My essay is about how teachers work with pupils who already are able to read and write when they start first grade. I have focused on the different ways teachers use, and if there are any differences in their teaching concerning those pupils who already know how to read and write. I discuss current research about which methods and different ways the teachers use. I have interviewed teachers in different schools about how their methods and their way of working are different when it comes to handling those pupils. My conclusion is that there is a big difference in the way teachers work when it comes to putting letters together for those who are able to read and write. Although, all teachers agreed on the necessity of letting all pupils, even those who know how to read and write, practice on writing letters. / Min uppsats behandlar hur lärarna arbetar med de barn som redan kan läsa och skriva när de kommer till första klass. Det jag har fokuserat på är vilka sätt som lärarna använder sig av vid undervisningen för de elever som redan kan läsa och skriva. Jag lyfter fram aktuell forskning om vilka metoder och arbetssätt lärare arbetar på. Jag har intervjuat lärare på olika skolor för att se om deras arbetssätt och metoder skiljer sig. I mitt resultat kom jag fram till att det är väldigt stor skillnad på lärarnas arbetssätt vid sammanljudningen då de lär de elever som redan kan läsa. Alla lärare anser dock samtidigt att elever ska träna på att skriva bokstäver även om de kan skriva.

The Unified Modeling Language (UML) is widely used by software engineers as the basis of analysis and design in software development. However, UML ignores human factors in the course of software development because of its strong emphasis on the internal structure and functionality of the application. This thesis presents a method of mapping human-computer interaction (HCI) requirement specifications generated by usability engineering (UE) methodologies (e.g. Putting Usability First (PUF)) into UML specifications. These two sets of requirement specification are specified, using Extensible Markup Language (XML) so that HCI requirement specifications can be integrated into UML ones. A Mapping Tool was developed to facilitate the creation of mappings between PUF XML tags and XMI tags. The Mapping Tool was used to create mappings between PUF and UML requirement specifications. This mapping process and its outputs were evaluated to demonstrate that the tool worked. The results of the evaluation show that the HCI requirement specification represented by the PUF XML tags can improve the UML specification by adding them into the XMI tags.

As globalization increases at a blistering pace, more and more business entities continue to get involved in cross-border capital investments. A considerable cost can be applied to these types of transaction for the translation of financial statements prepared under dissimilar accounting guidelines into a comparable form. There exist a multiple number of accounting systems that create these dissimilarities, because accounting is a language of business that has been created by society to provide information as to the economic health of an entity. Similar to any other language, varying types of “accounting language” are used across different regions of the globe to convey this information.

The Unified Modeling Language (UML) is widely used by software engineers as the basis of analysis and design in software development. However, UML ignores human factors in the course of software development because of its strong emphasis on the internal structure and functionality of the application. This thesis presents a method of mapping human-computer interaction (HCI) requirement specifications generated by usability engineering (UE) methodologies (e.g. Putting Usability First (PUF)) into UML specifications. These two sets of requirement specification are specified, using Extensible Markup Language (XML) so that HCI requirement specifications can be integrated into UML ones. A Mapping Tool was developed to facilitate the creation of mappings between PUF XML tags and XMI tags. The Mapping Tool was used to create mappings between PUF and UML requirement specifications. This mapping process and its outputs were evaluated to demonstrate that the tool worked. The results of the evaluation show that the HCI requirement specification represented by the PUF XML tags can improve the UML specification by adding them into the XMI tags.

The skill of putting in golf contributes approximately 40 percent to one’s total score making it an important skill to master in golf. One of the critical means of improving putting skill is through practice. The purpose of this study was to: (a) investigate if different practice schedules with different degrees of contextual interference (CI) influenced the participants’ immediate and long-term putting performance, (b) examine if performance changes were associated with concomitant changes in specific kinematic parameters, and (c) assess the cognitions of the participants during various stages of the practice of the putting skill. Twenty-four undergraduate students were randomly assigned to either a blocked or random practice schedule. On Day One each participant practiced putting to three targets (4 ft, 8 ft, and 12 ft distance) for a total of 108 trials (36 trials to each target). On Day Two 30 trials of retention (10 trials to each target) and 10 transfer trials (10 ft distance) were performed. To obtain a kinematic description of the putting action, an OPTOTRAKTM 3020 camera system recorded the 3D movement of the putter. Participants’ cognitions were analyzed from stimulated recall interview data. Random practice participants exhibited poorer putting performance during acquisition compared to their blocked practice counterparts but showed superior performance in retention and transfer tests. While the blocked practice participants had significantly lower variability in the amplitude in the x-dimension for backswing, impact velocity, and putter position at impact (z-dimension) during practice, the random practice participants showed significantly lower variability in the amplitude of the x-dimension for the backswing and downswing, impact velocity, and putter position at impact during the retention and transfer phases. Content analysis of interview data yielded three emergent categories: participant focus, self-evaluation of performance, and benefits of practice. The participants provided evidence of active thought processes during the putting task while receiving little instruction. The blocked group focused more on accuracy while the random group was more focused on judging distance. The lack of recognition about the z-dimension has potential implications for how instruction and feedback might be employed during the learning process.

Thesis (M.S.)--Indiana University, 2006. / Includes bibliographical references (leaves 33-34). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.S.)--Indiana University, 2006. / Includes bibliographical references (leaves 33-34).

Thesis (M.S.)--Springfield College, 2004. / Includes bibliographical references. Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.S.)--Springfield College, 2004. / Includes bibliographical references. Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.S.)--Springfield College, 2004. / Includes bibliographical references. Also available online (PDF file) by a subscription to the set or by purchasing the individual file.