Master of Arts / Department of Speech Communication, Theatre, and Dance / LeAnn Brazeal / Though communication and learning theory suggest that human interaction is a key component that could enhance both processes, little has been done to incorporate these findings into the basic public speaking course. This study is an attempt to develop a dialogic approach for teaching the introductory college public speaking course. Through the incorporation of standardized analytic grading rubrics, instructor feedback prior to the public speaking performance, peer workshops, and peer evaluations of performances, a process-centered teaching approach is developed that has the potential to increase cognitive learning, improve the quality of student speeches, and increase the consistency between public speaking sections. After implementing this teaching approach for one semester, the results showed an increase in cognitive learning but no improvement in the quality of student speeches or grading consistency. However, a review of other research and the qualitative data collected in this study suggest that there might be greater impacts than could be seen here and that this approach needs to be developed and implemented over a longer period of time for its effects to be fully seen.

Résumé. Les derniers jours de l'Enseignement ?Analyse de la fonction enseignante, cette thèse de philosophie de l'éducation pose la question des conditions pour que l'enseigner ait encore du sens et un avenir. Elle montre l'évolution, la mutation des modalités, comme la déconstruction et le délitement d'une « forme scolaire » menacée car trop pesante, donc aussi la transformation nécessaire de l'enseignement.A partir de l'exemple des ateliers-philo, des déplacements de l'enseignant depuis la transmission jusqu'à l'animation et l'accompagnement, et de l'hypothèse que notre époque n'a pas (encore) pris en compte ce que le moderne a porté au monde, occulté par les représentations antérieures ou cadres d'interprétation passés, elle s'interroge sur ce qui hante les conceptions de l'enseignement ou la pensée pédagogique pour en tirer quelques conséquences quant au devenir de cette fonction dans ses nouvelles conditions.Pour ce faire, ce travail interroge l'enseignement dans ses définitions comme dans ses transformations récentes, par rapport au nouveau statut de l'enfance ou de l'adolescence et au malaise dans la transmission jusqu'à la crise de la représentation, pour le mettre en perspective par rapport aux conflits mondiaux et à ce qu'ils « disent » de l'évolution de la pensée occidentale, qu'il semble nécessaire d'intégrer à la perception critique de l'école. Donc il resitue l'enseignement dans son rapport à la fin de la métaphysique : quels sont les effets de ce changement d'époque sur la condition enseignante ? Et il rapporte les troubles dans l'institution scolaire et universitaire à sa provenance et son histoire : à quelles conditions la ou les fonctions de l'enseignant peuvent-elles perdurer dans le monde d'après les conflits mondiaux et le nazisme, d'après la crise des fondements ?En reconnaissant l'interruption du continuum de la tradition et du progrès continu, donc le fossé, la brisure, les failles et traces toujours déjà laissées qui font la désorientation, peut-on et comment réinventer le « professer » / le profiteor, et sa capacité instituante, au moins déceler les « signes » d'un renouvellement dans une perspective de déconstruction de la structure retardataire, secondarisée, de l'enseignement ? L'évolution et la crise enseignante étant symptôme d'un changement plus profond, qu'il nous faut regarder en face, avec une vision qui va du philosophique à sa pensée au-delà, oeuvrer à la mutation en cours exige une autre écriture de la geste enseignante.Peut-être que l'enseignant n'enseigne pas encore… / Summary. The last days of Teaching?Analysis of the role of Teaching, this philosophy thesis asks the question on the necessary conditions in order, for education, to keep a meaning and a future. It describes the evolution, the mutation of methods, as well as the deconstruction and disintegration of an « academic form », threatened because too burdensome, and therefore the necessary transformation of education.Basing itself on the example of the philosophy workshop, on the movements of the teacher from the transmission to the animation and the support, and on the theory that our time has not (yet) taken into account what modernity has brought to the world, overshadowed by the prior representations or past interpretations, it examines what haunts the conceptions of education or pedagogic thought in order to draw consequences as to the future of this function in its new conditions.To this end, this work questions Teaching in its definitions as well as in its recent transformations, with regard to childhood or adolescence new status and the unease of transmission until the representation crisis, to put it in perspective with worldwide conflicts and to what they « say » of the evolution of the occidental way of thinking, which seems necessary to integrate to the critical perception of school. Thus it replaces teaching in its relation to the end of metaphysics: what are the effects of this change of era on the teaching condition ? And it relates the disorders in the scholar and university institution to its origin and history : under what conditions can the teachers functions persist in the world after nazism and world conflicts, after the foundation crisis ?By recognizing the interruption between the continuum of tradition and the evergoing progress, thus the gap, the cracks, marks always already left which cause the desorientation, can we and by what means, reinvent the « teaching »/the profiteor, and its institutionalizing capacity, at least detect the « signs » of a renewal with, in prospect, the deconstruction of the outdated, second-rated, structure of teaching? The evolution and teaching crisis are symptoms of a deeper change that we must face, with a vision which includes philosophy but also its thought beyond, act for the ongoing mutation will require another writing of the teaching gesture.Maybe the teacher isn't teaching yet…

The IPv6 increased address pool presents changes in resource impact to the Enterprise that, if not adequately addressed, can change risks that are locally significant in IPv4 to risks that can impact the Enterprise in its entirety. The expected conclusion is that the IPv6 environment will impose significant changes in the Enterprise environment - which may negatively impact organisational security if the IPv6 nuances are not adequately addressed. This thesis reviews the risks related to the operation of enterprise networks with the introduction of IPv6. The global trends are discussed to provide insight and background to the IPv6 research space. Analysing the current state of readiness in enterprise networks, quantifies the value of developing this thesis. The base controls that should be deployed in enterprise networks to prevent the abuse of IPv6 through tunnelling and the protection of the enterprise access layer are discussed. A series of case studies are presented which identify and analyse the impact of certain changes in the IPv6 protocol on the enterprise networks. The case studies also identify mitigation techniques to reduce risk.

The aim of thesis is to propose specifications of workshop named Profesní navigace, co se životem na prahu dospělosti?, which is organized at the Faculty of Management of University of Economics (FM VŠE) in Jindřichův Hradec. The seminar is aimed at helping students, who are looking for answers to their questions, which are connected with their entry into adulthood. Trained tutors, authors of course, help them with using the method of process-oriented work. In the theoretical part I am writing about personality development and about methods, which are using to conduct these courses. In the practical part I am applying acquired knowledge into concrete recommendations for further development this workshop.

This study examined the effects of a condensed parent training program on parent-child interactions in the home. Two parents participated in a positive parenting workshop that included explicit training of four skills and indirect training of two additional skills. To determine skill acquisition, both parents performed role plays and completed written exams pre- and post-training. Role play assessment results showed improvements in all skill areas for both participants. Written assessment results showed improvements for all skills directly taught except one. Multiple measures were examined in the home prior to and following the workshop to assess generalization. Results showed an increase in positive interactions and decrease in coercive interactions and undesirable child behavior for both participants.

We propose in this study to give a brief review of the workshop project as carried on at the Denton Senior High School, Denton, Texas, during the six-weeks summer session of 1940. While the purpose of this paper is not to give an evaluation of the program, we shall point out some of the best points and suggest a few items which might be improved.

Utformningen av grafiska kommunikationshandlingar grundar sig ofta på en grafisk designers konstnärliga och intuitiva förmåga, vilket skapar litet till inget utrymme för inkludering av användaren i utvecklingen av en designlösning. Samtidigt tar användarcentrerade metoder en allt större plats inom design och designforskning, ett område där grafisk design verkar ligga efter andra designpraktiker. Denna uppsats bygger på frågeställningen: hur kan grafiska designers inkludera användare som medskapare i en designprocess? Uppsatsen utforskar tillämpningen av användarcentrerade designmetoder och syftar till att utveckla kunskap om hur en grafisk designer kan samarbeta med sina användare i utvecklingen av en grafisk designlösning. Genom tillvägagångsätt såsom Participatory Design och Co-design anordnades en sammankomst för gemensam utforskning av gränssnittsdesign. Designdrivna aktiviteter för kunskapsproduktion tillämpades i medskapandet med potentiella användare. Undersökningen visar på att användarna kunde känna sig som medskapare av information, men att ytterligare utveckling av workshopens aktiviteter är aktuellt för att de ska känna sig som medskapare av en artefakt. Undersökningen påvisar också att kunskapsutveckling krävs för att den grafiska designern ska ha den kompetens som behövs för att utforma och leda en sammankomst för gemensam utforskning, vilket kan ske om liknande användarcentrerade designmetoder introduceras redan under studietiden. / Graphic design concepts often seem to rely on the graphic designers’ artistic talent and intuitive abilities, offering little to no space for including end-users in the graphic design process. At the same time, human centered design is at a peak of interest within the field of design research, an aspect in which graphic design seems to be lagging behind. The research question in this essay is `how can graphic designers include end-users as co-creators in a design process?´. The essay explores the practice of human centered design and aims to develop knowledge about how graphic designers can collaborate with end-users in the development of graphic design concepts. Through approaches such as Participatory Design and Co-design a workshop within collaborative exploration was arranged and held. Design driven activities for the production of knowledge were explored. The study shows that the end-users were able to feel like co-creators of information, but that further development of the activities applied in the workshop is needed for the end-users to feel like co-creators of an artefact. The study also shows that in order for the graphic designer to be able to arrange and facilitate a workshop for collaborative exploration, the graphic designer needs further knowledge about human centered design. This knowledge could be provided during the time of study.

No description available.

Workshop cluster 1 (WC1) molecules are exclusively expressed on the surface of gamma delta T cells and act as co-receptors and bind pathogens thus also functioning as pattern recognition receptors. The aim was to obtain cDNA evidence to support the recent caprine genome annotation of the WC1 multigene family conducted by a colleague. To get cDNA sequences three strategies were used. Strategy 'I' was used to obtain three clones that corresponded to WC1 SRCR domain d9 through the intracytoplasmic tail sequence. Strategy 'II' was used to obtain 6 clones. A PCR was conducted using SRCR domain b7 through the intracytoplasmic tail sequence. A third strategy obtained full-length WC1 transcripts. The three sequences that extended from SRCR domain d9 to the intracytoplasmic tail matched closely with predicted goat Gene 1 or 14. Another 3 sequences that extended from the SRCR b7 domain through SRCR domain d11 or through the intracytoplasmic tail matched with the predicted Genes 1, 2 and 14, respectively. Two additional full-length cDNA clones CH-MA-03 and 41 were completely sequenced in stages which involved a PCR amplication of the internal domains to complete the sequencing. The a1 domain of CH-MA41 was 100% similar to the annotated and predicted Gene 4 while CH-MA03 also was closest to Gene 4 with a 99% similarity. However, the intracytoplasmic tail sequence of these two cDNA clones was a Type II tail while Gene 4 had a Type I tail. Because of this difference in tails these two cDNA clones had a greater overall similarity with Genes 7 and 15 which had Type II tails. These results suggest that the genome assembly may have errors.

Med den ständiga digitala teknikens utveckling och framgång har teknologin fått en större del i både vuxnas och barns utbildning. Sedan 2018 har begreppet digitalisering implementerats i läroplanen, men eftersom digital teknik är ett relativt nytt område inom förskolan finns det därför inte så mycket befintlig forskning kring detta ämne och då specifikt kring pedagogernas roll och arbetssätt med digitalisering. Syftet med studien är därför att undersöka den digitala teknikens roll i förskoleverksamheten. Studiens syfte har besvarats med hjälp av följande frågeställningar: "Hur används digital teknik i undervisningen i förskolans verksamhet, hur ofta och på vilket sätt?", "Finns det skillander med kompetens i digital teknik bland erfarna pedagoger kontra nyexaminerande förskollärare?" och "Hur påverksas kvalitén på förskolans digitala kunskaper av pedagogernas kompetens?".  För att besvara studeins frågeställningar har vi använt oss av triangulering med på kvalitativ och kvantitativ metod. Vi har analyserat vårt empiriska material med hjälp av det teoretiska persepktiven läroplansteori, det sociokulturella perspektivet, likvärdighetsperspektivet samt pedagogisk kvalité. Vid inblick i både enkät och intervjuer kan det urskiljas att alla som har medverkat i studien använder sig av den digitala tekniken tillsammans med barnen i utbildningssyfte. Utifrån det insamlade materialet visar resultatet att uppemot hälften av alla som deltagit i studien inte blir erbjudna någon form av fortbildning kring digitalisering av sin arbetsgivare och känner därför behovet av kompetensutveckling kring de digitala teknikerna.