Univ., Diss--Bonn, 2004.

Thesis (Ph. D.)--Ohio State University, 1917. / Autobiography. Description based on print version record. Bibliography: p. 19-20.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1934. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 507-515).

Det här arbetet handlar om att göra en undersöka om de vanligaste webbläsarna Firefox och Internet Explorer om de har problem att skriva ut vanlig HTML-kod. Arbetet var utformat att hämta de vanligaste HTML-elementen och CSS-elementen från sex webbsidor. Det gjorde även en enklare fördjupning om varför webbsidorna avviker från standarden från första början. De elementen som togs fram tidigare användes sedan i undersökningar som fem olika personer har deltagit i. Testerna gick ut på att personerna kollade på testsidorna i Firefox och Internet Explorer för att se om något skiljde sig åt mellan webbläsarna. Undersökningarna visade att båda webbläsarna hade problem med att visa upp sidorna på ett korrekt sätt även om problemen inte var så stora som de hade kunnat vara.

<p>Det här arbetet handlar om att göra en undersöka om de vanligaste webbläsarna Firefox och Internet Explorer om de har problem att skriva ut vanlig HTML-kod. Arbetet var utformat att hämta de vanligaste HTML-elementen och CSS-elementen från sex webbsidor. Det gjorde även en enklare fördjupning om varför webbsidorna avviker från standarden från första början. De elementen som togs fram tidigare användes sedan i undersökningar som fem olika personer har deltagit i. Testerna gick ut på att personerna kollade på testsidorna i Firefox och Internet Explorer för att se om något skiljde sig åt mellan webbläsarna. Undersökningarna visade att båda webbläsarna hade problem med att visa upp sidorna på ett korrekt sätt även om problemen inte var så stora som de hade kunnat vara.</p>

There were two international standards in the nineteenth century, the theoretical gold standard and the historical sterling standard. The primary interest of this thesis is the latter, although the theoretical framework of the gold standard will also be examined. Because of its role in the London money market, particular attention will be given to the Bank of England. Since the Bank and the international standards were products of the evolutionary and revolutionary changes which occurred in Britain during the eighteenth and nineteenth centuries, an attempt will be made to examine them within their historical context.

Syftet med detta arbete är att undersöka vad personalen anser ifråga om instruktionerna för arbetsförfarande och maskinanvändande som används idag på företaget. För arbetet användes en enkätundersökning, respondenterna fick svara på enkäten under respektive avdelnings månadsmöte för att få ett så litet bortfall som möjligt. Resultatet visar att 83 % av respondenterna tycker att det är bra med bildhänvisningar. Arbetet visar bland annat på att instruktionerna bör innehålla bildhänvisningar, bild på den färdiga produkten och att personalen bör få mer utbildning om arbetsstationerna och de riskmoment som finns. / The purpose of this project is to examine what the employees think about the current instructions used at the company concerning the operating procedures and the use of machinery. For the project a question-sheet was used, the respondents were given time to answer the questions during each department monthly meeting, so that there would be as little dropout as possible. The result shows that 83 % of the respondents think that it´s a good thing with reference images. The essay for instance shows that the instructions should contain reference images, a picture of the finished product and that the employees should be given more education about the workstations and the potential risks.

No description available.

Typescript, etc. / Digitized by Kansas State University Libraries

The thesis considers the development of teachers' assessment practice at key stage one from 1989 to 1995 as the National Curriculum assessment of the core subjects was piloted and implemented. It takes a longitudinal case study approach in two Hampshire Infant schools with additional evidence from other schools and LEA assessment advisers and places it within historical, research and personal contexts. It identifies how teachers' assessment and recording practice changed, how far these changes were temporary or sustained and what impact these changes had upon supporting children's learning. It proposes that in order for change to be implemented and sustained teachers' perceptions as well as their practice need to change. It compares teachers' perceptions of the relative importance of statutory tests/tasks with teacher assessment over the six years. The research shows that teachers of Y2 children were making increasing use of a range of methods for teacher assessment including observation and became increasingly confident in the dependability of their judgements through whole school planning and moderation activities. It found changes in science and design school planning and moderation activities. It found changes in science and design and technology assessment practice were not sustained when external requirements changed. It considers how schools assimilated and implemented changes in their practice and found that for change originating from one context (policy makers) and implemented in a separate context (teachers in schools) there was a time lag. National Curriculum assessment was subject to significant modifications over the six years. The thesis explores the nature of these changes, finding many were crisis led and often stimulated knee-jerk responses which had unplanned knock on effects. The research found that the absence of two way professional communication between originators and implementors limited the rate of change and the development of a common perception of teacher assessment and its significance compared to statutory tests and tasks. The evidence collected throughout the six years supports the importance of teachers' perception in the process of change and its effective implementation. It proposes that for effective implementation teachers should engage in a professional dialogue with policy makers to bring about evolutionary change in which consideration is given to the purpose and evaluation/research basis of the change required as well as the practice implications.