McMaster University's Department of Anatomy and Experimental Morphology has developed an extensive collection of self-directed learning modules in Anatomy which are available in an open laboratory. How medical and allied health students use this resource has never been adequately surveyed. The rates, patterns and reasons for module use among first and second year medical students were surveyed by questionnaire in late 1992. A similar questionnaire was administered to students in Block 3 of the Physiotherapy programme in early 1993. Analysis was done using a standard computer-based statistical package. Average module use among Unit 1 medical students (estimated by a weighted average) is 1.39 hours per week, with a statistically significant increase reported by Unit 4 medical students. Physiotherapy students, whose programme has a strong emphasis on musculoskeletal anatomy, had lab use rates 140% greater than Unit I medical students. Patterns of module use and student satisfaction with the modules depend not only upon the medical student's level in the programme, but also upon their previous backgrounds in biological/health science and problem-based learning experience. The rates and patterns of use were much more consistent among physiotherapy students, who were also far more satisfied with the organization and content of the modules than the medical students were. Medical students who were tutored by research scientists rather than clinicians had different rates and patterns of module use. The survey also indicates that students' use of the anatomy laboratory is not primarily driven by their tutor's suggestions; by a requirement for a detailed knowledge of anatomy for clinical skills purposes; or because module use saves time. The comparatively heavy use of the Anatomy lab and modules by physiotherapy students is clearly related to the demands of their programme. Students do believe that module use will help them contribute to their tutorial discussions and to the evaluations that occur in this setting. / Thesis / Master of Science (Teaching)

This Ph.D. thesis carries out extensive and in-depth research on the packaging technology of silicon carbide (SiC) power modules, including new packaging structures, multi-physics modeling and optimal design methods for half-bridge power modules, manufacturing processes, and experimental validations. A new packaging scheme, the Silver-Sintered Molybdenum (SSM) packaging, is proposed in this thesis. It contains a molybdenum (Mo) -based insulated-metal-substrate (IMS) structure, nano-silver sintering die-attachments, and planar interconnections. This technology has the potential to increase the operating temperature of SiC power modules to above 200 degrees, and can greatly improve their lifetime. These advantages are verified by active power cycling and passive temperature cycling simulations. Analytical modeling methods for half-bridge power modules with the SSM packaging are also studied. A decoupled Fourier-based thermal model is introduced. This model considers the decoupling effect between different heat source regions and can give a three-dimensional analytical solution for the temperature field of a simplified half-bridge power module structure. In addition, based on the partial inductance model for rectangular busbars, an analytical stray inductance model for half-bridge power modules is also proposed. The accuracy of these two models is estimated by both numerical simulations and experiments. With the proposed analytical models, an optimal design method for half-bridge power modules with the SSM packaging is proposed in this study, which uses the particle swarm optimization algorithm. This method is successfully applied in the design of a prototype power module and is able to minimize the stray inductance and volume while maintaining desired junction temperatures. This thesis also introduces the manufacturing process of the prototype power module. Several new processes are proposed and validated, including a pressure-less nano-silver sintering process to bond SiC dies on Mo substrates, the formation of the Mo-based IMS structure, and the re-metallization of SiC dies. / Thesis / Doctor of Philosophy (PhD)

The thesis is focused on the maximal Cohen-Macaulay modules over simple singular- ities. Previous results on the topic are summarised, and in particular it is shown that a hypersurface is MCM-finite if and only if it is a simple singularity. The stable Auslander- Reiten quivers of simple singularities are drawn for better understanding of the category of maximal Cohen-Macaulay modules over a simple singularity. 1

<p> This project presents the development of a lesson design format on "Introduction to Organic Chemistry" for CBI - computer-based instruction. The design is to be used with the authoring program, Private School, an intelligent delivery system database.</p> <p> The community college system has experienced many changes over the past few years. The changing political, economic and social climate has forced the community college system to re-examine how courses are delivered. Along with this, employers are demanding computer-literate students. There is a need for teachers to look at alternative delivery methods such as CBI. The addition of Computer-based learning to the chemistry curriculum at the community college is designed to do just that. CBI enhances student learning by providing an alternative delivery methodology for studying chemistry concepts, which can be abstract and difficult to comprehend.</p> <p> Computer-based learning has been slow to be implemented at community colleges. This lesson, designed for the computer courseware database, Private School, offers community college teachers a framework to use for their own curriculum initiatives, thus allaying some of the fears and anxieties associated with computer technology.</p> <p> Throughout the development of the computer-based instructional package, teacher involvement is critical. The success of such a teaching medium depends upon the commitment of the teacher/designer. The monitoring of student learning and of student progress must be built into the design.</p> <p> The instructional development model of Kemp, Morrison and Ross was used as the foundation for making decisions about instructional objectives, content, learning activities, resources, learner characteristics and student evaluation. The curriculum was then used as an example for the User Guide to help teachers with the development of their own CBI. This project describes 5 phases for the implementation of CBI into community colleges: teacher familiarization, instructional design, data entry, student familiarization and student evaluation and progress.</p> <p> CBI can provide resources for learning which are effective, richer, available for longer hours, and open to a wider range of college students. CBI also provides students with greater control over timing and pace, and there is more likelihood of resources suiting their style and stage of each student's learning.</p> / Thesis / Master of Science (Teaching)

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京都大学 / 新制・課程博士 / 博士(農学) / 甲第23238号 / 農博第2445号 / 新制||農||1083(附属図書館) / 学位論文||R3||N5328(農学部図書室) / 京都大学大学院農学研究科応用生命科学専攻 / (主査)教授 渡邊 隆司, 教授 植田 充美, 教授 梅澤 俊明 / 学位規則第4条第1項該当 / Doctor of Agricultural Science / Kyoto University / DFAM

This work details the implementation of a debugger for a small embedded RISC-V system. KTH uses an in-house designed microcontroller development board for computer and electronics design courses. The boards did not incorporate hardware debugging capabilities and no prior software implementation fulfilled the requirements for the specific target system. The debugger used a hybrid software and hardware approach for achievingbasic debugging features such as breakpoints, stepping and break signals. The hybrid approach repurposed the microcontrollers debug module to enable debugging with no external hardware. The debugger implementation met all of the requirements for being ableto be used in the intended educational setting, and had a limited footprint withregard to resource usage, but with room for further optimization. / Detta arbete beskriver implementationen av en debugger för ett mindre RISC-V system. KTH använder ett internt framtaget utvecklingskort med en mikrokontroller för kurser inom programmering för inbyggda system och elektronikdesign. Korten inkluderade inte stöd för hårdvarubaserad debugging och inga befintliga mjukvarulösningar mötte kraven för det specifika systemet. Debuggern använde en blandad hårdvaru- och mjukvarulösning för att uppnå debug-funktionalitet som brytpunkter, stegning och brytsignaler. Implementationen nyttjade den i mikrokontrollern inbyggda debugmodulen(debug module) för att tillgängliggöra debugging utan någon extern hårdvara. Implementationen mötte alla krav för att kunna användas i den tilltänkta studiemiljön, och hade en begränsad resursanvändning, men med rum för ytterligare optimeringar.

Partially coherent interaction of the feedback light with the field in the laser cavity is affirmed with the fiber Bragg grating (FBG) stabilized 980-nm pump lasers, on the contrast of normally accepted totally incoherent state of operation in the “coherence collapse” regime. Coherence parameter y was defined in this paper to identify the fraction of feedback light working coherently. It is shown that y can be determined by fitting the measured power-difference versus pumping-rate curve to the simulation results. Experiments confirm that coherence parameter y decreases while the distance between the FBG and the laser facet increases, and vice versa. While, if the device is kept operating in the “coherence-collapse” regime, y would not change with the amount of feedback. This work will be help to improve the performance of the high power FBG stabilized 980-nm pump laser. / Thesis / Master of Applied Science (MASc)