[pt] Os gráficos de controle de S(2) são ferramentas fundamentais amplamente utilizados para monitoramento da dispersão do processo em aplicações de CEP. O desempenho na Fase II de diferentes tipos de gráficos de controle, incluindo o gráfico de S(2), com parâmetros desconhecidos pode ser significativamente diferente do desempenho nominal por causa do efeito da estimação de parâmetros. Nos anos mais recentes, este efeito tem sido abordado predominantemente sob a perspectiva condicional, que considera a variabilidade das estimativas de parâmetros obtidas a partir de diferentes amostras de referência da Fase I em vez das típicas medidas de desempenho baseadas na distribuição marginal (incondicional) do número de amostras até o sinal (Run Length-RL), como sua média. À luz dessa nova perspectiva condicional, a análise do desempenho da Fase II e do projeto de gráficos de controle é frequentemente realizada usando o Exceedance Probability Criterion para a média da distribuição condicional do RL (CARL 0), isto é, o critério que garante uma alta probabilidade de que CARL 0 seja pelo menos um valor mínimo tolerado e especificado. Intervalos de tolerância para variâncias amostrais são úteis quando o maior interesse está focado na precisão dos valores de uma característica de qualidade, e podem ser usados na tomada de decisões sobre a aceitação de lotes por amostragem. Motivado pelo fato de que estes intervalos, especificamente no caso dos intervalos bilaterais, não foram abordados na literatura, limites bilaterais de tolerância exatos e aproximados de variâncias amostrais são derivados e apresentados neste trabalho. A relação matemática-estatística entre o intervalo de tolerância para a variância amostral e o Exceedance Probability (função de sobrevivência) da CARL 0 do gráfico de S(2) com parâmetro estimado é reconhecida, destacada e usada neste trabalho de tal forma que o estudo do desempenho na Fase II e o projeto desse gráfico pode ser baseado no intervalo de tolerância para a variância amostral, e vice-versa. Os trabalhos sobre o desempenho e projeto do gráfico de S(2) com parâmetro estimado focaram-se em apenas uma perspectiva (incondicional ou condicional) e consideraram somente um tipo de gráfico (unilateral superior ou bilateral). A existência de duas perspectivas e dois tipos de gráficos poderia ser confusa para os usuários. Por esse motivo, o desempenho e o projeto do gráfico de S(2) de acordo com essas duas perspectivas são comparados, considerando cada tipo de gráfico. Da mesma forma, esses dois tipos de gráficos também são comparados para cada perspectiva. Alguns resultados importantes relacionados ao projeto do gráfico de S(2), que ainda não estão disponíveis na literatura, foram necessários e obtidos neste trabalho para fornecer um estudo comparativo completo que permita aos usuários estarem cientes das diferenças significativas entre as duas perspectivas e os dois tipos de gráficos para tomar decisões informadas sobre a escolha do projeto do gráfico de S(2). Além disso, dado que a distribuição condicional do RL é em geral fortemente enviesada à direita, a mediana e alguns quantis extremos desta distribuição são propostos como medidas de desempenho complementares à sua tradicional média (CARL 0). Finalmente, algumas recomendações práticas são oferecidas. / [en] The S(2) control charts are fundamental tools widely used to monitor the process dispersion in applications of Statistical Process Monitoring and Control. Phase II performance of different types of control charts, including the S(2) chart, with unknown process parameters may be significantly different from the nominal performance due to the effect of parameter estimation. In the last few years, this effect has been addressed predominantly under the conditional perspective, which considers the variability of parameter estimates obtained from different Phase I reference samples instead of the traditional unconditional performance measures based on the marginal (unconditional) run length (RL) distribution, such as the unconditional average run length. In light of this new conditional perspective, the analysis of the Phase II performance and design of control charts is frequently undertaken using the Exceedance Probability Criterion for the conditional (given the parameter estimates) in-control average run length (CARL 0), that is, the criterion that ensures a high probability that the CARL 0 is at least a specified minimum tolerated value. Tolerance intervals for sample variances are useful when the main concern is the precision of the values of the quality characteristic and then they can be used in decision-making on lot acceptance sampling. Motivated by the fact that these tolerance intervals, specifically in the case of the two-sided intervals, have not been addressed in the literature so far, exact and approximate two-sided tolerance limits for the population of sample variances are derived and presented in this work. The mathematical-statistical relationship between tolerance interval for the sample variance and the exceedance probability (survival probability) of the CARL 0 for the S(2) control chart with estimated parameter is recognized, highlighted and used in this work in such a way that the study of the Phase II performance and design of this chart can be based on tolerance interval for the sample variance, and vice versa. Works on performance and design of S(2) chart with estimated parameter generally focused on only one perspective (either unconditional or conditional) and considered only one type of chart (either upper one-sided chart or two-sided chart). The existence of both perspectives and two types of charts may be confusing for practitioners. For that reason, the performance and design of S(2) control chart according to these two perspectives are compared, considering each type of chart. Similarly, these two types of charts are also compared for each perspective. Some important results related to the S(2) chart design, which are not yet available in the literature, were required and obtained in this work to provide a comprehensive comparative study that enables practitioners to be aware of the significant differences between these two perspectives and the two types of charts so that proper informed decisions about the chart design to choose can be made. Furthermore, because the conditional RL distribution is usually highly rightskewed, the median and some extreme quantiles of the conditional RL distribution are proposed as complementary performance measures to the customary mean (CARL 0). Finally, some practical recommendations are offered.

Text in Afrikaans with summaries in Afrikaans and English / This study addresses the problem of the lack of an assessment model for the reception year that is theoretically grounded and can be implemented in practice by developing an outcomes-based assessment model. Assessment in an outcomes-based approach moves from an evaluative model to a model designed to appraise the learner's development and learning. Learners are assessed continuously and in an holistic manner by means of multiple methods that are part of the daily facilitation of learning. Following an introductory orientation (chapter 1), it is indicated that despite the radical transformation in education there are as yet few signs of any direct impact on assessment practices in the reception year. The importance of assessment in an outcomes-based model is firmly rooted in official policies but its implementation in practice is problematic. Assessment in the reception year is also complicated by problems in teaching practice. The unique nature of outcomes-based teaching is analysed in depth in chapter 2 in order to draw up theoretical guidelines on which to base the assessment model. The theoretical reflection in chapter 3 provides answers to the question: "Why should assessment take place?" The question is answered after considering the distinctive nature of and main reasons for reception year teaching. In an outcomes-based teaching approach it is particularly important to answer this question because assessment is more than simply evaluating the extent to which demarcated contents have been mastered. Chapter 4 explores authentic assessment methods that accommodate the unique nature of reception year teaching and an outcomes-based approach. Methods such as parent interviews, portfolios of learners' work and observation by means of incident records, checklists and participation charts are appropriate assessment methods. The points at which assessment information is collected and how it is interpreted and communicated are also examined. The proposed model, based on the theoretical findings, was presented to experts in the field of early childhood development for their input on its practical implementability. It was found that the model can be implemented in practice, provided in-service training is provided. The final chapter of the study consists of a summary, findings and recommendations regarding the practical implementation of the assessment model in the reception year. / Educational Studies / D.Ed. (Teacher Education)

由近期的研究中發現變動所有參數的管制圖在偵測小幅度偏移時的速度比起傳統的舒華特管制圖來的快，許多文獻也討論到利用調適性管制技術同時監控製程的平均數和變異數。而在這份研究中，為了改善現有管制圖的偵測效率，依序提出了U-V管制圖以及Max-M管制圖來偵測單一製程與兩相依製程的平均數和變異數。採用AATS及ANOS來衡量管制圖的偵測績效，並利用馬可夫鏈推導計算得之。透過兩階段的範例來介紹所提出的管制圖的應用方法並將VP U-V管制圖、VP Max-M管制圖與FP Z(X-bar)-Z(Sx^2)管制圖加以比較。從所研究的數值分析中發現VP Max-M管制圖比另兩種管制圖的表現來的好，再加上只需要單一管制圖在使用上對工程師來說也較為簡便，因此建議Max-M管制圖値得在實務上被使用。 / Recent studies have shown that the variable parameters (VP) charts detect small process shifts faster than the traditional Shewhart charts. There have been many papers discussed adaptive control schemes to monitor process mean and variance simultaneously. In the study, to improve the efficiency and performance of the existing control charts, the U-V control charts and Max-M control charts are respectively proposed to monitor the process mean and variance for a single process and two dependent process steps. The performance of the proposed control charts is measured by using adjusted average time to signal (AATS) and average number of observations to signal (ANOS). The calculation of AATS and ANOS is derived by Markov chain approach. The application of the proposed control charts is illustrated by a numerical example for two dependent process steps, and the performance of VP U-V control charts, VP Max-M control charts and FP Z(X-bar)-Z(Sx^2) control charts is compared. From the results of data analyses, it shows that the VP Max-M control charts have better performance than VP U-V control charts and FP Z(X-bar)-Z(Sx^2) control charts. Furthermore, using a single chart to monitor a process is easier than using two charts for engineers. Hence, Max-M control charts are recommended in real industrial process.

Submitted by Carmen Torres (carmensct@globo.com) on 2018-02-09T18:11:30Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_MapeamentoBitsAdaptacao.pdf: 986310 bytes, checksum: 6e1b30f6ca34fc67df43f3141680c73a (MD5) / Approved for entry into archive by Edisangela Bastos (edisangela@ufpa.br) on 2018-02-16T16:12:49Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_MapeamentoBitsAdaptacao.pdf: 986310 bytes, checksum: 6e1b30f6ca34fc67df43f3141680c73a (MD5) / Made available in DSpace on 2018-02-16T16:12:49Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Tese_MapeamentoBitsAdaptacao.pdf: 986310 bytes, checksum: 6e1b30f6ca34fc67df43f3141680c73a (MD5) Previous issue date: 2017-09-29 / CNPq - Conselho Nacional de Desenvolvimento Científico e Tecnológico / Os codigos com matriz de vericação de paridade de baixa densidade (LDPC) tem sido adotados como estrategia de correção de erros em diversos padrões de sistemas de comunicação, como nos sistemas G.hn (padrão que unifica as redes domesticas) e IEEE 802.11n (padrão para redes sem o locais). Nestes sistemas com modulação de amplitude em quadratura (QAM) codicados com LDPC, mapear propriamente os bits codificados para os diferentes sub-canais, considerando o fato de os sub-canais terem diferentes qualidades, garante uma melhora no desempenho geral do sistema. Nesse sentido, esta Tese apresenta uma nova técnica de mapeamento de bits, baseada na suposição de que bits transmitidos em sub-canais \bons" ajudam bits transmitidos em sub-canais \ruins". Isto e possível através de algumas restrições impostas ao grafo de Tanner associado, semelhantes aos códigos Root-LDPC. A otimização deste mapeamento de bits utilizando curvas de transferência de informação extrínseca (EXIT charts) também e apresentada. Observa-se que esse mapeamento tem a vantagem de um espaço de busca de otimização reduzido quando aplicado ao sistema com modo de transmissão de portadora única. Além disso, em situações nas quais o espaço de busca não e tão reduzido, como em aplicações baseadas em multiplexação por divisão de frequência ortogonal (OFDM), chegou-se a uma simples regra pratica associada as restrições do mapeamento de bits que praticamente elimina a necessidade de uma otimização. Por fim, um estudo do impacto do nível de desequilíbrio de contabilidade através dos sub-canais sobre o desempenho do mapeamento de bits e apresentado. Os resultados das simulações mostram que a estratégia de mapeamento de bits melhora o desempenho do sistema, e que, na presença de variações do canal, o sistema pode, adaptativamente, aplicar um novo mapeamento de bits sem a necessidade de recorrer a uma otimização complexa, podendo ser muito útil em sistemas práticos. / Low-Density parity-check (LDPC) codes are being adopted as the error correction strategy in di erent system standards, such as the G.hn (home networking standard) and the IEEE 802.11n (wireless local standard). In these LDPC-coded quadrature amplitude modulation (QAM) systems, mapping the LDPC coded bits properly to the di erent sub-channels considering the fact that sub-channels have di erent qualities ensures an improved overall system performance. Accordingly, this thesis presents a new bit mapping technique based on the assumption that bits transmitted in \good" sub-channels, help bits transmitted in \bad" sub-channels. This can be made possible through some restrictions to be imposed on the associated Tanner graph, akin to Root-LDPC codes. An optimization of the root-like bit mapping through extrinsic information transfer (EXIT) charts analysis is also presented. We show that this mapping has the advantage of a reduced optimization search space when applied to single-carrier based systems. Moreover, in situations where the search space is not só reduced, such as in orthogonal frequency division multiplexing (OFDM)-based applications, we arrive at a rule of thumb associated with the bit mapping constraints that practically eliminates the need for an optimization. Finally, a study of the impact of the level of reliability imbalance across the sub-channels on the performance of the root-like bit mapping is presented. Simulation results show that the new bit mapping strategy improves performance, and that in the presence of channel variations, the system can, adaptively, apply a new bit mapping without the need of a complex optimization, which can be very useful in practical systems.

Students who identify as being from an ethnic minority are under-represented within school geography in England at Key Stage 4 (ages 14 – 16) and Key Stage 5 (ages 16 – 18). At these stages geography is an optional subject and how students view geographical knowledge may influence their GCSE and A level subject choices. This study uses an intersectional theoretical lens to explore representations of geographical knowledge by students of different ethnicities, the stories that relate to these representations and how the students accounted for the GCSE and A level subject choices that they made. The first part of the study reveals a lack of empirical and contemporary research into ethnic minority students’ views of geographical knowledge and subject choices. This is followed by a two-strand exploratory case study at one girls’ grammar school in England. The practitioner-researcher strand was two phase; in the first phase, 314 sixth form students (aged 16 – 18) completed a questionnaire to gauge initial views of geographical knowledge. During the second phase, eight of these students represented their views of geographical knowledge through collages, critical incident charts and semi-structured interviews that explored their stories in depth. In parallel, a group of Year 10 (aged 14 – 15) students as researchers used questionnaires to investigate the influence of parents and other factors contributing to students’ subject choices at GCSE level. In the study, geographical knowledge was represented in different ways given different methods. It was found to be diverse and individual, although it was possible for specific themes to be identified. The representations reflected the characteristics and concepts from students’ recent formal experiences of geography. Informal experiences also featured but these were not always explicit or straightforwardly definable. Unless students could see the intrinsic usefulness of their view of geographical knowledge then they were unlikely to choose the subject past GCSE level. This study expands theoretical conceptualisations of how students represent geographical knowledge and the factors affecting subject choice, engages students as researchers in a methodologically innovative way and provides a rich and detailed account of post-14 subject choice by ethnic minority students which otherwise does not exist in an English context.

Made available in DSpace on 2016-04-27T16:57:05Z (GMT). No. of bitstreams: 1 Maria do Carmo da Silva Rodrigues Miranda.pdf: 4466440 bytes, checksum: 78da9e3297c73fa1710f24e092943e46 (MD5) Previous issue date: 2011-05-13 / Secretaria da Educação do Estado de São Paulo / This study aimed to determine how to develop a Hypothetical Learning Trajectory (HLT), according to constructivist perspectives, considering the reading and interpreting of figures, charts and measures of mean, median and mode. Thus, It was analyzed the performance of the mathematics teachers in relation to the planning and development of a hypothetical learning trajectory, consistent with the constructivist perspective of learning. For the theoretical background, it was used the theory of Simon (1995), because it defends the formulation of models of teaching based on a constructivist perspective. The study is part of a research project entitled "Construction of Hypothetical Learning Trajectories and Implementation of Curriculum Innovation in Mathematics Teaching in High School." In order to answer the research questions, It was carried out a qualitative study, with the participation of three teachers under cooperation of the State of São Paulo and 90 students of the 3rd Grade of high school. The (HLT) was established by the researcher based on the results of researches conducted about reading and interpreting graphs and statistical charts, measures of mean, median and mode which includes tasks, containing charts of gross data, problem-situations, graphics representations and tasks involved in exploratory data analysis. Supported by the results found, we inferred that the use of research results contributes to the planning of teaching and learning situations, however, it is necessary to review how they could reach the teachers. It is considered that, despite the use of (HLT) be relevant and truly important as a reference point for planning teaching activities; its development is a difficult task within the framework of a learning process, according to the assumptions of a constructivist perspective. In addition to, it was noticed that only the (HLT) is not enough to happen a meaningful learning / Este estudo teve como objetivo verificar como desenvolver uma trajetória hipotética de aprendizagem (THA), de acordo com as perspectivas construtivistas, contemplando a leitura e a interpretação de gráficos, tabelas e medidas de média, moda e mediana. Assim, analisou-se a atuação do professor de Matemática, no que se refere ao planejamento e desenvolvimento de uma trajetória hipotética de aprendizagem, de forma compatível com a perspectiva construtivista de aprendizagem. Para a fundamentação teórica, a teoria de Simon (1995) foi usada, pois defende a formulação de modelos de ensino, baseados em uma perspectiva construtivista. O estudo faz parte de um projeto de pesquisa denominado Construção de Trajetórias Hipotéticas de Aprendizagem e Implementação de Inovações Curriculares em Matemática no Ensino Médio . Com a finalidade de responder às questões de pesquisa, realizou-se um estudo de natureza qualitativa, contando com a participação de três professores em regime de colaboração da rede pública do Estado de São Paulo e 90 alunos da 3.ª série do Ensino Médio. A THA foi elaborada pela pesquisadora com base nos resultados de pesquisas já realizadas sobre leitura e interpretação de gráficos e tabelas estatísticas, medidas de média, moda e mediana que contemplam tarefas, contendo tabelas de dados brutos, situações-problema, representações gráficas e tarefas que envolveram a análise exploratória dos dados. Apoiada nos resultados obtidos, inferiu-se, que o uso dos resultados de pesquisa contribui de forma relevante para o planejamento de situações de ensino e aprendizagem, porém, é necessário rever como estas poderão chegar aos professores. Considera-se que, apesar do uso das THAs ser relevantes e servir realmente de ponto de referência para o planejamento das atividades de ensino, sua elaboração é uma tarefa difícil dentro do âmbito de uma aprendizagem, segundo os pressupostos de uma perspectiva construtivista. Ressalta-se ainda que apenas a THA não é suficiente, para que ocorra uma aprendizagem significativa

Down syndrome (DS) is associated with psychomotor retardation, short stature and endocrine dysfunction. Statural growth is a well-known indicator of health. The growth in DS differs markedly from that of other children and there is a 20 cm reduction of final height as compared to target height. We developed growth charts specific for Swedish children with DS, in order to facilitate early diagnosis of concomitant diseases that influence growth. The growth charts are available for paediatricians and child health care professionals in Sweden. The mechanism underlying the impaired growth in DS is unknown. Height is influenced by parental factors, energy intake, hormone balance and general health. In DS, genetic factors deriving from the extra chromosome 21 further affect growth. Children with DS seem to have reasonable levels of growth hormone (GH), even though GH treatment for limited periods of time improves growth velocity. Within the present project, the subjects of a previous study on early GH therapy in DS were followed up regarding late effects. We found a larger adult head circumference and better psychomotor abilities in the previously treated subjects despite a lack of effect on final height. In adult life, GH has effects on psychological well-being and metabolism. The clinical features in adults with DS might indicate impaired GH secretion. Ten young adults with DS were studied and compared with ten healthy controls. The GH secretion in the DS subjects did not differ from that in the controls. The fat body mass percentage was increased in DS, in line with the high prevalence of overweight/obesity. The finding of an increased HOMA index as well as a high relative rate of hepatic glucose production in DS indicates reduced insulin sensitivity both peripherally and in the liver. Thyroid dysfunction is common in DS. There is a 30-fold increase in congenital hypothyroidism, and acquired hypothyroidism has been reported to be present in up to 50% of adults with DS. We collected neonatal screening results and hospital records for the first ten years of life of 68 children with DS. The mean TSH concentration was increased neonatally, indicating marginal hypothyroidism early in life in DS. However, the neonatal TSH level did not predict development of manifest hypothyroidism later in life. / Downs syndrom (DS) är en vanlig kromosomavvikelse. Kortvuxenhet och psykomotorisk utvecklingsstörning är kardinaltecken vid DS. Endokrina avvikelser är också frekvent förekommande. Tillväxt är en bra indikator på barns hälsa. Nyfödda barn med DS är kortare än andra nyfödda, och skillnaden i längd ökar under barndomen. Sjukdomar som påverkar tillväxten upptäcks ofta via ett förändrat tillväxtmönster. Detta kan lätt förbises vid DS eftersom tillväxten redan är avvikande. Användning av syndromspecifika tillväxtkurvor ökar möjligheterna till diagnostik av sjukdomar som stör längdtillväxten. Vi har framställt tillväxtkurvor för barn med DS, vilka finns tillgängliga inom svensk barnsjukvård och barnhälsovård. Längdtillväxt styrs av nedärvda faktorer från föräldrarna liksom av nutrition, hälsa och hormoner. Genetiska faktorer, kopplade till kromosom 21, kan påverka tillväxten vid DS, men tillväxtstörningens exakta bakgrund är inte känd. I vuxen ålder är personer med DS ungefär 20 cm kortare än förväntat med hänsyn till föräldralängder. Trots att barn med DS har relativt normala nivåer av tillväxthormon (STH eller GH) förbättras deras tillväxt vid STH-behandling. Inom avhandlingsarbetet följde vi upp ungdomar med DS, vilka behandlats med STH i tidig barndom. Vi kunde påvisa större huvudomfång samt förbättrad kognitiv och motorisk förmåga, trots avsaknad av effekt på slutlängden. Tillväxthormon har i vuxen ålder effekt både på ämnesomsättning och psykologiskt välbefinnande. Vuxna individer med DS uppvisar flera tecken förenliga med STH-brist. Vi jämförde tio unga vuxna med DS med tio friska kontrollindivider avseende förmågan att insöndra STH. STH-insöndringen hos individerna med DS skiljde sig inte från den hos kontrollerna. Vid samtidig undersökning av kroppssammansättning påvisades en ökad andel kroppsfett hos individerna med DS, resultat i linje med den frekventa förekomsten av övervikt/fetma. Individerna med DS hade en förhöjd glukosproduktion, som tillsammans med ett ökat HOMA-index talar för förekomst av minskad insulinkänslighet både på levernivå och perifert. Brist på sköldkörtelhormon är mycket vanligt vid DS och upp till hälften av vuxna med DS kan ha hypotyreos. Vi studerade 68 barn med DS avseende nivåer av tyroideastimulerande hormon (TSH) vid PKU-provtagning. Vi följde också barnens journalhandlingar från de tio första levnadsåren i syfte att undersöka om den neonatala TSH-nivån kan prediktera framtida underfunktion av sköldkörteln. Resultaten visade att barn med DS har en förhöjd nivå av TSH neonatalt, vilket indikerar en brist på sköldkörtelhormon redan i nyföddhetsperioden, men nivån förutsäger inte utveckling av manifest hypotyreos senare under barndomen.

Auditory graphs and active point estimation provide an inexpensive, accessible alternative for low vision and blind K-12 students using number lines and coordinate graphs. In the first phase of this research program, a series of four psychophysics studies demonstrated an interactive auditory number line that enables blind, low vision, and sighted people to find small targets with a laptop, headphones, and a mouse or a keyboard. The Fitts' Law studies showed that, given appropriate auditory feedback, blind people can use a mouse. In addition, auditory feedback can generate target response patterns similar to when people use visual feedback. Phase two introduced SQUARE, a novel method for building accessible alternatives to existing education technologies. The standards-driven and teacher-directed approach generated 17 graphing standards for sixth grade mathematics, all of which emphasized point estimation. It also showed that how only few basic behavioral components are necessary for these graphing problems. The third phase evaluated active point estimation tools in terms of training, classroom situations, and a testing situation. This work shows that students can learn to graph in K-12 environments, regardless of their visual impairment. It also provides several technologies used for graphing, and methods to further develop education accessibility research.

Scientific external representations (ERs), such as diagrams, images, pictures, graphs and animations are considered to be powerful teaching and learning tools, because they assist learners in constructing mental models of phenomena, which allows for the comprehension and integration of scientific concepts. Sometimes, however, students experience difficulties with the interpretation of ERs, which· has a negative effect on their learning of science, . . including biochemistry. Unfortunately, many educators are not aware of such student difficulties and make the wrong assumption that what they, as experts, consider to be an educationally sound ER will necessarily promote sound. learning and understanding among novices. On the contrary, research has shown that learners who engage in the molecular biosciences can experience considerable problems interpreting, visualising, reasoning and learning with ERs of biochemical structures and processes, which are both abstract and often represented by confusing computer-generated symbols and man-made markings. The aim of this study was three-fold. Firstly, to identify and classify students' conceptual and reasoning difficulties with a selection of textbook ERs representing· IgG structure and function. Secondly, to use these difficulties to identify sources of the difficulties and, therefore, factors influencing students' ability to interpret the ERs. Thirdly, to develop a model of these factors and investigate the practical applications of the model, including guidelines fOf improving ER design and the teaching and learning with ERs. The study was conducted at the University of KwaZulu-Natal, South Africa and involved a total of 166 second and third-year biochemistry students. The research aims were addressed using a p,ostpositivistic approach consisting of inductive and qualitative research methods. Data was collected from students by means of written probes, audio- and video-taped clinical interviews, and student-generated diagrams. Analysis of the data revealed three general categories of student difficulties, with the interpretation of three textbook ERs depicting antibody structure and interaction with antigen, termed the process-type (P), the. structural-type (S) and DNA-related (D) difficulties. Included in the three general categories of difficulty were seventeen sub-categories that were each classified on the four-level research framework of Grayson et al. (2001) according to v how much information we had about the nature ofeach difficulty and, therefore, whether they required further research. The incidences of the classified difficulties ranged from 3 to 70%, across the student populations and across all three ERs. Based on the evidence of the difficulties, potential sources of the classified difficulties were isolated. Consideration of the nature of the sources of the exposed difficulties indicated that at least three factors play a major role in students' ability to interpret ERs in biochemistry. The three factors are: students' ability to reason with an ER and with their own conceptual knowledge (R), students' understanding (or lack thereof) of the concepts of relevance to the ER (C), and the mode in which the desired phenomenon is represented by the ER (M). A novel three-phase single interview technique (3P-SIT) was designed to explicitly investigate the nature of the above three factors. Application of3P-SIT to a range of abstract to realistic ERs of antibody structure and interaction with antigen revealed that the. instrument was extremely useful for generating data corresponding to the three factors.. In addition; analysis of the 3P-SIT data showed evidence for the influence ofone factor on another during students' ER interpretation, leading to the identification of a further four interactive factors, namely the reasoning-mode (R-M), reasoning conceptual (R-C), conceptual-mode (C-M) and conceptual-reasoning-mode (C-R-M) factors. The Justi and Gilbert (2002) modelling process was employed to develop a model of the seven identified factors. Empirical data generated using 3P-SIT allowed the formulation and validation of operational definitions for the seven factors and the expression of the model as a Venn diagram, Consideration ofthe implications of the model, yielded at least seven practical applications of the model, including its use for: establishing whether sound or unsound interpretation, learning and visualisation of an ER has occurred; identifying the nature and source of any difficulties; determining which of the factors of the model are positively or negatively influencing interpretation; establishing what approaches to ER design and teaching and learning with ERs will optimise the interpretation and learning process; and, generally framing and guiding researchers', educators' and authors' thinking about the nature of students' difficulties with the interpretation of both static and animated ERs in any scientific context. In addition, the study demonstrated how each factor of the expressed model can be used to inform the design of strategies for remediating or preventing students' difficulties with the interpretation of scientific ERs, a target for future research. / Thesis (Ph.D.)-University of KwaZulu-Natal, Pietermaritzburg, 2005.

Introduction: The epidemic of overweight and obesity both worldwide and in Canada is indicative of the need for proper growth monitoring beginning at birth. This study evaluated Family Physician’s (FP) Level of Use (LoU) of the recommended 2006 and 2007 World Health Organization (WHO) Growth Charts for monitoring their paediatric patients’ growth. It explored factors influencing LoU, utilizing the Diffusion of Innovations (DOI) theory and Ecological Framework for Effective Implementation (EFEI) as guiding models. FPs’ awareness of resources to support paediatric weight management was also assessed. Methods: A survey was distributed to FP in British Columbia (BC), Canada (N = 2853). The survey addressed provider and innovation characteristics, prevention delivery and support system factors, and barriers and facilitators to chart use. Correlations and multiple linear regression were used to determine correlates and predictors of LoU. Results: Sixty-two surveys were returned (2.2%). WHO Growth Chart LoU was 80.4%. Six variables significantly predicted LoU, including age (β = -.28, t = -3.15, p < .05), practicing in Fraser Health Authority region (β = -.24, t = -2.67, p < .05), assessing head circumference of birth to two year olds (β = .23, t = 2.45, p < .05), perceived growth chart accessibility (β = .39, t = 4.22, p < .05) and compatibility (β = .47, t = 5.27, p < .05), and innovativeness (β = -.37, t = -4.11, p < .05). These variables accounted for 69% of the variance in LoU. The most commonly identified barrier and facilitator to chart use was related to the Electronic Medical Record (EMR) system. FPs’ awareness of resources to support overweight paediatric patients was low. Conclusion: The majority of FP in BC in this sample had adopted the WHO Growth Charts. The results showed partial support for DOI theory and EFEI derived factors. Despite a small sample size, the findings highlighted the importance of installing the charts in the EMR systems, and can provide a foundation for future public health dissemination efforts and research on medical guideline implementation. / Graduate / 0573 / 0769 / erand@uvic.ca