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This thesis presents a new approach to improve the efficiency of defect screening during manufacturing test of digital integrated circuits through the use of multiple observations during test generation. To address the limitations of test sets generated based on the single stuck-at fault model, we combine the advantages of multiple-detect and detection at all observable outputs in order to generate test sets that can improve surrogate detection. Imposing additional constraints, such as multiple observations, on the test generation process motivates the development of a new constrained automatic test pattern generation (ATPG) work flow that leverages the recent advancements in the Boolean satisfiability (SAT) problem. Building this ATPG work flow brings its own technical challenges and solutions described in detail in this thesis. To assess the effectiveness of the test sets generated by the proposed ATPG work flow, we evaluate them using coverage metrics for fault models that are not targeted explicitly during test generation. / Thesis / Master of Applied Science (MASc)

This research analyzed the effects of the Marzano Teacher Observation training on the self-efficacy of teacher observers. In this study, seventy-four teacher observers reported their self-efficacy in the areas of evaluating student engagement, evaluating classroom management, and evaluating instructional strategies in pre and post surveys. The results of the surveys were analyzed with a paired samples t-test. This study found that the Marzano Teacher Observation system increases the self-efficacy of teacher observers. This study was delimited to participants of a Marzano Teacher Observation training conducted in the fall of 2014. The findings of this study will inform executive school leaders of the impact Marzano Teacher Observation training has on the self-efficacy of teacher observers.

Yes / This book chapter reports on an observational study of working and non-working behaviour in the JB Priestley Library, University of Bradford.

In order to support the new mission of education where students achieve at high levels, schools need infrastructure, in terms of processes, procedures, and capacity building, to support the collaboration between administrative instructional leadership and teachers' professional development with the goal of student learning and achievement. Walkthroughs are a tool used throughout school districts with a limited base of research. This mixed methods case study describes one middle school's journey with walkthroughs. This dissertation explores and describes three main aspects of walkthroughs: process, perspectives, and recommendations. Administrators and teachers shared their experiences through personal interviews, focus group interviews, the Concerns Based Adoption Model Stages of Concern Questionnaire, and documents. Findings suggest that classroom walkthroughs work best in school climates that have an established level of trust between administrators and teachers. Walkthroughs, with classroom observations led by all teachers in the school, allow teachers to engage in professional dialogue about expectations for teaching and learning for all students in all content settings. Walkthroughs are a process that takes time to implement, should be ongoing, and require a transparent flexible process to meet individual school needs. If the need or expectation is to change teaching practices, then teachers need to be involved in all aspects of instructional supervision in collaboration with administrators on a continual basis. / Ed. D.

In the doctoral thesis is derived a theoretical equations for calculating the minimum recognizable change in position of an object by the observer. To assess the suitability of this approach theory tests were carried out on the test track. Tests confirmed the theoretical explanation for three of the five test persons. In the event of a head-on observations were at greater distances longer times of fixation, at the side watching the observation times at short and long distances were without significant differences. Further tests were carried out in urban traffic intersections in day and night time Statistical evaluation was found that if to the intersection did not come any vehicle, the median observation time was 0,4 s (night) and 0,56 s (day), if to the intersection were coming vehicle, the median observation time was 0,74 (night) and 1,06 (day), the median of the check view was 0,12 s for both day and night. There were also statistically evaluated motor skills of turning the driver's head when looking around the intersection. The median time interval rotation of the head from a straight line to the left, straight line to the right and vice versa was 0,36 s, median time period of rotation of the head from left to right and vice versa was 0,56 s.

Sammanfattning Syftet med den här studien är att undersöka förskolans genusarbete under den pedagogiska måltiden, och att i denna pedagogiska miljö se på det samtal som råder mellan pedagog och barn samt mellan barnen. Forskning har visat att samspelet under den gemensamma måltiden ger stora möjligheter att stimulera barnens utveckling och att samtalet är av yttersta vikt vad gäller påverkan av den utvecklingen Detta gäller både de barn som är involverade i samtal och de barn som observerar, oavsett om samtalet är planerat och/eller styrt av pedagogen eller inte. Under själva måltiden blir barnens röster hörda och de medverkar i en social gemenskap. Forskning kring könsskillnader i förskolan visar att skillnaderna varierar mellan olika pedagogiska miljöer, men eftersom den pedagogiska måltiden ger störst utrymme för att påverka det så viktiga samtalet baseras min studie på samspelet i just denna miljö. Studien består av två delar, dels en observationsstudie av måltidsskeendena och dels intervjuer med de två pedagoger som deltagit vid luncherna. Vad som framträder i resultatet är att flickor och pojkar samtalar på olika sätt ur ett genusperspektiv och det görs tyligt att pedagogens reaktioner och verbala återspel är annorlunda beroende på vilket kön pedagogen talar till. De två pedagoger som intervjuats ser olika på genusarbetet i förskolan och vad man har för möjligheter som pedagog att påverka genom samtalet vid matbordet. Under intervjuerna med pedagogerna ville jag undersöka hur dessa tänker kring sitt agerande under skeendena, hur de använder samtalet och hur mycket utrymme de anser att språket som redskap ges i det kontinuerliga genusarbetet.