Osteopathic manipulative treatment (OMT) training during residency is essential for development of these unique skills and principles as we go out into our future careers. One of the challenges that we have faced over the course of our residency tenure is having on-hand and online OMT resources to further promote learning and retention of knowledge and skills. The purpose of this research project was to gauge the family medicine residents’ OMT fundamental knowledge while also providing a designated preceptor area location for OMT resources for quick access, when needed, during our OMT clinic. At the same time, the residents were also lectured on common musculoskeletal dysfunctions and simple techniques that could be used for quick treatment options during clinic. First, the family medicine residents were first given a 10 question OMT pre-survey (five questions were knowledge based and five questions were short answer) to gauge their baseline fundamental osteopathic clinical knowledge and their knowledge about the pre-existing OMT resources and their locations in our clinic. After the residents completed the OMT pre-survey, the new OMT resources were placed in the new location in our precepting area and then two weeks later the residents were given a lecture about the fundamentals and common contraindications of OMT and the basic approaches to treatment of some routine chronic conditions, including low back pain, neck pain, headaches, and migraines. Also, included at then end of the lecture was the newly acquired OMT resources, including books and online website links, that were compiled for the clinic, and the new designated spot for these materials making them easily accessible during our OMT clinics. The OMT post survey, using the same one as above, was then done by the residents to see the impact on their OMT fundamentals and OMT resource knowledge. The Results from the pre and post surveys were then compared, and the data was graphed accordingly to show the changes. Questions one through five were graded on having “correct” vs “incorrect” answers, and the short answer questions (6-10) were graded on the premise of “positive” vs “negative” answers. Answers were considered positive if they were optimistic, which includes the response “yes”, accurate location in the precepting area, any form of OMT resource, or any amount of time spent in learning, review, or preparations of OMT material for OMT clinics. Answers were considered negative if they were the opposite of the above description. The first eight questions showed a strong positive increase/improvement in the residents’ OMT knowledge and showed that they know the new resources and their location in the clinic, which was the purpose of our project. The last two questions had slightly different outcomes than expected which was addressed if similar research is done in the future.

The problem addressed in this study was the lack of long-range projections resulting from an absence of data in terms of functions, funding, administrative staffing, and collection of materials for the Louisiana Learning Resources System (LLRS) network of 1985. The purpose of this study was to make long-range projections in these areas. Based upon the findings and conclusions of this study, the following projections were made. 1. The LLRS of 1985 should be a local unit which would be specialized in function and operate on the same academic calendar as that of the local education agency. 2. The role of the LLRS Director of 1985 should continue to be that of a materials/media specialist. 3. The primary funding source of the LLRS of 1985 should be that of federal dollars. 4. The Ideal Collection of Materials for the LLRS of 1985 should include teacher oriented materials, student oriented materials, and hardware for use with special education materials.

In this thesis a study upper secondary school teachers’ experiences from using digital resources is presented. The study was carried out in two upper secondary schools where the students had each recently been given their own laptop, a so-called one-to-one computer. The purpose of the study was to describe and analyse the teachers’ experiences of using digital resources in teaching. Four teachers, three men and one woman, from two upper secondary schools in a Swedish municipality, participated in the study. Empirical material was collected during autumn 2010 and spring 2012. The methods used in the collection were interviews and participatory observations, so-called go-along observations. The study’s theoretical approach has its foundation in phenomenological philosophy. In the result care, time and teachers’ lived experiences of didactic work emerge as important for the utilisation of digital resources in teaching. In the teaching, the teachers’ experiences and knowledge of their subjects, teaching, digital resources, and life experiences and knowledge seemed to interact. This interaction between experiences and knowledge is described in the study as lived experiences of didactic work. The study shows that teachers dealt with the new digital technology and designed learning environments for the students with the starting point of their lived experiences of didactic work and assumptions about the students’ interest for digital resources. The teachers’ care with relationship building and creation of trust and confidence was shown to have importance for how, and to what extent, digital resources could be used in teaching. Both similarities and differences in the teachers’ experiences of, and knowledge about, how teaching is carried out with one-to-one computers emerged in the study. Two of the teachers were more experienced users of digital resources in comparison with the two others. The teachers’ experiences of digital resources are often related to their own interest in these, but their experiences are also related to the lack of time for learning to use digital resources as pedagogical tools. / <p>På omslaget har en liten felaktighet i titeln smugit sig in. Titeln på omslaget ska lyda: Från datasal till en-till-en</p>

Sistemas de recomendação foram propostos no início da década de 1990 com o objetivo de auxiliar seus usuários a lidar com a sobrecarga cognitiva criada com o advento da internet e o aumento constante de documentos. De lá para cá tais sistemas passaram a assumir vários outros papéis, tais como “auxiliar usuários a explorar”, “melhorar a tomada de decisão”, ou até mesmo “entreter”. Para atingir tais novos objetivos, o sistema necessita olhar para características do usuário que auxiliem no entendimento da tarefa desempenhada pelo usuário e como a recomendação pode auxiliar tal tarefa. Nesse sentido, propõe-se nessa tese uma integração entre estratégias de recomendação e de adaptação para criar um novo processo de recomendação adaptativa. É mostrado que tal integração pode melhorar a acurácia da recomendação, e dar bons resultados na retenção de usuários, e na interação destes com os sistemas. Para validar a abordagem, é implementado um protótipo para recomendação de filmes a serem utilizados em sala de aula. São também coletadas estatísticas de 78 usuários que participaram do experimento de avaliação da abordagem. / Recommender systems were proposed in early 90’s with the goal to help users deal with cognitive overload brought by the internet and the constant increase of documents. From there to now such systems have assumed many other roles like “help users to explore”, “improve decision making”, or even “entertain”. To accomplish such new goals, the system needs to look to user characteristics that help in understand what the user task is and how to adapt the recommendation to support such task. In this direction, it is proposed in this thesis an integration between recommender and adaptive strategies into a new process of adaptive recommendation. It is shown that such integration can improve recommendation accuracy and give good results to user retention, and interaction with the systems. To validate the approach, it is implemented a prototype to recommend movies to be used in a classroom. It is also collected some statistics about the 78 users who have participated of the experiment for evaluation of the new approach.

In higher education greater emphasis is being placed on independent study techniques for both on-campus and off-campus (distance education) students. At the University College of Southern Queensland the development of learning support material has been print based with other media included as supplementary material. The purpose of this study was to see if videotape support material had a mark benefit on the improvement of learning for students using print based study material as their basic learning resource. A Solomon Four-Group research design was used for this study. Subjects comprised all level-three Diploma of Education students of the UCSQ undertaking a creative arts unit. Sculptures produced by the students were assessed by three judges using a rating scale devised by the researcher. Results indicated that no benefit was gained by the addition of videotape support material. Implications for the design and integration of videotape support material in independent study material, and for production procedure are presented in this study.

In this thesis a study upper secondary school teachers’ experiences from using digital resources is presented. The study was carried out in two upper secondary schools where the students had each recently been given their own laptop, a so-called one-to-one computer. The purpose of the study was to describe and analyse the teachers’ experiences of using digital resources in teaching. Four teachers, three men and one woman, from two upper secondary schools in a Swedish municipality, participated in the study. Empirical material was collected during autumn 2010 and spring 2012. The methods used in the collection were interviews and participatory observations, so-called go-along observations. The study’s theoretical approach has its foundation in phenomenological philosophy. In the result care, time and teachers’ lived experiences of didactic work emerge as important for the utilisation of digital resources in teaching. In the teaching, the teachers’ experiences and knowledge of their subjects, teaching, digital resources, and life experiences and knowledge seemed to interact. This interaction between experiences and knowledge is described in the study as lived experiences of didactic work. The study shows that teachers dealt with the new digital technology and designed learning environments for the students with the starting point of their lived experiences of didactic work and assumptions about the students’ interest for digital resources. The teachers’ care with relationship building and creation of trust and confidence was shown to have importance for how, and to what extent, digital resources could be used in teaching. Both similarities and differences in the teachers’ experiences of, and knowledge about, how teaching is carried out with one-to-one computers emerged in the study. Two of the teachers were more experienced users of digital resources in comparison with the two others. The teachers’ experiences of digital resources are often related to their own interest in these, but their experiences are also related to the lack of time for learning to use digital resources as pedagogical tools. / <p>På omslaget har en liten felaktighet i titeln smugit sig in. Titeln på omslaget ska lyda: Från datasal till en-till-en</p>

The problem with which this investigation was concerned was an evaluation of community college learning resources programs as reflected by client opinion and use of services and conformity to the published guidelines. The purposes of the study were to ascertain the extent to which learning resources programs of selected metropolitan community colleges conformed to the recommendations published in "Guidelines for Two-Year College Learning Resources Programs," and to compare the guidelines scores rendered with faculty and student opinion and use of learning resources services on the campuses. No significant differences were noted in comparisons of opinion and utilization of learning resources services among either students or faculty on the campuses with the highest guidelines scores and the same groups on the campuses with the lowest guidelines scores. Based on the findings, the following conclusions were formulated: 1) the instruments utilized were not sensitive enough to distinguish subtle differences, if any, between the learning resources programs on the various campuses, 2) the learning resources programs included in the study were similar in nature, and 3) more differences exist between groups based on demographic variables than exist between the learning resources programs.

Sistemas de recomendação foram propostos no início da década de 1990 com o objetivo de auxiliar seus usuários a lidar com a sobrecarga cognitiva criada com o advento da internet e o aumento constante de documentos. De lá para cá tais sistemas passaram a assumir vários outros papéis, tais como “auxiliar usuários a explorar”, “melhorar a tomada de decisão”, ou até mesmo “entreter”. Para atingir tais novos objetivos, o sistema necessita olhar para características do usuário que auxiliem no entendimento da tarefa desempenhada pelo usuário e como a recomendação pode auxiliar tal tarefa. Nesse sentido, propõe-se nessa tese uma integração entre estratégias de recomendação e de adaptação para criar um novo processo de recomendação adaptativa. É mostrado que tal integração pode melhorar a acurácia da recomendação, e dar bons resultados na retenção de usuários, e na interação destes com os sistemas. Para validar a abordagem, é implementado um protótipo para recomendação de filmes a serem utilizados em sala de aula. São também coletadas estatísticas de 78 usuários que participaram do experimento de avaliação da abordagem. / Recommender systems were proposed in early 90’s with the goal to help users deal with cognitive overload brought by the internet and the constant increase of documents. From there to now such systems have assumed many other roles like “help users to explore”, “improve decision making”, or even “entertain”. To accomplish such new goals, the system needs to look to user characteristics that help in understand what the user task is and how to adapt the recommendation to support such task. In this direction, it is proposed in this thesis an integration between recommender and adaptive strategies into a new process of adaptive recommendation. It is shown that such integration can improve recommendation accuracy and give good results to user retention, and interaction with the systems. To validate the approach, it is implemented a prototype to recommend movies to be used in a classroom. It is also collected some statistics about the 78 users who have participated of the experiment for evaluation of the new approach.

Sistemas de recomendação foram propostos no início da década de 1990 com o objetivo de auxiliar seus usuários a lidar com a sobrecarga cognitiva criada com o advento da internet e o aumento constante de documentos. De lá para cá tais sistemas passaram a assumir vários outros papéis, tais como “auxiliar usuários a explorar”, “melhorar a tomada de decisão”, ou até mesmo “entreter”. Para atingir tais novos objetivos, o sistema necessita olhar para características do usuário que auxiliem no entendimento da tarefa desempenhada pelo usuário e como a recomendação pode auxiliar tal tarefa. Nesse sentido, propõe-se nessa tese uma integração entre estratégias de recomendação e de adaptação para criar um novo processo de recomendação adaptativa. É mostrado que tal integração pode melhorar a acurácia da recomendação, e dar bons resultados na retenção de usuários, e na interação destes com os sistemas. Para validar a abordagem, é implementado um protótipo para recomendação de filmes a serem utilizados em sala de aula. São também coletadas estatísticas de 78 usuários que participaram do experimento de avaliação da abordagem. / Recommender systems were proposed in early 90’s with the goal to help users deal with cognitive overload brought by the internet and the constant increase of documents. From there to now such systems have assumed many other roles like “help users to explore”, “improve decision making”, or even “entertain”. To accomplish such new goals, the system needs to look to user characteristics that help in understand what the user task is and how to adapt the recommendation to support such task. In this direction, it is proposed in this thesis an integration between recommender and adaptive strategies into a new process of adaptive recommendation. It is shown that such integration can improve recommendation accuracy and give good results to user retention, and interaction with the systems. To validate the approach, it is implemented a prototype to recommend movies to be used in a classroom. It is also collected some statistics about the 78 users who have participated of the experiment for evaluation of the new approach.

Alkaloids are important natural substances, which are not directly mentioned within the Chemistry Curriculum in the Framework Education Programme for Secondary General Education (Grammar Schools). However, they are a topic which unites more disciplines and allows educating in wider context and across different subjects (Chemistry, Biology and Health Education). They are certainly important topic in terms of drug abuse prevention and Health Education. The objective of this diploma thesis is creation of new educational materials for this topic for grammar school teachers and students. The theoretical part contains a literary research consisting of an analysis of curricular documents, a selection of secondary school chemistry textbooks, a selection of electronic teaching materials, and a proposal for including the topic in grammar school education. Furthermore, it contains a chapter dealing with the issues of drug abuse and its prevention. Research has been conducted by a questionnaire survey on the teaching practice of the topic at grammar schools in the Czech Republic in the practical part. The main output of this diploma thesis is a collection of educational materials on the given topic (PowerPoint presentations, textbook, projects, worksheet, instruction for laboratory exercise, didactic test).