BACKGROUND: Recent rapid increases in technology development have become increasingly prevalent in education. As a result of online education resources, classroom teaching dynamics have begun to shift away from traditional lecture. In particular, flipping the classroom has become popular in higher education. Flipping the classroom consolidates standard lectures into at-home self-study modules, and utilizes class time for engaging students in critical thinking exercises. Some research suggests that this style of teaching has led to increased student satisfaction and higher exam scores. OBJECTIVES: The objective of this study is to compare flipped classroom modules to traditional lecture in PA and medical student didactic education. METHODS: This study is a crossover interventional study that includes first year PA students and second year medical students from Boston University. Students will be randomly assigned to either a control group or experimental group. Both groups will take three tests throughout the study: a pre-test prior to intervention, a test following the first week prior to crossover, and a final exam after crossover completion. Each exam will consist of 30 multiple choice questions and a Likert scale questionnaire assessing student satisfaction. The control group will be exposed to traditional lecture while the experimental group will be exposed to a flipped classroom module. Content will be identical between groups, and following module completion, the groups will crossover for exposure to opposing treatment. RESULTS: Each cohort’s exam scores will be evaluated based on mean score and standard deviation at all three time points. Additionally, Likert scale responses will be evaluated at all three time points. Values will be assessed to determine if a relationship between lecture style, exam scores, and student satisfaction exist. DISCUSSION: Results from this study will help to determine the significance of flipped classroom learning in medical education.

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The study takes as its focus the techniques of Drama-in-Education as developed by Dorothy Heathcote and analyses the classroom discourse produced by teacher's and pupils when they are engaged in unscripted 'In-role' drama. The study asserts that the specific spoken genre produced by the framed discourse of Drama alters the semiotic context of the classroom in such a way that the language interactions of both pupils and teachers differ from the commonly accepted "recitation" pattern of much classroom discourse. The drama discourse was examined from the following perspectives; 1. The data was classified in terms of M.A.K. Halliday's Systemic Linguistics in order to establish the basis of a specific spoken genre for 'In-role' drama. 2. The data was then statistically compared, with the aid of a specifically developed computer based classification system, to a large sample of non-drama classroom discourse (The Primary Language Survey 1980-81). The research findings showed that 'In-role' drama is some 20% more about societal concerns and correspond1ngly less about material facts than is traditional classroom discourse. The study also showed that the use of drama techniques enabled teachers to shift the focus of communicat1on from centrally controlled participant structures to a more flexible context, which in turn allowed a greater range of classroom verbal initiatives on the part of the pupils. A central issue that emerged from the data was the degree to which cognitive and affective responses are inseparable In the Intellectual development of primary school pupils. The language of the drama genre was seen to comb1ne these elements 1n a way that 1s absent in most classrooms. It 1s claimed that expressive language, espec1ally In the explorations of interpersonal power and authority which were a characteristic of the more open discourse of the drama frame, enabled pupils to move into higher order areas of abstraction and language competency. It is recommended that the Inclusion of Drama-in-Educat1on strategies within the pr1mary syllabus would go some way to redressing the 1mbalance in what 1s seen as an overly pos1t1v1st1c curr1culum. It 1s further argued that "In-role' drama prov1des a powerful alternative teaching/learning strategy to the "recitation" methodology still prevalent in many pr1mary schools.

A diploma thesis introduces possibilities of the routing protocol OSPF, basic configurations and implementation into an autonomous system. A Theoretical part shows computer networks fundamentals and divide them into several groups according to standarts. It also include a part about addressing scheme in the Internet network and the ways how to subneted networks. A practical part consists of two project, that are create in a simulation program. The first simulates classroom, all the network devices and the computers are included. The second is an exam made for student to introduce OSPF in the autonomous system. The Exam uses new type of an extension, that allow student cooperate together by solving the exam. A summary contains all technique disposed in both simulations and a web presentation.

Submitted in fulfilment of the requirements for the degree MASTER OF EDUCATION in the Department of Educational Psychology and Special Education of the Faculty of Education at the University of Zululand, 2006. / The aim of this study was to pursue an investigation into educators' perceptions of discipline in senior primary schools. From the literature study it became clear that discipline cannot be considered as an object or event in itself but that it has to be seen in terms of factors in and outside the school, and that its maintenance is essentia! for overall class control, without which effective learning is impossible. One of the prerequisites for all children is that they should learn how to behave at home, in school and in the community. Children have to adhere to the family's and the school's codes of conduct. This study has found, however, that discipline remains the most significant problem in senior primary schools, as many schools experience a break¬down of discipline resulting in disruptive behaviour in the classroom. A code of conduct for learners contains school and classroom rules which regulate the day to-day relationship between educators and learners. The adoption of a code of conduct and the effective implementation thereof is the responsibility of the school governing body. It should be reviewed annually by the stakeholders and any amendments should be agreed upon by ail the members. For the purpose of the empirical investigation a self-structured questionnaire, to be completed by educators, was utilised. The completed questionnaires were analysed using descriptive statistics. In conclusion a summary was presented on the findings of the literature and empirical study and the following are some of the recommendations that were made: Good behaviour must be inculcated in learners by means of positive and constructive discipline. A code of conduct for learners must be enforced to regulate the learners' behaviour.

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