Clinical reasoning is a skill required by all health professionals in managing patients. Research in clinical reasoning has come mostly from medicine and nursing, less from dentistry. The effect of curriculum on the development of clinical reasoning is still not well understood. Moreover, no research has been conducted to understand what clinical reasoning means to students and what educational strategies are valued by them. The aim of this research is to explore the effect of different educational strategies in different dental schools on clinical reasoning and to discover how students perceive clinical reasoning. Final year students from four different dental schools participated in the current research; a school using an integrated curriculum with conventional teaching, a school using Problem Based Learning (both from the UK) and two Saudi Arabian dental schools; a school using a traditional curriculum and a school using an integrated curriculum. Both UK schools participated in both studies, whereas each one of the Saudi Arabian schools participated in a different study. The research used both quantitative and qualitative methodology. An innovative clinical reasoning test measured final year students’ skills. An interview captured their own understanding of clinical reasoning and its acquisition plus they ‘talked through’ a clinical problem, using a ‘think aloud’ technique. Thematic analysis was used to analyse the transcripts of the recorded interviews. Results obtained were related to curriculum structure. The results indicated that the effect of curriculum structure, unlike teaching and assessment strategies, appeared to be minimal in final year students. Unfamiliarity with the term clinical reasoning was common in students. Students from different schools used different strategies to reason when discussing clinical vignettes. Different behaviours seemed to be affected by cultural factors. This research contributes to a greater understanding of how students learn, understand and apply dental clinical reasoning which hopefully will improve educational practices in the future.

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Ma Shouzhen (1548-1604), one of the most acclaimed courtesans at the Qinhuai pleasure quarters in the late-Ming period, is well-known for her orchid paintings in Chinese art history. This thesis explores the courtesan-painters success in the courtesan world and in the male-dominated history of Chinese art, with its focus upon the artistic interactions between Ma Shouzhen and her lifelong lover Wang Zhideng (1535-1612), an exponent of the Wu School literati painting. This thesis argues that it was Wang Zhideng in particular who played a crucial role in constructing the courtesans image and position in history. Through Wang Zhidengs interventions, Ma Shouzhen played an intermediary role in the dissemination of art theory advocated by the Wu School artists. The acceptance and popularity of Ma Shouzhens orchid works in the history of Chinese painting mirrors the prominent position of the Wu School in this field. / East Asian Interdisciplinary Studies

A wireless ad hoc network is a collection of wireless mobile nodes forming a temporary network without the aid of any established infrastructure or centralized administration. A connection is achieved between two nodes through a single hop transmission if they are directly connected or multi-hop transmission if they are not. The wireless networks face challenges to form an optimal routing protocol. Some approaches are based on a dominating set, which has all the nodes either in the set or within its neighborhood. The proposed algorithm is an enhancement of the distributed algorithm proposed by Wu and Li. The simulation results from the new algorithm are compared to results from Wu and Li’s algorithm. The simulation results show that the average dominating set of nodes decreased considerable after applying the new algorithm. The decrease in number of dominate set nodes is not very much noticeable in low density space.

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Thesis (Ph. D.)--University of Washington, 1998. / Vita. Includes bibliographic references (leaves [344]-357).

Thesis (Th. M.)--Regent College, 1990. / Includes abstract and vita. Includes bibliographical references (leaves 140-152).

Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 211-222). Also available for download via the World Wide Web; free to University of Oregon users.

Zugl.: Hamburg, Universiẗat, Diss., 2006.