Doctor of Philosophy (PhD) / Ensuring that speech pathology students are sufficiently competent to practise their profession is of critical importance to the speech pathology profession, students, their future employers, and clients/patients. This thesis describes the development and validation of a competency based assessment of speech pathology students’ performance in the workplace and their readiness to enter the profession. Development involved an extensive literature review regarding the nature of competency and its relationship to professional practice, the purpose and nature of assessment, and the validation of performance assessments. An online and hard copy assessment tool (paper) was designed through integrating multiple sources of information regarding speech pathology and assessment of workplace performance. Sources included research, theory, expert opinion, current practice, and focus group consultations with clinical educators and speech pathology students. The resulting assessment tool and resource material included four generic components of competency (clinical reasoning, professional communication, lifelong learning, and professional role) and seven occupational competencies previously developed by the speech pathology profession. The tool comprised an assessment format, either in a booklet or online, for clinical educators to rate students’ performances on the competencies at mid and end placement using a visual analogue scale. Behavioural descriptors and an assessment resource booklet informed and supported clinical educators’ judgement. The validity of the assessment tool was evaluated through a national field trial and using Messick’s six interrelated validity criteria which address content, substantive, structural, generalisability, external, and consequential aspects of validity (Messick, 1996). The validity of the assessment tool and its use with speech pathology students was evaluated through Rasch analysis, parametric statistical evaluation of relationships existing between information yielded by the Rasch analysis and other factors, and student and clinical educator feedback. The assessment tool was found to have strong validity characteristics across all validity components. Item Fit statistics generated through Rasch analysis ranged from .81 to 1.17 strongly upholding that the assessment items sampled a unidimensional construct of workplace competency for speech pathology students and confirming that generic and occupational competencies are both necessary for competent practice of speech pathology. High Item and Person Reliabilities (analogous to Cronbach’s alpha) were found (.98 and .97 respectively) and a wide range of person measures (-14.2 to 13.1) were generated. This indicated that a large spread of ability and a clear hierarchy of development on the construct was identified and that the assessment tool was highly reliable. This was further confirmed by high Intra Class Correlation coefficients for a small group of paired clinical educators rating the same student in the same workplace (.87) or in different workplaces concurrently (.82). Rasch analysis of the visual analogue scale used to rate student performance on 11 items of competence identified that clinical educators were able to reliably discriminate 7 categories or levels of student performance. This, in combination with careful calibration procedures, has resulted in an assessment tool that Australian Speech Pathology pre-professional preparation programs can use with confidence to place their students’ level of workplace competence into 7 zones of competency, with the seventh representing sufficient competence to enter the profession. The assessment tool also showed strong potential for identifying marginal students and for future use in promoting quality teaching and learning of professional competence. Limitations to the research and the tool validity were discussed, and recommendations made regarding future research. First, the clinical educator, who has dual and possibly conflicting roles as facilitator and assessor of student learning, made the assessment. Second, situating the assessment in the real workplace limits the students’ opportunities to demonstrate competence to those that naturally arise in the workplace. Paradoxically, both these factors also contributed to the validity of the assessment tool. It was recommended that the assessment tool be revised on the basis of the information gathered from the field trial, that further data be collected to ensure a broader proportional representation of speech pathology programs, to investigate possible threats to validity as well as those areas for which the tool showed promise. This research developed the first prototype of a validated assessment of entry level speech pathology competence that is grounded in a unified theoretical conception of entry level competence to the profession of speech pathology and the developmental progression required to reach this competence. This research will assist the profession of speech pathology by ensuring that speech pathologists enter the workplace well equipped to provide quality care to their future clients, the ultimate goal of any professional preparation program. Messick, S. (1996). Validity of performance assessments. In G. W. Phillips (Ed.), Technical Issues in Large-Scale Performance Assessment (pp. 1-18). Washington: National Centre for Education Statistics.

Doctor of Philosophy (PhD) / Introduction The aim of this study was to examine how the term “evidence” was conceived and used among academics and practitioners who teach medicine and public health. The rationale for the study was the widespread debate in the 1990s about evidence in health care. Methods Qualitative data were collected between 1996 to 1999. The core data came from unstructured interviews with researchers and practitioners linked to the Faculty of Medicine, University of Sydney. Other sources of data were: participant observation of group interactions in the Faculty of Medicine and at national and international conferences about evidence in health care; discourse in health care literature; and Internet posting to an international “evidence-based health” Email discussion list. The Grounded Theory method was adopted to analyse and interpret these data. The process involved systematic coding of the data to develop conceptual categories. These categories were employed to formulate propositions about the topic of evidence and how it was conceived and used by the study participants. Results Researchers and practitioners often discussed evidence from a “realist” view: that is they valued scientifically derived and rigorously substantiated knowledge about the natural world. Yet despite their widely shared epistemological perspectives, study participants presented several diverse concepts of evidence. Their ideas were also dynamic and evolving, and often influenced by the developing (local and international) debates and controversies about evidence-based medicine (EBM). Grounded Theory analysis leads to the selection of a core “social process”. This is a core conceptual category that draws together the ideas observed in the data, and that is adopted to present the study findings. In this study, “judgement” was identified as the core social process to underpin all examined reflections and discussions about evidence. Study participants defined the concept of evidence through a combination of description and appraisal. Evidence was described in three ways, i.e.: as a “measure of reality”, by its “functional role”, or as a “constructed product”. Evidence was also appraised on three “dimensions”, i.e.: “benchmarked”, “applied” and “social” dimensions of evidence. Participants invoked these concepts of evidence differently when forming their own judgements about medical or public health knowledge; when making decisions about clinical practice; and when using argument and persuasion to influence the judgements of others. Many researchers and practitioners also modified their judgements on evidence in the light of EBM. This was based on perceptions that EBM had become a dominant rhetoric within health care, which had the potential to channel the flow of resources. This led to an increasing consideration of the “social dimension” of evidence, and of the social construction and possible “misuse” of the term evidence. Conclusions The concept of evidence is presented in this study as a multi-dimensional construct. I have proposed that the three descriptions and three dimensions of evidence presented in this study, and recognition of the way these may be invoked when forming and influencing judgments, can be used as a basis for communicating about evidence in medicine and public health among colleagues and with students. There are significant gaps in knowledge (based on empirical research) about the social dimension of evidence. Particularly, in situations where researchers and practitioners wish to employ the concept of evidence to influence others’ medical and public health practice and wider social policy.

Ecotourism emerged as an alternative form of tourism in the 1990s to mitigate the faults of conventional (mass) tourism in meeting the needs of sustainable development. It has since become widespread in Thailand and is adopted not only in natural areas but also in rural communities. Key elements of ecotourism include a focus on ecological resources, sustainable management, environmental education, and community participation. Community participation receives a high degree of consideration among developers in Thailand. Ecotourism (ET) is seen to support this concept and is increasingly geared in the direction of social development. These trends form the backdrop to this study on community participation in ecotourism development. The study applies a triangulation methodology to collect data by combining both qualitative and quantitative methods, combining theory and empirical study to analyse the context of how local people have participated in ecotourism development. The study pays particular attention to the practices and opinions of local people in recognition of communities' rights and responsibilities in controlling their own development. The empirical study was carried out at two levels, including a general survey by postal questionnaire (thirty-one respondents) and in-depth study in four areas (Umphang, Khiriwong, Sasom and Tha Madua). The research merges theory and practice into an analysis and empirical presentation throughout the study. Theoretically, the thesis is informed by political economy and political ecology approaches, together with the concept of participation in community development and tourism development models. The research found that many communities achieve a degree of self-management in offering tourism services such as homestays, guided tours, cultural performances and cultural products. Community ecotourism organisations have been established in most communities in order to serve these new activities and to create a collective management process. Similarities in pattern and differentiation in practices among many communities were supported by different outside initiatives, developed according to similar aims and involving similar processes, but there is no uniformity or single model that is effectively applied to all communities. One significant barrier for local communities to take a major role in ecotourism is the access to ecotourism resources, which are mostly located in protected areas and are controlled by state agencies. This has led them to promote primarily their own cultural resources. Consequently, these practical changes have led to a transformation of the dominant development concept from Ecotourism (ET) to Community-based Ecotourism (CBET). Results also show that most practices involve a level of cooperation in decision-making and action with other stakeholders who are in a better position to run tourism businesses. It is difficult for local communities to be empowered to control the whole situation, which is sometimes claimed to be the ultimate goal level of local participation. The demands of marketing and conflict in management among local people, together with the limitations in accessing natural resources, are the weakest points of and constraints on the communities. To deal with these limitations, communities try to create relationships with outsiders. To develop better management of community tourism, many communities rely on help and support from outside, especially from government agencies. This, however, impels the community to become dependent on outsiders. It is also hard for communities to generate a high level of income offering basic services, since there are many levels of demand from different types of ecotourists. In summary, the main contributions of this study are: an understanding of community tourism in Thailand; the experiences of ecotourism development in the community from the leading case studies; directions, roles and responsibilities of actors and community organisations in particular; a range of options for community action in support of a more participatory process in ecotourism development. Last but not least is a set of recommendations for community-based ecotourism development from the level of policy application to practical improvement at the community level.

Thesis (Ph. D.)--University of Wyoming, 2006. / Title from PDF title page (viewed on Dec. 21, 2007). Includes bibliographical references.

<p>This study aims to connect problem-based learning with the problematic aspects during English lessons in school. In this way, suggestions for solutions to these problems could be generated. The study took place at an upper secondary school located in the middle regions of Sweden. In this school six unstructured observations were done during the English lessons in order to locate the problematic aspects. The students who participated in this study were in the ages of sixteen to eighteen years old. The theoretical framework was based on literature on problem-based learning and learning in general. The essential features of problem-based learning have been summarized and connected with the problematic aspects and classroom activities from the observations. In this way, it has been possible to come up with suggestions for solutions to some problems, such as unwillingness to speak and lack of motivation among students. The conclusions in this essay are that the problematic aspects dealt with features, such as unwillingness to speak as well as that the students did not understand the learning materials and that the teacher was not supportive. The solutions for these problems dealt mostly with triggering motivation by presenting problem-solving tasks, working with interaction and metacognition and planning the tasks in accordance with the students’ zone of proximal development. Furthermore, the teacher should work as a guide in the classroom to help the students along the way. The students should also receive positive and constructive feedback from the teacher, which will improve the learning among the students.</p>

<p>Throughout recent years, legislations concerning emission levels for vehicles have become more restrictive and will be even more restrictive in the future. In the recent European environmental standards, EURO 4 (2006) and EURO 5 (2008), further requirements have been added on top of low emission demands. All heavy duty trucks have to be equipped with an OBD-system. Scania CV AB has today an existing OBD-system that consists of several tests. Typically, a test is designed to check if a signal is inside specified limits or thresholds. To improve the system, Scania CV AB and Vehicular Systems at Linköping University have developed a method to design diagnosis systems in an automatic way, implemented in a toolbox called DSAME.</p><p>In this thesis, an automatic designed OBD-system has been created with DSAME and the corresponding parts in a manually designed OBD-system have been identified. The two systems have been compared. The result shows that both systems are equally at detecting faults but the automatic designed OBD-system is a lot better to isolate the faults than the existing OBD-system.</p>

<p>In the present society technological innovations are playing significant role in every phase of human life, human interaction with machines has become essential in service sector. In the past a number of efforts have been made in the literature of service marketing to understand how companies can better deliver their services with the help of self-service technology. In this present situation companies have many possibilities to realize service offerings with huge investments in self-service technologies, as the technology became the driving force to service the customers effectively and helpful in delivering the services.</p><p>Nowadays it become challenging for the companies to serve customers effectively with in a prescribed time providing the right products with lower cost. To get rid of this issue most of the organizations are showing interest to employ self-service technologies (Like ATMs, ticket vending machines, online auctions, etc..,). The purpose of the thesis can be traced to the fact that a large part of the service sector is changing from personnel-based delivery to technology-based self-service. The theoretical problem of the present study is to concentrate on service marketing and service quality in order to provide a better understanding of customers’ attitudes and preferences towards technology-based self-services (ATMs).</p><p>So far many researchers have addressed customers’ attitudes towards the technology-based self-service delivery from a service quality perspective. The present paper on service quality and self-service based on technology concerns of expected use rather than actual use and customers expectations about new self-service technologies. To reach the purpose we conducted a pilot case study to know the customers attitudes towards technology (speed, accuracy, ease of use, privacy) using ATMs and their perception towards self-service technologies. For date collection we did 26 open interviews and 150 interviews with the help of questionnaire and the data analysis is based on both qualitative and quantitative methods, supported by the qualitative information and literature reviews. Finally in terms of important findings: easy of use, speed, control and accuracy are the main attributes for service quality and customer satisfaction.</p>

This investigation was a synthesis of 35 research studies with a total sample size of 3,082 students selected on the basis of Witkin’s theory of Field Dependence-Independence. The Hunter-Schmidt approach to meta-analysis was used to determine if a difference in achievement exists between field dependent and field independent students within technology-based learning environments, and whether study, treatment or methodology variables influenced the effect size outcome. The results indicated an achievement difference in favor of field independent learners with a total mean weighted effect size of 0.426 and a pooled standard deviation of 0.311. However, a large proportion of population variance was not accounted for through statistical corrections. A subsequent moderator analysis indicated that the total heterogeneity for each moderator was significant; suggesting the variance among effect sizes was greater than could be expected by sampling error, and unidentified variables and study artifacts likely contributed to the overall effect size.

Online courses and even degree programs are becoming a widespread phenomenon at universities across the United States. Research into the effectiveness of these courses is in the early stages. This qualitative study explored student perceptions of their online class experience using expectancy-value theory as a framework in an attempt to gain a better understanding of the criteria for designing an effective on-line course. The purpose of this case study was to describe the experience of students enrolled in online courses at two western universities in order to answer the following questions: 1. What do students value in terms of an outcome? 2. What do students value in terms of an online experience? 3. What do students consider to be negative factors (costs) in terms of an online experience? Data were collected using a variety of techniques. Twenty students in two online classes at one university participated in focus groups. Ten students from two universities participated in open-ended interviews, conducted either face-to-face or via telephone. Fifteen students, including those who were interviewed, maintained anecdotal records to capture real-time reactions to the experience. Participants represented a variety of disciplines, ages, and backgrounds. Transcripts from interviews and focus groups were pooled with information from anecdotal records and entered into QSR Nud*ist (qualitative analysis software) for coding. Categories represented in the data include orientation, course content, student-student interaction, student-teacher interaction, course interface and navigation, flexibility, hardware/software issues, and support systems. Students described both positive and negative factors in each of these categories. Negative factors identified by participants closely matched factors identified in cognitive load theory as extraneous cognitive load, suggesting that reducing negative factors in online courses may also reduce cognitive load, leading to improved learning. Additionally, findings from this study suggest that it may be possible to increase student motivation to participate and persist in online courses by adjusting the course design to enhance positive factors identified by participants and minimize factors they identified as negative. / Graduation date: 2003

The acquisition and elimination of products and the resources needed to create them constitutes an important part of the business decision-making process. Activity-based costing (ABC) supports this process by providing a tool for evaluating the relative profitability of various products. It accomplishes this by allocating costs to products based on the activities, and in turn the resources demanded by those activities, required to produce them. In allocating indirect costs traditionally considered "fixed," such as equipment, administrative overhead, and support staff salaries, ABC treats all costs as variable in the long-run. However, many costs can only vary in discrete steps. For example, one usually cannot purchase a fractional piece of equipment; one chooses either to buy it or not to buy it. Also, in adding support staff, one will typically find that people demand full-time positions, so increments will come in discrete amounts. This stairstep semivariable nature of many costs runs counter to ABC's treatment of all costs as variable. In addition, different products often draw upon the same resources. This creates complex interactions, making it difficult to predict the ultimate consequences of adding or eliminating a particular product. Mixed integer programming (MIP) provides another tool for making these product/resource mix decisions. Unlike ABC, however, it can handle variables that take on integer values, and hence deal appropriately with stairstep semivariable costs. It also ensures that the decision recommended by the model will optimize profitability, given that a solution exists and the underlying assumptions hold true. In doing this, MIP automatically adjusts for all of the complex interactions that exist among the various products and resources. Using a simplified two product/two resource model, one can detail the mathematics behind ABC and MIP, and then link the two approaches through a common variable. This allows one to establish the conditions under which ABC and MIP will yield the same results, and those under which they will differ. Since MW produces an optimal solution, the fact that ABC yields a different result under specific circumstances underscores the danger of relying solely on the product margins generated by an ABC model. / Graduation date: 1998