The purpose of this evaluation is to develop a framework that will help in planning and implementing the mobile sport exhibition, increase visitor satisfaction and aid At Bristol in building successful exhibits. The evaluation mainly focuses on visitor interaction with exhibits. It is believed that learning does occur in science centres and museums. The evaluation will therefore find out if learning occurs in the Sports exhibition and if so, the nature of the learning outcomes. The evaluation also discusses advantages and disadvantages of travelling exhibitions and identifies the characteristics of good exhibits that form the basis of the framework.From the results, an indication is that children make the larger proportion of visitors to Sportastic. Their age ranges, under 10 and 10 to 15 years constituted 21% and 30% respectively. The three most enjoyed exhibits are the Sprint Challenge (running), BATAK (test your reaction and Hot Shots (football). Visitors say these exhibits are enjoyed because they are fun, competitive, entertaining, interactive and hands-on. Skateboard Challenge and Skeleton Bob are among the exhibits least enjoyed since they are reported to be boring and uncomfortable to use. The learning outcomes from the exhibits are; increased knowledge about balancing, reaction, pulse and strength.

Abstract The great advancement in biotechnology makes huge influence on our modern life; how to improve the ability of our future citizens to accommodate the upcoming technology is one of the key issues in science education today. This study developed a set of experimental teaching modules ¡V The great future of the biotechnology ¡V for the junior high students for this purpose. There were two parts of this experimental teaching module: the first one was a hands-on learning course, in this activity students operated the basic biotechnological instruments and derive their own hypothesis. Another was a role-playing public hearing, debating about ¡§We should prohibit the importation of genetic modified food¡¨. Twenty-five eighth grade gifted students in the Kaohsiung municipal Kuo-chang junior middle high school were chosen as the sample to participate this research. Based on the questionnaires and the learning portfolios of the students, we found that students highly affirm this kind of learning. They reflect that the activities have helped them to gain the scientific knowledge, scientific learning process and skills, and the positive scientific attitude. The ability of the oral presentation, communication, judgments, problem-finding and evaluation ability have been enhanced through this learning process. The teaching module is also good for developing the strategy of corporation team work, considerate, and democratic. Activities like this teaching module are highly recommended to incorporate into the regular curriculum.

The purpose of this study was to compare the effectiveness of the conceptual change oriented instruction using hands-on activities and traditionally designed chemistry instruction on 10th grade students&rsquo / understanding of gases concept. Also, the effect of instruction on students&rsquo / attitude toward chemistry as a school subject was investigated. The sample of the study consisted of 59 tenth grade students from two chemistry classes in a public high school. This study was conducted during the 2006-2007 fall semester. The classes were randomly assigned as control and experimental groups. Students in the control group were instructed by traditionally designed chemistry instruction whereas students in the experimental group were instructed by the conceptual change oriented instruction accompanied with hands-on activities. Gases concept test and Attitude Scale Toward Chemistry were administered to both groups as a pre-test and post-test to assess the students&rsquo / understanding of gases concepts and to determine their attitudes toward chemistry, respectively. Science Process Skills Test was given only at the beginning of the instruction to determine students&rsquo / science process skills. v The hypotheses were tested by using multivariate analysis of variance (MANOVA). The post-test results showed that conceptual change oriented instruction using hands-on activities caused a significantly better acquisition of scientific conceptions related to gases concept. But it was found that treatment has no significant effect on students&rsquo / attitudes toward chemistry as a school subject.

Learning-by-doing learning environments support a wealth of physical engagement in activities. However, there is also a lot of variability in what participants learn in each enactment of these types of environments. Therefore, it is not always clear how participants are learning in these environments. In order to design technologies to support learning in these environments, we must have a greater understanding of how participants engage in learning activities, their goals for their engagement, and the types of help they need to cognitively engage in learning activities. To gain a greater understanding of participant engagement and factors and circumstances that promote and inhibit engagement, this dissertation explores and answers several questions: What are the types of interactions and experiences that promote and /or inhibit learning and engagement in learning-by-doing learning environments? What are the types of configurations that afford or inhibit these interactions and experiences in learning-by-doing learning environments? I explore answers to these questions through the context of two enactments of Kitchen Science Investigators (KSI), a learning-by-doing learning environment where middle-school aged children learn science through cooking from customizing recipes to their own taste and texture preferences. In small groups, they investigate effects of ingredients through the design of cooking and science experiments, through which they experience and learn about chemical, biological, and physical science phenomena and concepts (Clegg, Gardner, Williams,&Kolodner, 2006). The research reported in this dissertation sheds light on the different ways participant engagement promotes and/or inhibits cognitive engagement in by learning-by-doing learning environments through two case studies. It also provides detailed descriptions of the circumstances (social, material, and physical configurations) that promote and/or inhibit participant engagement in these learning environments through cross-case analyses of these cases. Finally, it offers suggestions about structuring activities, selecting materials and resources, and designing facilitation and software-realized scaffolding in the design of these types of learning environments. These design implications focus on affording participant engagement in science content and practices learning. Overall, the case studies, cross-case analyses, and empirically-based design implications begin to bridge the gap between theory and practice in the design and implementation of these learning environments. This is demonstrated by providing detailed and explanatory examples and factors that affect how participants take up the affordances of the learning opportunities designed into these learning environments.

<p>Abstract:</p><p>Swedish private equity firms have demonstrated a historical success in the buyout industry. However, current trends in the industry such as institutional changes, phenomenon of capital overhang and an influx of new entrants have intensified competition among buyout firms. To maintain the expected high gains, private equity firms must actively create values for their portfolio companies. The purpose of this study is to describe and analyze how private equity firms with a hands-on approach add value to the companies under management.</p><p>A literature review on value-creation by private equity firms was conducted. The valuecreation methods were classified by the authors under the four themes: governance engineering, financial engineering, operational engineering, and strategic redirections. In order to collect the empirical data, the authors chose an inductive approach, used semi-structured interviews with representatives from five private equity firms.</p><p>The results show that the studied firms undertake to a large extent similar actions when it comes to corporate governance and financial engineering. With governance engineering, the firms attempt to strengthen the portfolio companies’ governance system through proper</p><p>due diligence, the appointment of a competent and independent board of directors, an appropriate and deep management incentive program, establishment of a close relationship with management, and periodic management reports. The key to efficient governance is to give the portfolio firms 100% focus on operational and strategic issues in the board meetings. All but one firm use significant debt to lever the buyouts as it is evident that the pressure of debt repayment incentivizes management to better handle scarce capital.</p><p>Operational engineering and strategic redirection are the two themes in which the firms mainly distinguish themselves. Operational engineering largely concerns running operation more efficiently through a combination of cost-cuttings (divestment of non-profitable</p><p>product and customer, outsourcing, centralizing purchases) and higher revenue growth (finding new markets, providing more after-sale service, extending product range). Strategic redirection incorporates the focus on core competences, making strategic decisions about investments, divestments, and add-on acquisitions.</p><p>There have been differences in actions taken by the studied firms. Factors that could affect the behavior of private equity firms are the type of companies acquired, the firm size, their perception of risk and reward regarding a particular action, as well as years of experiences in the industry. There is no common timeframe for actions taken by the studied firms. Nevertheless, all firms emphasize the importance of implementing fundamental changes in the early years of the investments.</p>

College level science is frequently taught as a recitation of facts in a lecture hall, and the students are expected to gain understanding and insight with their own study. Interactive learning is more effective than lecture based learning and more memorable for the students. Teaching with hands on models has been shown to specifically be beneficial in a college level molecular biology context. Included here is a guide for the instructor leading her through topic selection, activity development, and presentation to the class, as well as five complete and tested lesson plans with notes on alteration made and the reasons for them. / text

Sonate for trumpet and piano / Paul Hindemith -- Stucke im Volkston, op.102 for cello and piano / Robert Schumann -- Hungarian dances for piano, four hands / Johannes Brahms -- Grand duo concertant, op.48 for clarinet and piano / Carl maria Von Weber / text

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Temos aktualumas, naujumas: muzikinis ugdymas — sudėtingas ir ilgalaikis psichologinis, meninis, pedagoginis procesas, reikalaujantis iš mokinio dvasinių, fizinių, intelektualinių bei valios pastangų. Vaikai ryškiai skiriasi vienas nuo kito muzikinių įgūdžių, nuostatų, interesų bei patirties požiūriu. Mokslinėje literatūroje pateikiama nemažai metodikų, kaip reikia mokyti vaikus skambinti fortepijonu, nemažai yra atlikta ir tyrimų šia linkme, tačiau įvairių muzikinių gebėjimų mokinių mokymas skambinti fortepijonu pradiniame mokymo etape ir jo reikšmė tolesnei pianisto veiklai yra mažai tyrinėta. Problema: dėl skirtingų pažintinės ir fiziologinės raidos ypatumų vyresniojo priešmokyklinio amžiaus vaikų mokymas skambinti fortepijonu pradiniame etape privalo būti individualus. Tyrimo objektas: priešmokyklinės klasės vaikų mokymas skambinti fortepijonu pradiniame etape. Tyrimo tikslas: ištirti, kokį poveikį pianisto mokymui turi specialus mokymas pradiniame etape. Tyrimo uždaviniai: 3. Apžvelgti mokslinę, pedagoginę literatūrą apie vyresniojo ikimokyklinio amžiaus vaikų psichologines ir fiziologines ypatybes, pradinio mokymo skambinti fortepijonu metodiką. 4. Atskleisti tyrimo metu vyresniojo ikimokyklinio amžiaus vaikų specialaus mokymo skambinti fortepijonu pradiniame etape ypatumus. Tyrimo hipotezė: pradedančiojo pianisto mokymas tampa efektyvesnis, kai pradiniame mokymo etape yra taikomas individualusis mokymas. Tyrimo metodika: tyrimo metu buvo stebimi trys Vilniaus raj... [to full text] / The actuality and novelty of the topic: musical education is one of the difficult and longterm pedagogical, artistic and phychological process, which demands spiritual, physical and intellectual attempts from a learner. Children differ one from another in their musical skills, attitude to learning, interests and experience. In the scientific literature there are a lot of methods how to teach children to play the piano, there are also a lot of surveys in this area. Although teaching children with different musical abilities to play the piano and its meaning to their further pianist’s practice is searched not much. Problem: because of the differences in psychological development of a older preschool age children teaching them to play the piano must be individual. Subject: teaching preschool age children to play the piano at the primary stage. Goal: to find out what influence on a pianist education has special teaching at the primary stage. Objects: 1. Study the methods of teaching to play the piano at the primary stage, which are represented in the pedagogical literature about preschool age children psychological and physical features. 2. Display the older preschool age children peculiarities while teaching them to play the piano at the primary stage. Hypothesis: The teaching of a pianist-beginner becomes more effective, if the teaching process at the primary stage is individual. Study methods: during the survey three preschool forms of Rudamina Artist Training School... [to full text]

Lietuvoje sparčiai daugeja asmenų sergančių depresija skaičius. Ir tai verčia susimastyti apie šių žmonių reabilitacijos galimybes, o ne vien tik apie medikamentinį gydymą. Baigiamojo darbo tikslas - ištirti ergoterapijos efektyvumą asmenims vartojantiems neuroleptinius vaistus.Tyrimo uždaviniai: 1. Įvertinti asmenų, sergančius depresija ir naudojančių neuroleptikus, rankų koordinacijos sutrikimų lygį. 2. Įvertinti asmenų, sergančių depresija ir naudojančių neuroleptikus, savarankiškumo lygį. 3. Įvertinti rankų koordinacijos ir savarankiškumo pokyčius po ergoterapijos. / Lithuanian numbers of persons suffering from depression grow up rapidly. It makes people wonder about possibilities of rehabilitation, not only about medical treatment. Final aim of master work – to explore occupational therapy effectivess for the persons with depression illness and using neuroleptic pharmaceuticals. Research task: 1. Assess individuals hands coordination disorders from depression and neuroleptic pharmaceuticals use. 2. Assess level of independece for persons wiht depression illlness and using neuropeltic pharmaceuticals. 3. Assess hands coordination and changes of independence after occupational therepy.