Due to the nature of the symptoms experienced by dyslexic individuals (e.g. defective visual processing, short term memory deficit and motor control problems) an investigation into support strategies to aid persons suffering from the condition seems strongly justifiable. As such, an extensive review of existing support techniques for dyslexic computer users are explored leading to the formulation of four central research models; dyslexia symptoms, symptom alleviating interface strategies, adjustable interface components and a dynamically adaptable interface preference elicitation mechanism. These models provide the foundation for the design of the Dyslexic User’s Interface Support Tool (DUIST) framework. Using a user centred design approach, the support framework is developed, tested and subsequently evaluated with positive results. Performance gains for dyslexic subjects in reading speed and reading accuracy exemplify the apparent benefits of framework utilisation (e.g. dyslexic mean reading speed increased by 4.98 wpm vs. control gains of 0.18 wpm; dyslexic mean reading errors reduced by 0.64 per 100 words vs. control reductions of 0.06 fewer errors per 100 words). Subsequent research into the long-term impact of framework utilisation; the perceived benefits of applying research formulated models to interfaces designed for dyslexics; and alternative strategies to portability all now seem justified. That said, the findings presented thus far warrants investigation by any reader actively interested in dyslexia; strategies for dyslexia symptom relief support environments for dyslexic computer users; applications of adaptive interfaces; and all potential system designers who may be considering developing any type of graphical interface for a dyslexic user group

This dissertation reports the results of a three-phase study on the learning of algebra. The first phase involved interviews with ten seventh graders (12 and 13 years of age) to uncover some of their pre-algebraic notions on equations and equation solving. Six of these novice subjects were kept on for the second phase: a two-month teaching experiment on equation solving which emphasized the symmetric procedure of performing the same operation on both sides. The pretest and two posttest interviews of the second phase included both equation-solving and equivalent-equations tasks. The third phase involved interviews with nine more-experienced algebra students from grades eight to eleven, to investigate their equation-solving procedures, errors, and methods of determining the equivalence of equation-pairs. Their approaches were compared with those of the novices on the same tasks. / The study uncovered two distinct paths followed in the learning of equation solving: one by those already predisposed toward inversing; the other by those with a predisposition toward using surface operations. The latter group was more receptive to the procedure taught during the teaching experiment. A relationship was found to exist between subjects' view of the literal term in equations and their preferred equation-solving method. Novices with an inversing preference applied learned principles to equivalence tasks, but not to equation solving. More-expert subjects relied on inversing for both. / Theoretical implications of these findings concern: the processes used in the early stages of learning a new domain, the modeling of the procedures used to determine equivalence, the relationship between errors and structural knowledge, and the representation of word problems by equations. Finally, the characterization of an arithmetic approach and an algebraic approach to the learning of equation solving is used to suggest a basis for a theory of algebra learning.

This thesis investigates the usage area of Extensible Markup Language Message Text Format (XML-MTF) in Tactical Command and Control Information System (TC2IS). It examines the used tactical message types and their application area in Turkish Army and what the XML and XML-MTFs are explained. Finally / MTF traffic of a brigade is simulated to verify that XML technology can be used effectively in Turkish Land Forces Tactical Command Control and Information System Projects (TLF TC2IS).

This study describes what higher education institutions (HEIs) that are known for their research excellence are doing to implement current student and teaching oriented higher education (HE) policies in England and Wales. Pressures to reach increasingly higher levels of excellence in both teaching and research challenge existing structures and mechanisms in these researchintensive universities (RIUs). Options for overcoming challenges are discussed by bringing together perspectives of different stakeholders. This thesis is based on analysis of documentary and empirical data to gain insight into perspectives and experiences of stakeholders of the implementation of current HE policies in England and Wales. Documentary data consisting of publicly available material about HE policies has been analysed by an interpretive analysis of policy, and papers about research have been systematically reviewed. The contents of interviews with academics in four RIUs have been analysed in case studies. This study contributes to existing research on ‘professionalism’ (see, for example, Kolsaker, 2008), ‘effective teaching’ (see, for example, Hunter & Back, 2011), and ‘evaluating teaching quality’ (see, for example, Dornan, Tan, Boshuizen, Gick, Isba, Mann, Scherpbier, Spencer, Timmins, 2014). This study also complements The UK Higher Education Academy’s (HEA) research in this area including Gibbs’ report on quality (2010) as well as earlier work on reward and recognition (2009). Key findings give insight into a troublesome relationship between teaching and research activities, which is at the core of many of the challenges RIUs are facing. Findings showing academics strong interest in their students, teaching, and research highlight their engagement in the development of these key activities. These support recommendations for development processes in RIUs involving organisation wide engagement to build parity of esteem between research and teaching to achieve aims to reach their full potential in terms of excellence in HE.

No description available.

M.S.

A thesis submitted in fulfilment of the requirements for the degree of DOCTOR OF PIIILOSOPHY in the SCHOOL OF SCiENCE EDUCATION (MATHEMATICS) UNIVERSITY OF THE WITWATERSRAND / Cognitive gender differences in mathematics, which were noted in past research have latterly been found to be declining. but are still observed at secondary school level in the field of spatial skills and geometry. However, due to divergent geometry curricula and the multidimensional nature of spatial skills, results from gender studies have led to broad conclusions being drawn from investigations which were affected by random elements. Research results have been influenced by imbalanced representation of the two gender groups in samples and also by differential gender exposure to previous mathematical experience. Both these limitations in research have produced outcomes reflecting negatively On females. Internationally divergent geometry curricula are a result of the traditional synthetic approach to the teaching of Euclidean geometry falling Into disfavour in western countries. Thus, Euclidean geometry has been largely overlooked in current educational research and the cognitive processes such as deductive reasoning, proof writing and hypothesis testing, have received scant attention within geometry teaching over the past decade. The standardized system in most South African secondary schools coupled with a uniform core curriculum for mathematics lends itself to an advantageous environment for empirical studies in mathematics performance. The present gender investigation involved almost an equal number of males and females from 5' selected secondary schools near Johannesburg in South Africa. Performance in Euclidean geometry was evaluated for possible gender differences by means of multiple choice and open ended questions. In keeping with most existing research, mean differences were compared. No statistically significant gender difference in mean performance on Euclidean geometry was found. Further analysis at item level was undertaken for the multiple choice component of the test instrument by means of the one dimensional three parameter logistic model in Item Response Theory, This model, is considered to be very sensitive in identifying differences at different ability levels -a shortcoming in existing research. Four out of a total of twenty Euclidean geometry items, were identified as producing differential gender performance. Similar gender tendencies were observed for all four items. The performance was in favour of most males for each of these items. Females of lower ability (as measured by the item) did not perform as well as males of similar ability level. In all four Cases females of higher ability surpassed males of a corresponding ability level. Perceptual difficulties in females were more pronounced than in males for some of the items. / AC 2018

D.Cur. (Professional Nursing Science ) / The nursing practice needs critical thinkers because of diverse and rapidly changing developments and desired outcomes in health care. These developments are based on health and informational changes, organisational and cultural change sin nursing education, changes in the scope o fpractice, and increasing patient acuity and the movement of patient care from acute care facility to community selling have increased demands for nurses to think critically, evaluate and quickly choose patient strategy. a need for effective clinical decision making and a need for clinical judgement (Sedlack, 1997:11). Old standards of simply being able to score well on standardized test of basic skills, though still appropriate. cannot be the sole means by which we judge the academic success or failure students. The implication of SAQA Act (/995) and the Education White Paper(1997) on transformation of higher education bring with them challenges for reaching and assessment of tertiary education graduates. The white paper stressed the importance of the development of the ability to think independently and with innovation. The South African Nursing Council (SANe, 1984:3) states explicitly in the philosophy about nursing education, that the development of critical analytically thinking is imperative. Therefore it is imperative for nurse educators to use specific assessment strategies that will assess if students have acquired critical thinking skills. The purpose of this study is to explore and describe strategies to assess critical thinking in a four year program leading to registration as a nurse (General, Psychiatry and Community) and Midwifery in South Africa)

M.A. (Psychology) / South Africa faces a future in which cross-cultural interactions are likely to increase in all areas of life. specifically in the area of schooling such increased interactions are ensured with the introduction of the 'open' school system. This system allows children of all races to attend public schools for the first time in South Africa's history. In order to ensure that this increased cross-cultural contact occurs peacefully and to the benefit of all, a culture sensitising drive needs to be undertaken nation-wide. such a drive will need to include the multi-culturalising of all cross-cultural sensitising programmes. implementation of One programme in and . schools and the development particular which shows great promise in this area is that of the Culture-General Assimilator. For the purposes of the thesis, a preliminary South African Culture Assimilator was developed and compared to an already existing Culture-General Assimilator. Both assimilators were run in a private multi-cultural school. Standard VI pupils made up the subjects.

published_or_final_version / Education / Master / Master of Education