There is no abstract available for this thesis.

The purposes of the study were threefold: (1) to assess whether the math program of a small, midwestern elementary school was meeting the district's established cognitive mathematics objectives, (2) to make recommendations for improvement of the existing mathematics program and (3) to provide a basis for the cognitive components of elementary mathematics program evaluation suitable for adoption by school corporations of a similar size.The study was designed to determine the following: Does the existing mathematics program currently conducted by a small, midwestern elementary school meet the stated program learning objectives as measured by the Metropolitan Achievement Test and the program's criterion-referenced tests?The review of literature considered pertinent for the study was reviewed and categorized as. follows: (1) history and overview of achievement assessments, (2) evaluation of mathematics achievement, (3) mathematics teaching today, and (4) mathematics program recommendations. The population for the study was defined as those students in kindergarten through grade six in a small, midwestern elementary school enrolling 506 students who had been administered the Metropolitan Achievement Test during the week of April 28, 1985.The assessment of the achievement of the cognitive mathematics objectives was dependent upon results of the mathematics subtest scores of the Metropolitan Achievement Test, Form JS, Survey Battery and the criterion-referenced tests of the U-SAIL Mathematics Program. Data obtained from the tests were analyzed, summarized and presented in a narrative report.Based upon the results of the study using the MAT the following conclusions have been drawn:1. At all grade levels, the mathematics program learning objectives as measured by the MAT are generally met, however, the proportion of the curriculum measured is not adequate for assessing achievement of the district's established mathematics cognitive objectives.2. The Metropolitan Achievement Test does not measure enough objectives to adequately assess achievement of the program's mathematics cognitive objectives.Based upon the results of the study using the U-SAIL criterion-referenced tests, the following conclusions have been drawn:1. At kindergarten, first and second grade levels, the objectives are adequately met. The program is effective.2. At third, fourth, fifth and sixth grade levels, the objectives are being inadequately met. The program is ineffective.68

Graduation date: 1953

Studies and research in art education have centered mostly upon curriculum issues, creativity development, and perceptual or cognitive skills. The purpose of this study was to :identify, isolate, and define various components of expression relating to visual art. The literature suggests various aspects of expression inherent in viewing and forming visual art, but the connections between these components appear unclear. An explanatory theoretical framework was therefore developed as a logical means of portraying and examining components affecting visual expression and their potential relationships.The problem of the study focuses on two research questions: (1) what components of expression can be identified within the literature of art and art education, and (2) what theoretical relationships can be hypothesized among these components: The purpose of the study was to develop a t :eoretical framework utilizing expressive components which might generate furtherr knowledge of expression in the visual arts.The methodology develops the procedures involved in determining what factors affect expression within the visual arts and suggests possible theoretical ponents of visual art expression are:General Response,interrelatedness among these components. The procedures consisted of: (1) conducting an exploratory research to determine factors thought to affect visual expression, (2) defining and examining features of theory models, (3) investigating the functions of theory types, and(4) examining and utilizing appropriate techniques necessary to develop a theory model. The initial research resulted in consideration of expression in three areas: the artist, the art product, and the response of the observer.The result of the research is the Expressive Components Model. In a cybernetic theory framework, the model provides a basis for explaining, interpreting, and suggesting the functions and relationships of individual factors affecting visual expression. The identified comSelective Response, Conceptual Planning, Aesthetic Response, Production, Reaction, and the Art Product. The procedures used for selection of components considered significant in analyzing art forms are detailed in the section depicting the model development.The culmination chapter summarizes and provides implications and recommendations for art education purposes. Observations drawn from the study are presented as they relate to the purpose of the study and to the Expressive Components Model. Development of the Expressi°vve Components 3Model may be useful in defining and examining the expressive qualities found in art works. Art education usage of the model may be the most worthwhile result of the research. Students of art may respond with a be `ter understanding of how and why an art work is expressive instead of relying solely on intuition and feeling. Most importantly, the Expressive Components Model may generate additional research on expression and the components which seem to affect visual expression in the arts.

There is no abstract available for this thesis.

Introduction Simulation training is widely adopted in clinical medicine. Simulated environment provides a safe condition for participants to practice without any harm inflicted on patients. Within the spectrum of clinical anaesthesia, simulation mannequin was first developed in 1960. The first journal article with description about the use of simulator to teach intubation to anaesthesia residents occurred in 1969. The first report about simulated anaesthesia training was in 1988. Since then, there has been a flourishing trend of adopting this simulation training in clinical anaesthesia, across various subspecialties including obstetric anaesthesia, cardiac anaesthesia. For individual perspective, simulation training expanded beyond skill development into non technical skill training. This article is to review the impact of simulation training for individual development for anaesthesia residents or trainees. The aim is to evaluate the evidence of simulation training on individual anaesthesia resident performance and improvement on patient outcome. As a result, more vigorous use of simulation is adopted in modular subspecialty anaesthesia and also non-technical skill training for residents. Methods A search of literatures through search engines of Pubmed, Google Scholars, EMBASE, Cochrane library for ‘Simulation for training of clinical anaesthesia’ was done. After limit the search for English language and past 10 years, there are 223 articles. With appropriate exclusion criteria, 25 articles are selected for detail evaluation. Results Simulation has good effects in various aspects. For various anaesthesia subspecialties, simulation-based training can improve trainees’ confidence and capability in handling rare but life-threatening peri-operative crises. For assessments, simulation is an essential part of Israeli Board Examination in Anesthesia with good discriminating power. For technical skill development, simulation-based training can reduce residents’ time requirement to perform cricothyroidotomy and improve successful rate of central line insertion. The specific skill developed can retain for long period of time such as 12 months. For non-technical skills, there are conflicting results in behavioural scores. For patient safety and outcome perspective, there lacks the result from individual simulation-based training study. Conclusions Simulation in anaesthesia residents training is a worldwide practice. These simulation training allow residents to have exposure in various anesthesia subspecialty including cardiac, obstetrics, liver transplant. There are specific technical and non-technical skill development. Individual performance particularly time to complete cricothyroidotomy and confidence, understanding of procedures and anatomy by residents are also enhanced. Thus, simulation should be allocated more proportion of anaesthesia resident training in Hong Kong. Although there remains no study showing better patient outcome after simulation-based individual training, future studies should be done to confirm such presence and degree of association with simulation training. / published_or_final_version / Community Medicine / Master / Master of Public Health

abstract / Education / Doctoral / Doctor of Philosophy

Not available / text

The field of medical illustration is experiencing fundamental changes which demand that new knowledge bases be incorporated into existing academic curricula. Students admitted into medical illustration programs come with diverse backgrounds, skills, knowledge, and experiences. This necessitates a comprehensive list of competencies for medical illustrators. However, no such list currently exists. The purpose of this study was to (1) identify all of the tasks (competencies) required of a professional medical illustrator; (2) analyze the necessary level of achievement assigned to each competency by practicing, professional medical illustrators; and (3) organize competencies into curricular themes for the development of a competency-based academic curriculum. A Medical Illustration Competency-Based Process Model (MICBPM) was developed as a methodological tool to establish a competency-based curriculum and was followed to address the research objectives. A panel of experts identified the competencies; a survey was designed consisting of 89 competencies. The survey was sent to 678 medical illustrators from the Association of Medical Illustrators' (AMI) 2002-2003 membership database who had addresses in the United States. Respondents were asked to rate these competencies on their perceived level of achievement necessary. One hundred-forty-two surveys were returned representing a 20.9% response rate. Frequency distributions for demographic characteristics were calculated. ANOVAs were used to investigate differences among average scores for competencies within demographic groups. Demographic characteristics, such as gender, age, time in the field, school affiliation and levels of freelance were analyzed. Factor Analysis determined 21 dimensions of highly correlated competencies. Findings indicated that demographic characteristics did not generally influence the perceived level of achievement needed for medical illustration competencies. Factors were organized into curricular themes; three broad subject headings. This study has provided a structure for a list of important competencies, provided by medical illustrators themselves. Educational administrators will have information with which to restructure their curricula. Governing bodies for medical illustration program accreditation can use the competencies developed in this study.

By interviewing professional artists, I explore the career skills fine artists perceive as necessary for financial success in the art world. Through interviews with art teachers, I examine how these necessary career concepts are being taught in elementary and secondary art classrooms. I also discuss reasons for insufficient implementation of career skills and provide suggestions for how art teachers can improve their career education curriculum.