Thesis--University of Florida. / Description based on print version record. Typescript. Vita. Bibliography: leaves 118-120.

Thesis (M.S.)--University of Wisconsin--Madison, 1967. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--Columbia University, 1936. / Vita. Bibliography: p. 92-95.

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--Washington State University, August 2007. / Includes bibliographical references.

Thesis (M.S.)--Ohio State University, 1987. / Includes bibliographical references (leaves 224-228). Available online via OhioLINK's ETD Center

M.B.A. / Laboratories have historically been required to demonstrate competence to test or calibrate against a scope of accreditation that details specific tests and/or measurements in order to ensure equivalence of technical output. The international standardisation community appears to believe that greater focus on quality system elements will contribute to increased confidence in the work performed by organisations that implement them. Unfortunately, a valid system only guarantees consistent output. The potential danger of laboratory tests that are consistent but wrong is too great to be ignored. These fundamentally conflicting philosophies of competence versus compliance are now being combined into one document, the recent revision of ISOIIEC Guide 25 into the ISOIIEC FDIS 17025 General requirements for the competence of testing and calibration laboratories. In preparing for the change to the new standard, smaller laboratories are faced with a potential disproportionate increase in documentation requirements even though their demonstrated competence is already accepted internationally. The primary aim of this research is to determine if there are differences between implementation of the revised standard in a smaller laboratory to that of the larger laboratory that should be considered in order to ensure that the smaller facility is not subject to a potential technical barrier to trade. As part of the research, a questionnaire was created and distributed to test assumptions about the current knowledge of quality requirements within laboratories, the value obtained to date with implementing such systems and the ability of the laboratory staff to cope with more in-depth or any additional quality criteria that might be introduced...

M.Ed. (Education) / Please refer to full text to view abstract

No description available.

Hands-on laboratory experiences are a key part of all engineering programs. Currently there is high demand for online engineering courses, but offering lab experiences online still remain a great challenge. Remote laboratories have been under development for more than 20 years and are part of a bigger category, called online laboratories, which includes also virtual laboratories. Development of remote laboratories in academic settings has been held back because of the lack of standardization of technology, processes, operation and their integration with formal educational environments. Remote laboratories can be used in educational settings for a variety of reasons, for instance, when the equipment is not available in the physical laboratory; when the physical laboratory space available is not sufficient to either set up the experiments or permit access to all on-site students in the course; or when the teacher needs to provide online laboratory experiences to students taking courses via distance education. This dissertation proposes a new approach for the development and deployment of online laboratories over online platforms. The research activities performed include: The design and implementation of an architecture of a system for Smart Adaptive Remote Laboratories (SARL) integrated to educational environments to improve the remote laboratory users experience through the implementation of a modular architecture and the use of context information about the users and laboratory activities; the design pattern and implementation for the Remote Laboratory Management System (RLMS); the definition and implementation of an xAPI-based activity tracking system for online laboratories with support for both centralized and distributed architectures of Learning Record Stores (LRS); the definition of Smart Laboratory Learning Object (SLLO) capable of being integrated in different educational environments, including the implementation of a Lab Authoring module; and finally, the definition of a reliability model to detect and report failures and possible causes and countermeasures applying ruled based systems. The architecture proposed complies with the just approved IEEE 1876 Standard for Networked Smart Learning for Online Laboratories and supports virtual, remote, hybrid and mobile laboratories. A full set of low-cost online laboratory experiment stations were designed and implemented to support the Introduction to Logic Design course, providing true hands-on lab experience to students through the a low-cost, student-built mobile laboratory platform connected via USB to the SARL System. The SARL prototype have been successfully integrated to a Virtual Learning Environment (VLE) and a variety of configurations tested that can support privacy and security requirements of different stakeholders. The prototype online laboratory experiments developed have contributed and been featured in IEEE 1876 standard, as well as been integrated into an Industry Connections Actionable Data Book (ADB) that was featured in the Frankfurt Book Fair in 2017. SARL is being developed as the infrastructure to support a Latin American and Caribbean network of online laboratories. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2019. / FAU Electronic Theses and Dissertations Collection