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There is a need for effective cost efficient training programs. Individual differences have been shown to be the most important variable in many training programs and they should be paid special attention in the design of training programs. Compared in this experiment is computer-controlled (lockstep) training, adaptive training, and learner-centered training. Learner-centered and adaptive training are geared to the individual. Instead of lockstep training, learner-centered training allows the trainee to determine the amount or sequence of training at different levels of proficiency. Adaptive training is training based on the participant's performance. As the participant's performance improves he or she is graduated to a harder level of the training program. In this experiment the dependent variable was the average number of crashes in the transfer trials. The ANOVA indicated there was a significant difference of type of training, F(2, 27) = 4.20, p=0.0251. Planned comparisons were performed to verify the hypotheses such that learner-centered would have the least number of crashes in transfer followed by adaptive and computer-controlled group having the most errors in transfer. As predicted the computer-controlled training group had significantly more crashes than adaptive and learner-centered in the transfer, F(1,27)=8015, p=0.0040, and F(1,27)=3.48, p=0.0348, respectively. Contrary to the hypotheses there was no significant difference between the adapted training group and the learner-centered training group, F(1,27)=0.9764, p=0.3336. As there was no significant difference between adaptive and learner-centered training groups this research suggests that as long as the trainee has some input into his or her training whether adaptively or self-paced, the learning will be superior to learning in a pre-programmed manner.

The purpose of this thesis is to argue for the permissibility of assisted suicide in certain cases. Since the practice of assisted suicide involves the act of suicide, I have chosen to focus my arguments on a defense of the act of suicide in certain cases. I then argue that there is no moral difference between suicide and assisted suicide, so that in most cases if it is permissible for a person to take his or her own life then it ought to be permissible for him or her to receive suicide assistance. I accomplish this first by critically analzying the psychological view of suicide, which gives to rise to the incompetency argument, and by refuting numerous other arguments offered to demonstrate the unconditional moral impermissibility of suicide. I then defend suicide as being morally permissible if 1) the agent is competent; and 2) the suicide does not violate any overriding obligations that would not otherwise be violated. I also defend a notion of 'full permissibility', meaning an action that a person ought to be free to perform without justified paternalistic interference from others. An action, and thus a suicide, is fully permissible if it is morally permissible as well as rational for the person in question. In the final chapter I make the move from defending suicide in certain cases if it is permissible for a person to take his or her own life then it also ought to be permissible for him or her to receive assistance. / Thesis / Master of Arts (MA)

Assisted living means to undergo drastic changes in life. Most significant is the change from a familiar domestic environment to a care based situation that includes incremental levels of medical support, often in spaces that are modeled after hospitals. The core of this thesis is grounded in the believe that an architectural familiarity of space should be retained, whereas the overall architecture should be able to silently absorb the necessities of medical support. As a place of habitat, the constellation of rooms proposes for an individual to quickly develop a new community that analogous to the typical domestic communities. / Master of Architecture / The population of the elderly is very large in today's society, which results in urgent needs of assisted living institutions. But some design of assisted living institutions tend to be similar to hospitals, which can not provide comfortable living environment for the elderly. Therefore, the thesis focus to find a possible way for the assisted living institution design to meet both the medical needs and the living needs of the elderly. The main idea is to build a small community for the elderly where they can have their daily life as usual and to provide necessary medical care which will be separated from the living part.

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published_or_final_version / Education / Master / Master of Science in Information Technology in Education

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

A pretest-treatment-posttest experimental comparison of three individual study support environments for an introductory Management Information Systems course indicated a positive trend in student achievement on structured examinations. The three environments studied include a textbook and class notes presentation method, and two Computer Instructional Support Environments (CISE), drill and practice, and tutorial. Of these, the drill and practice individual study support method displayed a consistently positive effect on examination achievement within each of seven MIS topics. Each topic examined could be classified on the basis of the level of learning objective, and further statistical analysis results indicate a strong correlation between the CISE drill and practice method and attaining a learning objective level of knowledge. Previous research in CISE implementation has been limited by the assumptions of single learning objective levels and single presentation methods, when in fact, the environment is highly complex. A series of experimental observations for introductory MIS topics, in which the learning objective level for each is identified, compares three support environments for individual study. Separate statistical analyses, performed on individual topics, indicate a higher level of achievement by student participants in the CISE Drill and Practice environment for score improvement and improvement in the time required to complete the posttest activity. Two ANOVA models examined the relationships between individual study support methods and topics within two classifications of learning objectives. These results indicate a strong relationship between study support method and learning objective level for text score improvement. The pretest-treatment-posttest experimental design used in this analysis may be replicated across additional topics within the Introductory MIS course to increase the number of topic observations in each learning objective classification. In addition, the experiment can be performed using the same topics to increase the sample size and further clarify the statistical results.