Thesis (Masters Diploma (Food Technology)) -- Cape Technikon, Cape Town,1991 / Bread is an important commodity in South Africa for its nutritional value and contribution to the economy. As such anything that enhances consumption of bread is of economic importance. Variation in bread volumen influences its utility value aand consumer acceptance of the product- The variation of brown bread volume is much greater than that of white bread. Bakers will benefit if they could control the variation in brown bread volume since consumer studies indicate that brown bread sales could surpass that of white bread in the near future. The baking industry uses an automated, continuous baking process that is difficult to alter. Variance of flour thus causes variance in bread volume. Flour variance is caused by the availability of suitable wheat cultivars to blend the grist, the sxtraction rate of the flour, the amount of bran and germ materials inclusionan and the amount of cake flour divided off. Although millers strive to control variation in flour quality, they must operate their mills within constraints of profitability and wheat availability. Deregulation is only applied to bread and excludes the raw material. Since the total deregulation of bread, the fixed price structure has been abolished. Bakers can now use more expensive additives to negate any shortfalls in floUT quality. This could ensure standard bread quality at a slightly higher price. The problem at this stage is that very little is known about the factors that cause variable bread volume. In most cases decreased volumes are attributed to shortfalls in protein quality and quantity and bran content. Baking quality of brown bread flour deteriorates during storage. The deterioration is mor pronounced in flour blended with bran before storage. This study centres around the effects of changing lipid composition during storage on the baking quality of the flour. A review of the literature, with respect to the formation of gluten and the lipidprotein interactions during this process) shows that the various authors have contradictory opinions. The effects of bran and its contribution to the baking process led to even more contradictions. The research approach of this study differed from the approach published in the literature where the researchers use a specific sample of wheat and then generalise for wheat in total. fn this study the samples were selected such that variation between samples are as high as possible. The lipids were extracted as total lipid, and were not separated into various fractions. This allowed the determination of the effect of the changed total lipid content on bread volume. The separation of the different flour samples, that was necessary in the analysis of the results, indicates that one or more important parameters were absent in the design. With this approach it was shown that the changes in total lipids are caused by enzymatic action and that total lipid profIles correlate with bread volumes. It was however impossible to generalise for all the different samples of flour.

This study investigated the effect of presentation sequence (adaptive and inclusive) and generalization formulae (example difficulty determined by subject matter experts or formulae developed by this experimenter) within rational sets of coordinate concepts and rules in computer-based instruction. / Fifty-five Florida State University students from the Biology for Nonmajors course were randomly assigned to four treatment groups: (1) inclusive SME, (2) inclusive formulae, (3) adaptive SME, and (4) adaptive formulae. Students completed a practice lesson on the PLATO computer system and later given a retention test during their scheduled lab period. The dependent variables were a retention test and time-on-task for completion of the computer lesson. / A two-by-two ANOVA was used to analyze the retention test results and time-on-task for the practice lesson. Significant differences were found for time-on-task and number of examples answered between the adaptive and inclusive groups, however, significant differences were not found for retention. Further analysis revealed that the adaptive groups answered 35% fewer examples and needed 30% less time to complete the assignment while scoring only 5% lower on the retention test. / Results are discussed in light of instructional implications for adaptive, computer-based instruction. Suggestions for further research in developing methods which support learning efficiency are also addressed. / Source: Dissertation Abstracts International, Volume: 49-03, Section: A, page: 0486. / Major Professor: Robert M. Morgan. / Thesis (Ph.D.)--The Florida State University, 1987.

This study examined the effects of four methods of immediate corrective feedback delivered by a computer within a question-based, concept and rule learning setting. A second purpose of the study was to probe the complex relationship between types of corrective feedback and the types of errors made by learners. / One hundred fifty-three students enrolled in a undergraduate biology class for nonmajors were randomly assigned to one of four immediate corrective feedback conditions: (1) KCR, feedback that gave knowledge of correct response only; (2) KCR + FORCED CR, feedback that informed students of the correct response and then required that they make that response; (3) KCR + AWA, feedback that gave students knowledge of the correct response combined with anticipated wrong answer feedback; (4) KCR + SECOND TRY, feedback which imparted knowledge of results along with a second try to answer the question. Dependent variables were achievement on a retention test, feedback study time, on-task achievement, feedback efficiency, and opinion about instruction. An adaptive design strategy, the Rational Set Generator, was applied in the design and development of the instruction. / Results indicated that the KCR group used significantly less feedback study time and was more efficient than any other condition. As predicted, no significant differences in retention were found for any group. Contrary to prediction, The KCR + FORCED CR group used almost as much time as the KCR + SECOND TRY group. Using different methods of feedback made no difference in number of errors during instruction or the number of interrogatory examples needed to reach instructional criterion. / As predicted, learners who made fewer fine discrimination errors during instruction scored better on a retention test. A significantly higher number of fine discrimination errors were made on the retention test. Surprisingly, almost twice as much feedback study time was consumed for fine discrimination errors. / Source: Dissertation Abstracts International, Volume: 49-06, Section: A, page: 1434. / Major Professor: Marcy Perkins Driscoll. / Thesis (Ph.D.)--The Florida State University, 1988.

Education researchers are exploring how well-designed video games can be used to improve knowledge, skills, and abilities known as game-based learning (GBL). Current American students are not receiving adequate exposure to authentic ill-structured problem-solving scenarios in their classrooms, and schools need to address the acquisition of problem-solving skills for students in the 21st century (Shute & Wang, 2016). The present study investigated the impact of two distinct types of video gameplay, one roleplaying (Warcraft) and one brain training game (CogniFit) on students’ problem-solving skills over the course of two semesters. Students playing Warcraft significantly improved the rule application component of problem-solving skill on the posttest compared to students playing CogniFit. Implications for future studies on GBL are discussed. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester 2017. / September 20, 2017. / Includes bibliographical references. / Valerie Shute, Professor Directing Dissertation; Walter Richard Boot, University Representative; Vanessa P. Dennen, Committee Member; Fengfeng Ke, Committee Member.

<p> The trend of using personally owned mobile devices such as smartphones and tablets in the workplace, referred to as Bring Your Own Device (BYOD), is being rapidly adopted by U.S. healthcare organizations. Because of the many advantages of BYOD policies, this trend is expected to continue. However, the use of personally owned devices in healthcare settings does present risks and challenges to health information technology professionals responsible for data security. A research gap exists as scholars have not yet identified what factors influence healthcare professionals&rsquo; intentions to accept and use an organization&rsquo;s BYOD policy. Using the technology adoption model (TAM) as a theoretical framework, the variables of perceived trust, perceived usefulness (PU), and perceived ease of use (PEOU) were examined to better understand the phenomenon of BYOD adoption in U.S. healthcare industry. A nonexperimental, correlational research design was chosen, and data were collected using a cross-sectional, online survey instrument. The population of interest included individuals working in the U.S. healthcare industry that owned a mobile device. The sample consisted of 130 healthcare personnel including clinical practitioners and health information technology personnel. Data were analyzed using a multiple linear regression technique. The results indicated that perceived trust and PU were significantly related to BYOD adoption, but no significant relationship existed between PEOU and BYOD adoption. These findings suggest that to promote BYOD adoption, organizations should focus on building trust and ensuring that users can derive utility from these devices. Ease of use was not a significant factor in this study, possibly as users were already familiar with their personal devices.</p><p>

<p> Foundations and communities for open-source projects often want to determine the impact of their software projects. This impact can be understood in a variety of ways, and this research explores this subject by examining the interdependencies between an open-source project and other projects. In this context, the open-source project is dependent on components created upstream by the other projects. Conversely, software is used downstream by other projects. This thesis proposes an index called the V-index, through which impact of an open-source project, as used in downstream projects, can be measured. The V-index is developed using the open database libraires.io, which provides the requisite dependencies and, thus, a determination of the impact of open-source projects. Further, to explore how the V-index can be understood, project-specific open-source health metrics are identified as potentially easier targets for change than is project impact. A correlation matrix is formed among the identified metrics and the V-index is calculated to determine the corresponding relationships among them. Finally, the conclusions and implications of this research are drawn.</p><p>

This study explored the potential benefits and barriers of using quick response (QR) codes as a means by which to provide audio materials to middle-school students learning Spanish as a foreign language. Eleven teachers of Spanish to middle-school students created transmedia materials containing QR codes linking to audio resources. Students accessed the audio tracks by scanning the QR code with an application on a smartphone while completing a homework task. The teachers assigned two tasks in a systems approach model: first a formative, and then a revised summative trial. After each attempt, the Spanish teachers shared their experiences of creating and using the transmedia materials by participating in interviews. Data was collected by means of a needs analysis survey, recordings and transcription of the two interviews, and by obtaining copies of the transmedia materials. The data analysis included a content analysis of the coded interviews, the results of which were triangulated with the responses collected in the needs analysis survey and an examination of the teacher-created materials. Several benefits to using audio QR codes were identified as a result of the analyses. These include the minimal amount of time and expertise required for teachers to create the transmedia materials, an increased student exposure to audio-only materials to aid listening comprehension, and the way in which the use of this technique allowed for transformative learning activities and a conservation of instructional minutes in the classroom. Some barriers were also noted, the largest being that device ownership and Internet access were not universal among students. Additionally, parental restrictions on smartphone use and some school administration polices regarding personal devices made the practice of using mobile technology for homework tasks difficult in certain cases. Implications include the possibility that training pre-service and in-service teachers in the use of transmedia materials that link to audio-only content may help decrease students’ cognitive load and lead to an increase in foreign language learners’ listening comprehension skills. Further study in the use of transmedia materials and mobile technology to support foreign language learning is recommended.

Thesis (Sc.D.) Massachusetts Institute of Technology. Dept. of Food Technology, 1950. / Bibliography: leaves 234-245. / by Darshan Singh Bhatia. / Sc.D.

<p> In the Data Era, the future success of many businesses will heavily depend on the business&rsquo;s ability to collect and process consumer personal information. Business leaders must understand and implement practices that increase consumer trust to influence their willingness to disclose their information. The problem addressed by this study is many consumers do not trust online service providers with their personal information, and as a result, have refrained from engaging in online activities. This lack of consumer trust impacts the consumers, businesses, and the global economy. The privacy calculus theory, which provided the theoretical framework for this study, suggests that consumer conduct a risk-benefit analysis to aid in their decision to disclose personal information. The purpose of this quantitative correlational study was to understand how consumers use privacy notices in their decisions whether to share their personal information with online businesses. This study was designed to answer how consumers view the relationship between privacy notice type and trust, privacy-related costs, and their likeliness to disclose personal information. A sample of 288 American adult privacy pragmatists were recruited using Amazon Mechanical Turk. The participants were randomly assigned to read one of three privacy notice formats, a full-text format, a layered text format, or a standardized table format, and asked to answer a survey. A one-way analysis of variance was used to test the hypotheses. This study <i>F</i>(8, 55) = 2.08, <i>p</i> = .04 found a relationship between privacy notice type and consumer trust (&eta; = .22, <i>p</i> = .001). No relationship was found between privacy notice type and a consumer&rsquo;s perceived protection belief (&eta; = .14, <i>p</i> = .07), perceived risk belief (&eta; = .05, <i> p</i> = .70) or likeliness to disclose (&eta; = .11, <i>p</i> = .20). Practitioners should focus factors that will encourage disclosure collect consumer personal information other than website privacy notice format. Further research is needed to study these relationships in different online contexts and with different populations. Further research is also needed to study the relationships using other privacy format types.</p><p>

abstract: The purpose of this study was to investigate the impact of immersion on knowledge, cognitive load, and presence in a simulation designed to deliver a lesson on science lab safety training. 108 participants were randomly assigned to one of three conditions: high immersion (played an interactive simulation about lab safety in a VR headset), medium immersion (played the same interactive simulation on the computer), or low immersion (watched a video and read about lab safety procedures). Participants completed a pretest, a science lab safety training, a posttest (same as the pretest), a questionnaire with subjective presence questions, and a questionnaire with subjective cognitive load questions. Participants were again asked to complete a follow-up test (same as the pretest and posttest) a week later. The results revealed three significant findings: (a) Participants in the high and medium immersion conditions had significantly higher knowledge scores at posttest and follow-up than their peers in the low immersion condition, (b) Participants in the high and medium immersion conditions reported higher presence scores than participants in the low immersion conditions. (c) Correlation coefficients suggested that the higher the immersion and presence, the higher the knowledge scores are at posttest and follow-up. In addition, multiple hierarchical linear regression models were conducted out of which one was significant. / Dissertation/Thesis / Doctoral Dissertation Educational Technology 2018