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The little princess was merrily playing in the garden with her ball; tossing it up into the air and bounding it down on the ground. As she played she danced around, humming and singing little snatches of tunes to herself. She was completely unaware of the evil-looking creature creeping up behind her. Suddenly, the evil witch stretched out her arms and, with fingers pointing at the little princess she loosed an evil-sounding yell. The little princess looked up first in amazement and then in horror. Then, she yawned sleepily and fell back on the ground fast asleep. The witch then pronounced upon her the fate that she would slumber for a hundred years until prince should awaken her

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The emergence of online entrepreneurship platforms made it possible for entrepreneurs to fund their innovative ideas through financial support from business angels, venture capitalists, and crowds. Nevertheless, technology product development projects are the most difficult to fund on such platforms, with the least funding success and highest unsuccessful dollar value among all categories. One major factor affecting funding success on these platforms is the extent of perceived innovativeness of the presented technology products. The extant literature evinces that product innovativeness perception is influenced not only by novelty but also meaningfulness perception and that innovativeness brings higher funding success when novel projects are also perceived to be meaningful. By drawing on the theory of resonance, this study investigates the impact of interactivity on the extent of perceived innovativeness by creating an impact on resonance, which is proposed to represent all pre-identified aspects of meaningfulness. An online experiment was conducted to empirically validate the proposed research model, and increased interactivity was found to be positively associated with perceived product innovativeness through higher resonance. Theoretically, this study proposes the resonance concept to account for the meaningfulness perception regarding innovative product ideas and demonstrates the positive effect of increased interactivity on perceived innovativeness. For practitioners, the results provide evidence for the positive impact of interactive product presentation on the increased perception of resonance and, thus, innovativeness, which evinces a higher potential for funding success in highly innovative product development projects. / Thesis / Doctor of Philosophy (PhD)

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Rasmussen's encephalitis is a rare neurological disease first described in 1958 that is characterized by medico-refractory seizures, focal unilateral cerebral inflammation, and deficits such as hemiparesis. While we still do not have a full understanding of this disease, proposed theories behind its etiology include auto-immune manifestations, immune attack by T cells, and malfunctional alterations in genetic expression. It is classically considered a rare childhood malady with a median age of onset of six years, and cases in adolescents and adults are even rarer, representing up to 10% of all cases to date. In this report, we would like to share a rare case of Rasmussen's encephalitis that occurred in an adolescent. Our 17-year-old male patient presented with signs and symptoms beginning at age 14 and was initially diagnosed with cerebral palsy only to later present with additional symptoms and characteristic EEG and MRI findings that ultimately led to a diagnosis of Rasmussen's encephalitis. Thus, with this case report, our intent is twofold: to shed light on an atypical presentation of an already rare disease, even rarer in adolescents and adults, and to underscore the importance of keeping a broad differential when it comes to evaluating a patient with seizures.

The purpose of this study was to investigate whether learners' computer self-efficacy and prior computer knowledge influence their performance and satisfaction when presented with various instructional strategies of information presentation in computer-based software training. Seventy-eight undergraduate students were randomly assigned into four groups (a) deductive-inquisitory, which present general information first and then require learner to generates examples, (b) deductive-expository, which present general information first then present examples, (c) inductive-inquisitory, which present examples first and then require learners to discover relationship, (d) inductive-expository, which present examples first then present general information. The instructional materials were computer-based Netscape Composer 7.1 tutorials. For the comparison of inductive-inquisitory and inductive-expository groups, results indicated that learners with higher computer self-efficacy not only performed better but also were more satisfied towards inductive-inquisitory strategy for information presentation. Learners with low computer self-efficacy benefited more from the inductive-expository approach of information presentation. Furthermore, for the comparison of deductive-expository and inductive-expository groups, learners with high computer self-efficacy performed better in deductive-expository strategy, while learners with low computer self-efficacy benefited more in inductive-expository strategy. Some of the research recommendations for further research included using a larger sample size for the generality of the finding, measuring how different instructional strategies influence the learners' long term memory, and exploring other possible moderating factors and other strategies for information presentation that has positive impact on learners' performance in and satisfaction towards computer based software training.

Learning in the classroom can occur as a combination of students' personal effort to study class material, the instructor's attempt to present class material, and the interaction that takes place between instructor and students. In a more traditional setting, instructors can lecture by writing notes on a chalkboard or a whiteboard. If instructors want to display prepared lecture slides, they can use the overhead projector and write additional notes on top of these overhead transparencies. With many technological advances, various researchers are advocating towards integration between technology and learning. With the advent of tablet PCs, researchers recognize the potential usefulness of its functions within the classroom. Not only can electronic materials be presented via the computer, tablet PCs allow instructors to handwrite notes on top of the slides, mimicking manual devices such as the overhead. Even though the use of tablet PCs can be advantageous to instructors and students, no research found so far has focused on the issue of how well tablet PC features address varying learning styles of students (e.g. visually oriented vs. text-based learning). According to Felder, "understanding learning style differences is thus an important step in designing balanced instruction that is effective for all students” [22]. Hence, this research explores the correlation between tablet-based presentation systems and learning styles by taking two approaches: performing a pilot study and distributing a survey. The results from these approaches are evaluated to yield statistically significant conclusions on how well tablet-based presentation systems encompass the different learning needs of student.