This thesis investigates the need for improvement in mathematics education at the college level in the US regarding equitable practices in instruction. In particular, it focuses on understanding the role self-regulation can play in the classroom dynamics, and how self-regulation can be a way to empower students. Also included is a case study in an introductory linear algebra class at a liberal arts college and is meant to provide a investigation into a way of incorporating self-regulation by using self-paced assessments. Results of this study suggest a possible question to consider in reforming mathematics education for a more equitable environment in postsecondary mathematics classrooms.

本研究是針對內部控制自行評估（CONTROL SELF-ASSESSMENT簡稱CSA） 探討由理論到實際的實行的每一個階段的重點：為什麼需要CSA的概念？CSA的架構及方法為何？CSA實行的方法？ 以及CSA在美國實行的情形？希望藉由本項研究所得出來的概念，不但揭開CSA的面紗，更期望能幫助各公司能藉著CSA結合績效風險管理、目標管理達到其營運、財務、法令遵行的效果及效率。 本論文之研究程序為： （一） 收集國內外有關自行評估內部控制的文獻及法令，並探索自行評估內部控制的由來、實行的必要的理由，CSA的過程中內部稽核角色如何轉變及如何與內控理論的本意配合。 （二） 收集國外實行內控的最佳實例並在每種實行方法下，選出一家代表性的個案。 （三） 分析所選出的實例，並分析每個個案所實行的特色及成果。 （四） 歸納出各種實行方法的適用性及優缺點。 目 錄 圖次……………………………………………………………………2 表次……………………………………………………………………3 第一章緒論 4 第一節 研究背景及研究目的 4 第二節 研究方法 7 第三節 論文架構及大綱 11 第二章 內部控制制度概述 12 第一節 內部控制的定義及種類 12 第二節 內部控制制度的組成要素 15 第三節 企業目標與組成要素間的關係 21 第四節 與企業內部控制制度關聯之團體 23 第三章自行評估內部控制制度概念（簡稱CSA）之探討 29 第一節 CSA的定義及要素 29 第二節 CSA之必要性 31 第三節 實行CSA的三種模式 34 第四節 CSA的關鍵成功要素 38 第五節 CSA對稽核角色的影響 40 第四章 自行評估內部控制個案分析 42 第一節J C PENNY個案分析 42 第二節MAPCO公司個案分析 52 第三節CENTERIOR ENGERY個案分析 56 第四節 個案實施成果的分析 69 第五章結論與建議 76 第一節研究結論 76 第二節研究建議 79 第三節未來研究方向 79

Aims: The overall aim of this thesis was to explore and describe radiographers‟ professional competence based on patients‟ and radiographers‟ experiences and to develop a context-specific instrument to assess the level and frequency of use of radiographers‟ professional competence. Methods: The design was inductive and deductive. Both qualitative and quantitative methods were used. The data collection methods comprised interviews (Studies I-II) and questionnaires (Studies III-IV). The subjects were patients in study I and radiographers in studies II-IV. In study I, 17 patients were interviewed about their experiences of the encounter during radiographic examinations and treatment. The interviews were analysed using qualitative content analysis. In study II, 14 radiographers were interviewed to identify radiographers‟ areas of competence. The critical incident technique was chosen to analyse the interviews. Studies III and IV were based on a national cross-sectional survey of 406 randomly selected radiographers. Study III consisted of two phases; designing the Radiographer Competence Scale (RCS) and evaluation of its psychometric properties. A 42-item questionnaire was developed and validated by a pilot test (n=16) resulting in the addition of 12 items. Thus the final RCS comprised a 54-item questionnaire, which after psychometric tests was reduced to 28 items. In study IV, the 28-item questionnaire served as data. The level of competencies was rated on a 10-point scale, while their use was rated on a six-point scale. Results: In study I, the female patients‟ comprehensive understanding was expressed as feelings of vulnerability. The encounters were described as empowering, empathetic, mechanical and neglectful, depending on the radiographers‟ skills and attitudes. Study II revealed two main areas of professional competence, direct patient-related and indirect patient-related. The first focused on competencies in the care provided in close proximity to the patient and the second on competencies used in the activities of the surrounding environment. Each of the two main areas was divided into four categories and 31 sub-categories that either facilitated or hindered good nursing care. In study III the analysis condensed the 54-item questionnaire in two steps, firstly by removing 12 items and secondly a further 14 items, resulting in the final 28-item RCS questionnaire. Several factor analyses were performed and a two factor-solution emerged, labelled; “Nurse initiated care” and “Technical and radiographic processes”. The psychometric tests had good construct validity and homogeneity. The result of study IV demonstrated that most competencies in the RCS received high ratings both in terms of level and frequency of use. Competencies e.g. „Adequately informing the patient‟, „Adapting the examination to the patient‟s prerequisites and needs‟ and „Producing accurate and correct images‟ were rated the highest while „Identifying and encountering the patient in a state of shock‟ and „Participating in quality improvement regarding patient safety and care‟ received the lowest ratings. The total score of each of the two dimensions had a low but significant correlation with age and years in present position. The competence level correlated with age and years in present position in both dimensions but not with the use of competencies in the “Nurse initiated care” dimension. Conclusion: This thesis has shown that professional competence is important in the encounter between patient and radiographer. It has also demonstrated that radiographers‟ self-rated professional competence is based on nursing, technological and radiographic knowledge. From a radiographer‟s perspective, „Nurse initiated care‟ and „Technical and Radiographic processes‟ are two core dimensions of Radiographer Competence Scale. The 28-item questionnaire regarding level and frequency of use of competence is feasible to use to measure radiographers‟ professional competence.

No description available.

Localized prostate cancer (LPC) is predominantly a tumor among older men, and few patients will get symptoms from the disease. All methods to treat LPC with a curative intent have different types and degrees of side effects. It is therefore very important to evaluate the side effects thoroughly to make sure that treatment complications will not decrease the quality of life more than the disease would have done. In search for new and better treatments, complications has to be registered and evaluated in relation to quality of life (QOL) for the patients. Few validated self-assessment questionnaires for evaluation of external radiotherapy (EBRT) induced side effects has yet been developed. The present project focus on the development of the PC-specific questionnaire, QUFW94, and evaluation of symptoms in patients treated with EBRT and un-treated (watchful waiting) patients with a LPC. In the newly developed LPC-specific questionnaire a reliability and responsiveness test was performed. Both the inter-rater test and the test-retest show high correlation coefficients (ICC), above 0.60 for all scales. The internal reliability exceeded the lower acceptable limit (Cronbach a >0.70). The questionnaire was proven to be valid for the evaluations of EBRT side effects in LPC patients. Late side effects were evaluated 4 years after treatment in 181 LPC patients, treated with conventional large field EBRT, and compared with 141 age-matched PC disease free men. The most prominent urinary side effects were urgency and leakage which were doubled in the patient group. A ten fold increase was seen in comparison to controls at the most prominent intestinal problems, blood, mucus and leakage. The results support the use 3-D conformai therapy to decrease irradiation dose to the rectum and the bladder and thereby decreased side effects. A prospective additional evaluation 8 years after EBRT did not show any changes in urinary problems between 4 and 8-yr follow-up in the patients or the controls. EBRT of LPC is also accompanied by disturbances in sexual function. These problems were therefore evaluated, 4 years after EBRT, in relation to the function in PC free men. Patients treated with EBRT indicated higher levels of sexual dysfunction than age-matched controls. No erection was reported from 12% of the control subjects, 56% of the patients who had only received radiotherapy (RT) and 87% of the RT+castration (RT+A) patients. The extended evaluation 8 years after EBRT show similar sexual function in all groups. QOL and late side effects/symptoms were evaluated in the first and only randomized trial between RT and deferred treatment (DT) and compared to age-matched controls. QOL was evaluated with the general QOL formula, EORTC's QLQ-C30 (+3), and LPC specific side effects with QUFW94 in 108 randomized patients with LPC 3 years after diagnosis. Social functioning was the only QOL scale where a significant difference was found between the two patient groups and in comparison with the control group. Multivariate regression analysis showed that hematuria, incontinence, mucus, and planning of the daily activities due to intestinal problems caused this decrease in QOL in the RT group. In conclusion, the LPC specific QUFW94 questionnaire was proven to be valid for evaluation of side effects and showed increased intestinal problems in the patients treated with conventional large field EBRT in comparison to untreated LPC patients. No difference in urinary and intestinal late side effects or sexual function was seen between a 4 year vs. 8 year follow-up. / digitalisering@umu

Este trabajo lleva por título, Teorías Implícitas de la Creatividad y Formación Docente: Los Significados de la Creatividad en la Licenciatura en Educación Preescolar para el Medio Indígena, 1990, es producto de la investigación realizada en la Unidad 071 de la Universidad Pedagógica Nacional, de Tuxtla Gutiérrez, Chiapas, México, durante el periodo de 2004 – 2009. Se pretendió identificar los significados que los estudiantes-profesores y asesores de la Licenciatura en Educación Preescolar para el Medio Indígena, plan 1990 (LEPMI’90) atribuían a la Creatividad, para comprender el Ser Creativo de estos actores educativos, partiendo de la reflexión de que el término Creatividad podría tener diferentes significados para los individuos dependiendo del grupo social de pertenencia, de los espacios sociales donde estudian o trabajan y de la posición que ocupan. Los objetivos específicos de investigación fueron identificar los significados que le atribuyen a la creatividad los estudiantes-profesores de la LEPMI, analizar el proceso de construcción de los significados a través de un ejercicio exploratorio para identificar sus concepciones sobre el término, identificar y analizar el concepto que tienen estos actores educativos de sí mismos y de sus alumnos como creativos y el valor que le atribuyen, así como identificar y analizar los factores que contribuyen al desarrollo del autoconcepto o autovaloración positiva o negativa de los estudiantes-profesores y asesores con relación a ser creativos. El diseño de esta investigación fue de tipo exploratorio fenomenológico y se empleó una metodología cualitativa, porque el objeto de estudio así lo requería, ya que se trataba de descubrir, entender el fenómeno de la Creatividad y su significación en la formación docente de la Licenciatura en Educación Preescolar para el Medio Indígena, 1990, desde la perspectiva subjetiva de cada participante y desde la perspectiva construida colectivamente; por sus objetivos, la investigación fue de tipo básica y no fue una investigación aplicada. Para la elaboración de los instrumentos que permitieron recolectar, organizar y sistematizar la información se atendieron las indicaciones de Abric (2001) referidas a los métodos interrogativos y asociativos. Como la comprensión y explicación de los significados de Creatividad no se agotan en un solo constructo teórico, se realizó el ejercicio de articular tres constructos: Las Teorías Implícitas, Representaciones Sociales y la Filosofía del Lenguaje, específicamente la Semántica y la Pragmática. / This work titled Implicit Theories of the Creativity and Teacher Formation: The importance of Creativity in the education of preschool teachers in indigenous communities, 1990, is the result of the research done, from 2004 to 2009, by Unit 071 of the Universidad Pedagógica Nacional, Tuxtla Gutiérrez. Chiapas. México. The research sought to define the meaning that student-teachers and assessors from the program attribute to the concept of Creativity, in order to understand the creativity of these educators, starting from the idea that the term, creativity, may have different meanings for individuals depending on their social group, the social environment where they work and study, and the social position they actually occupy. The specific research objectives were to identify the meanings attributed to the creativity of students, teachers LEPMI’1990, analyze the process of construction of meaning through an exploratory exercise to identify their conceptions about the term, identify and analyze the concept who have these educational actors themselves and their students as creative and value attributed to him, and to identify and analyze factors contributing to the development of self-concept or self-worth positive or negative student-teachers and advisers in relation to be creative. The design of the investigation was Exploratory Phenomenology, using the 'Qualitative method, due to the objectives’ requirements, now that researchers have tried to understand the phenomenon of creativity and its significance in the education of pre-school teachers in indigenous communities, from a subjective perspective of each participant and from the constructed collective perspective; for its objectives, the investigation was basic and not applied. The elaboration of the instruments that allowed the collection, organization and systemization of the information followed the Abric (2001) indications referring to the interrogative and associative methods. As the understanding and explanation of the characteristics of creativity cannot be covered in only one theoretical construct, we carried out the exercise of joining three constructs: The Implicit Theories, Social Representations and Language Philosophy, specifically the semantic and pragmatic

No description available.

Thesis (Ph. D.)--University of Washington, 2000. / Vita. Includes bibliographical references (leaves 109-127).

Diss. (sammanfattning) Stockholm : Karolinska institutet, 2010.

Despite the amount of empirical evidence available to validate the claim that language learners have the ability to evaluate their own abilities in a foreign language, many educators feel that self-assessments are unreliable and do not fit into the foreign language classroom. However, the move towards a proficiency-based student-centered classroom over the past two decades has caused many educators to rethink the use of self-assessment measures in the foreign language classroom. At the same time, portfolios have emerged as assessment tools for both educators and learners. Most recently, with the technological advancements in the past decade, Internet-based e-portfolios have become increasingly popular in education. However, there are very few studies on the use and implementation of e-portfolios, specifically in the foreign language classroom. This dissertation examines the role of self-assessment in the foreign language classroom. It utilizes an e-portfolio platform with pre-loaded can-do statements to create an evidence-based self-assessment for an intensive Russian language class. This dissertation presents self-assessment as a teacher-validated process utilizing formative assessment to create a learner-centered environment outside of the classroom. The study correlates results from three separate foreign language assessment tools to determine their relation to one another. The study promotes a holistic approach to language assessment and provides a process for holistic approach in the foreign language classroom. The process outlined in this study is easy to replicate and can be incorporated into foreign language courses with a limited amount of resources. / text