Thesis (M.S.)--University of Michigan, 1992.

Thesis (M. Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 86-96).

Thesis (M.Ed.)--University of Hong Kong, 1998. / Includes bibliographical references (leaves 86-96). Also available in print.

M.Tech. / E-learning is the industry-accepted term for electronic learning. It is the blending of learning and computer technology with facilitator support, to provide education over the Internet. It is fast becoming an accepted means for the acquisition of knowledge in industry and at institutions of higher learning The research undertaken here elaborates, elucidates, and provides a framework for the implementation of e-learning for teaching computer programming. An experimental elearning course was designed, created and then implemented. Forty-eight learners doing the National Diploma Information technology participated in the e-learning exercise. Questionnaires and the analysis of the participant's assessments formed the empirical base of this work. The opinions expressed by the participants in this study testify to a positive experience and a desire to receive more learning in this manner. It emerged from data analysis in the study that less competent learners still prefer classroom led classes where they have direct interaction with the facilitator. The more independent and competent learner enjoyed this type of learning as it gave them more freedom to work independently and to self-pace their studies. This study reveals the complexity of the concept of teaching programming in an elearning environment and certain guidelines need to be followed to ensure the suitability and effectiveness of the implementation of an e-learning course in programming. Learners need to possess certain competencies in computer usage and should demonstrate their ability to .learn independently.

This study analyzes what happened when an innovation that assumed some form of teacher collaboration around computer use with English as a Second Language (ESL) students was implemented. It describes the nature and extent of teacher collaboration found to occur and seeks to account for the patterns that emerged by examining some prevalent structural and cultural features of school life. The particular notion of collaboration considered involves explicit, ongoing discussion and mutual planning. Conditions established for the innovation's implementation revealed the expectation that teachers would coordinate their work around computer use to integrate the language and content learning of ESL students. Observation and teacher interviews indicated that resource and ESL classroom teachers tended to engage in "expert-novice" or "peer" relationships, depending on the extent of their computer knowledge. Generally common to both forms of collaboration around computer use were the following patterns: one-on-one encounters; brief, informal exchanges; short-term planning; implicit roles and expectations; and a focus on computer-related concerns. An analysis of these patterns suggests that the school's organization of physical space, time, and authority, as well as teacher norms of individualism and noninteraction, their classroom-centered focus and adherence to a practicality ethic, may have served to shape the emergent forms of teacher collaboration. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

In the medical context, it is an accepted (yet controversial) fact that doctors may sometimes legitimately hasten death when providing palliative care to dying patients. Or even, in relation to treatment decisions leading to withdrawal or omission, some doctors may choose death over life for certain patients and yet we seldom hear of doctors in the dock for intentional killing. Where complicity in suicide is concerned, it seems that the compassionate lay person has little reason to be fearful of criminal reprisal. The question, however, of whether a person suspected of complicity in suicide, or a doctor suspected of intentionally causing the death of a patient, will be greeted by sympathy or condemnation is a legal minefield. A range of diverse legal, moral and circumstantial factors will determine firstly, whether one is prosecuted and secondly, whether one will be subject to juridical disapproval and possible incarceration. This thesis sets out to explore whether continued obfuscation, together with turning a blind eye to possible breaches of the law, is the best approach to the moral dilemma over what should be permitted in assisted dying and end-of-life law. This is not a rhetorical question with a trite answer. Such obfuscation may be viewed as having certain advantages. This thesis explores the legal and ethical issues in the context of recent developments, societal concerns and international influences in order to examine whether the current legal position in respect of homicide and complicity in suicide is tenable. The analysis invites the conclusion that whilst some legal change is both desirable and necessary, any legal reform should seek to facilitate a cautious compromise that reflects the legitimate concerns of those opposed to legal change.

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Yes / An ultrasound sensor system has been applied to the mould of both the water and gas assisted injection moulding processes. The mould has a cavity wall mounted pressure sensor and instrumentation to monitor the injection moulding machine. Two ultrasound sensors are used to monitor the arrival of the fluid (gas or water) bubble tip through the detection of reflected ultrasound energy from the fluid polymer boundary and the fluid bubble tip velocity through the polymer melt is estimated. The polymer contact with the cavity wall is observed through the reflected ultrasound energy from that boundary. A theoretically based estimation of the residual wall thickness is made using the ultrasound reflection from the fluid (gas or water) polymer boundary whilst the samples are still inside the mould and a good correlation with a physical measurement is observed.

Task-based Language Teaching is the process of experiential learning. Learners’ active involvement is central to this approach, i.e. Learning by Doing (Nunan, 2004). Technology is able to provide individual remedial/tutorial assistance, allow differentiation, offer enriched content, enhance motivation and encourage involvement (Branden, 2006). With technology, students can enjoy more self-learning chances for improving language skills. The implementation of Task-based Language Teaching and Technology Infusion approaches will more effectively deliver second/foreign language lessons. Technology brings affordances to TBLT, but also brings over challenges as well. Research studies on wiki-based collaborative writings have reported problems like students lacking relevant skills and failing to focus on form, which suggests the importance of adding scaffolding strategies. This dissertation will examine and compare the effect of scaffolding approaches for Taskbased Language Teaching procedures in Wikispaces Collaborative Writing. Both treatment and control group students are given pre-task, three wiki-collaborative writing tasks and post task. The researcher will concentrate on the study of how does Technology enhance the Taskbased Language Teaching (TBLT)? How to best implement both Task-based Language Teaching (TBLT) and Technology Integration/Infusion with different scaffolding approach, in order to motivate students’ learning interest, enhance “Second Language Acquisition” (SLA), and improve collaborative writing strategies/ skills. Furthermore, whether the scaffolding approaches will contribute to positive difference on learners’ fluency, accuracy and complexity by means of these collaborative writing tasks will be also examined. / published_or_final_version / Education / Master / Master of Education

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