 59</p><p>Syftet med denna studie var att undersöka, analysera och beskriva hur förskollärare uppfattar delaktighet i förskolans vardag. En litteratursökning visade att det fanns få studier avseende förskollärares uppfattningar om barns delaktighet i förskolan. Studien är kvalitativ med en innehållsanalys och har en metodtriangulerad design. Studien inleds med en undersökning av en öppen forskningsfråga, vidare har 20 intervjuer genomförts med förskollärare. Resultaten i den öppna frågan visade att förskolepersonal har två perspektiv på barns delaktighet, ett barnperspektiv och ett verksamhetsperspektiv. Resultaten i intervjuerna på visade att förskollärare definierar delaktighet som beslutsprocesser och att vara med att välja och bestämma. Resultaten visar vidare att en djup medvetenhet om vad som främjar barns delaktighet i förskolan finns hos förskollärare, ytterligare visar resultaten att denna medvetenhet inte alltid leder till att delaktigheten för barnen ökas. Resultaten visar att förskollärare även har en kunskap om vad det är som hindrar en ökning av barns delaktighet i förskolan. Dessa hinder består av förskolans struktur och informella strukturer som förskollärarna anser sig styrda av i arbetet i barngrupp och arbetslaget.</p><p>Nyckelord: Delaktighet, förskola, förskollärare, förskolebarn, bestämma.</p> / <p>Abstract</p><p>Anette Eriksson</p><p>Children’s participation in the pre-school –on conditions of the adults?</p><p>- Pre-school teachers concepts of children’s participation in pre-schools everyday life.</p><p>2007 Pages 22</p><p>The purpose of this study was to investigate, analyze and describe pre-school teachers concepts of children’s participation in pre-schools every day life. A literature study showed that there were few studies, in the exiting literature, concerning pre-school teachers conceptions of children’s participation in the pre-school daily life. The study is a qualitative inquiry containing a content analysis and has a methods triangulation design. The initial step of the inquiry was an open research question, furthermore has 20 interviews been conducted with pre-school teachers. The results of the open research question showed that pre-school teachers has two perspectives of how they view children’s participation, one child-perspective and one pre-school activities-perspective. Results from the interviews shows that pre-school teachers define participation as decision-making processes and to have the opportunity to choose as well as a prospect of taking decisions.</p><p>The results further shows that pre-school teachers has a deep awareness of what supports participation in pre-schools, further more the results show that this awareness does not always lead to increased participation on the children’s behalf. The results additionally show that pre-school teachers also have an understanding of what prevents participation in the pre-school. The obstacles consist of the pre-school structure and informal structures. Pre-schools teachers consider themselves as being ruled by these obstacles both in the work with the children and in the teacher team.</p><p>Keywords: Partcipation, Pre-school, Pre-school teacher, Pre-school children, Decision-making.</p>

SAMMANFATTNING Anette Eriksson Barns delaktighet i förskolan – är den villkorad av de vuxna? - Förskollärares uppfattningar om barns delaktighet i förskolans vardag. Vårterminen 2007 Antal sidor 59 Syftet med denna studie var att undersöka, analysera och beskriva hur förskollärare uppfattar delaktighet i förskolans vardag. En litteratursökning visade att det fanns få studier avseende förskollärares uppfattningar om barns delaktighet i förskolan. Studien är kvalitativ med en innehållsanalys och har en metodtriangulerad design. Studien inleds med en undersökning av en öppen forskningsfråga, vidare har 20 intervjuer genomförts med förskollärare. Resultaten i den öppna frågan visade att förskolepersonal har två perspektiv på barns delaktighet, ett barnperspektiv och ett verksamhetsperspektiv. Resultaten i intervjuerna på visade att förskollärare definierar delaktighet som beslutsprocesser och att vara med att välja och bestämma. Resultaten visar vidare att en djup medvetenhet om vad som främjar barns delaktighet i förskolan finns hos förskollärare, ytterligare visar resultaten att denna medvetenhet inte alltid leder till att delaktigheten för barnen ökas. Resultaten visar att förskollärare även har en kunskap om vad det är som hindrar en ökning av barns delaktighet i förskolan. Dessa hinder består av förskolans struktur och informella strukturer som förskollärarna anser sig styrda av i arbetet i barngrupp och arbetslaget. Nyckelord: Delaktighet, förskola, förskollärare, förskolebarn, bestämma. / Abstract Anette Eriksson Children’s participation in the pre-school –on conditions of the adults? - Pre-school teachers concepts of children’s participation in pre-schools everyday life. 2007 Pages 22 The purpose of this study was to investigate, analyze and describe pre-school teachers concepts of children’s participation in pre-schools every day life. A literature study showed that there were few studies, in the exiting literature, concerning pre-school teachers conceptions of children’s participation in the pre-school daily life. The study is a qualitative inquiry containing a content analysis and has a methods triangulation design. The initial step of the inquiry was an open research question, furthermore has 20 interviews been conducted with pre-school teachers. The results of the open research question showed that pre-school teachers has two perspectives of how they view children’s participation, one child-perspective and one pre-school activities-perspective. Results from the interviews shows that pre-school teachers define participation as decision-making processes and to have the opportunity to choose as well as a prospect of taking decisions. The results further shows that pre-school teachers has a deep awareness of what supports participation in pre-schools, further more the results show that this awareness does not always lead to increased participation on the children’s behalf. The results additionally show that pre-school teachers also have an understanding of what prevents participation in the pre-school. The obstacles consist of the pre-school structure and informal structures. Pre-schools teachers consider themselves as being ruled by these obstacles both in the work with the children and in the teacher team. Keywords: Partcipation, Pre-school, Pre-school teacher, Pre-school children, Decision-making.

The ephemeral life of the Pre-Raphaelite Brotherhood belies the importance of an organization that grows from and transcends its originally limited aesthetic principles and circumscribed credo. The founding of the Pre-Raphaelite Brotherhood in 1848 really marks the beginning of a movement that metamorphizes into Aestheticism/Decadence. It is the purpose of this dissertation to demonstrate that, from its inception, Pre-Raphaelitism is the first English manifestation of Aestheticism/Decadence. Although the connection between Pre- Raphaelitism and the Aesthete/Decadent movement is proposed or mentioned by several writers, none has written a coherent justification for the viewing of Pre-Raphaelitism as the starting point for English Decadence This dissertation attempts to establish the primacy of Pre-Raphaelitism in the development of Aestheticism/Decadence.