This study investigated the impact of an online concept mapping website (Concept Maps for Learning, or CMfL) designed to provide targeted formative feedback to students. The aims of this study were to determine the usefulness of CMfL for both teachers and students, as a tool for instruction and self-regulated learning. Additionally, the impacts of CMfL on supporting student learning were observed. This research site of this study was a Montessori high school, and the participating students were enrolled in the Ontario Grade 9 Academic Mathematics course. The educational philosophies deployed at the research site offered independence and flexibility to students with respect to how the Ontario Grade 9 Academic Mathematics course was approached, and therefore matched the self-regulated learning components of the study. This study measured student achievement across three milestones over the data collection period to analyse any cognitive impact that CMfL had on the participating students. Metacognitive impacts, as well as the students’ perception of usefulness of CMfL, were measured through surveys that were administered at the milestone points. Usefulness of CMfL from the teacher’s perspective was determined through interviews with the teacher. The participating students and teacher were also provided with the opportunity to provide feedback on how CMfL could be improved through the aforementioned surveys and interviews, respectively. The evidence collected over the study suggests that CMfL can be a useful tool for teaching and learning in a self-regulated environment, and that frequent engagement with CMfL may can support student learning. However, there is room for improvement that may increase student adoption and aid teaching strategy.

The primary purpose for this study was to learn more about the practice habits of young musicians by evaluating whether self-reported data collected with Miksza's (2012) Measure of Self-Regulated Practice Behavior for Beginning and Intermediate Instrumental Students (MSRPBBIIS) was predictive of the observed practice behaviors of young musicians. A secondary purpose was to examine the interactions between self-reported and observed practice behaviors in the self-regulated musical dimensions method (strategy selection and usage), time usage (time management behaviors), and behavior (choosing and monitoring outcome behaviors) and selected moderator variables to develop a more detailed understanding of students' practice and practice perceptions. Participants (N = 45) were selected from four Georgia schools. Miksza (2012) showed that data gathered with the MSRPBBIIS had acceptable internal consistency, reliability over time, and preliminary validity levels, but questioned the predictive validity of the self-report format. My regression analyses revealed that the MSRPBBIIS lacked predictive validity in all three observable dimensions: method (strategy selection and usage), time usage (time management behaviors), and behavior (choosing and monitoring outcome behaviors). This finding could be due to the unreliability of the self-report format in that young musicians may either report or perceive their practice efforts differently (as surveyed) than they regulate them (as observed). I found differences in the observed self-regulated learning behaviors of various subgroups within my sample. For example, high school students demonstrated more self-regulated learning behaviors than middle school students. Students who reported taking private lessons demonstrated more self-regulated learning behaviors than those who reported no private lessons. Additionally, percussionists demonstrated more self-regulated learning behaviors than woodwinds or brass students. Differences in self-reported self-regulated practice behaviors among subgroups repeatedly conflicted with observed self-regulated practice behaviors. Middle school students demonstrated less observed self-regulated learning behaviors but reported higher motive (self-efficacy, self- determination, and goal-setting), which means that they worked without an apparent plan, but were more confident that they would achieve success. Woodwinds also reported higher levels of self-regulated practice behaviors than percussion, but demonstrated these behaviors less during observations. Findings from this research suggest that teachers may not be able to rely on students' descriptions of their own practice efforts, and that those efforts vary according to private lessons, instrument family, and grade levels. Because students in my sample appeared to follow their band class routines during practice, overtly teaching and modeling self-regulated practice strategies during instrumental rehearsals and lessons might allow teachers to influence their students' practice behaviors.

Microhabitat use by cutthroat trout and macrohabitat use by both cutthroat and rainbow trout were studied i n the Green River below Flaming Gorge Dam during the winters of 1988 and 1989. Microhabitat parameters used by cutthroat trout, such as focal velocity, depth, and fish elevation, differed significantly in eddies, runs, and riffles. Mean focal velocities in runs were 0.79 body lengths/seconds (bl/s), in riffles 0.66 bl/s, and in eddies 0.24 bl/s. Cutthroat trout size also varied significantly with macrohabitat; larger fish were found in riffles. Macrohabitat use by cutthroat trout and rainbow trout differed significantly among species, macrohabitat types, and months. Both rainbow trout and cutthroat trout macrohabitat use shifted from lower velocity habitats during winter to faster velocity habitats in summer. Cutthroat trout and rainbow trout used macrohabitats at seasonally differing rates. Riffles were never selected in proportion to their abundance, especially during high winter discharges. Cutthroat trout implanted with radiotransmitters exhibited little movement during diel monitoring and did not change their occupation of macrohabitats.

This thesis examines the transformation of work in two public sector organisations, the Commonwealth Employment Service and the Department of Social Security. The analysis considers the impact of organisational and technological change on operational staff at Administrative Service Officer 3 level within these agencies. The relationship between these changes, managerial control and the degree of alienation experienced by staff is highlighted. Considerable transformation of the labour process of workers in both organisations is evident. The most significant cause of these transformations has been facilitated by new technology. New technology has facilitated the reorganisation of work and permitted government policies to reorient the focus of these agencies. In both, a more professional relationship is being fostered between clients and staff, not only through government programs but also through a quality service emphasis. A close relationship between clients and public servants was contrary to all traditional notions of bureaucracy, where impersonality and impartiality are highlighted. This change in focus has been facilitated in the CES by circumstances which rendered newer staff unprepared in the face of increasing client numbers, inadequate training and constantly changing government policy. Staff under these circumstances resorted to empathetic behaviours and emotional labour to offset their deficiencies. These behaviours have now been incorporated into organisational practices. The emotional labour has become regulated empathy. In the DSS regulated empathy has been imposed upon staff as an outcome of new technology facilitating job redesign, and government policy requirements. The utilisation of emotional labour in the DSS is in an embryonic stage consistent with it having been imposed upon workers who were previously all but invisible to their clients. Regulated empathy is argued to be a new type of managerial control in the public sector, incorporating aspects of the worker's personality into the wage-effort bargain. Management has invaded spaces which were once private and has incorporated these into the labour process. Furthermore, it is concluded that the incorporation of these aspects into the wage-effort bargain has the potential to create incompatibilities between constructed work identities and non-work identities, resulting in psychological harm to workers.

The study examined how 5 adult Korean learners of English developed self-regulated learning (SRL) skills to overcome lexical problems in their English writing. Empirical studies have consistently shown that many of the greatest problems for ESL learners in writing are lexical in nature. The goal of the present study was to help participants to address these problems, first through tutored assistance and then more independently by controlling their uses of strategies through planning, monitoring, and evaluation processes. The study involved two phases: Phase 1 was exploratory in nature, in which I attempted to identify typical lexical problems Korean learners of English encounter in writing. Phase 2 included an intervention in the form of one-on-one tutoring that followed the cyclic model of SRL proposed by Zimmerman, Bonner, and Kovach (1996). I worked with 5 participants through the SRL cycle individually as they wrote and revised 3 argumentative essays. The intervention lasted for 9 weeks, focusing on developing the participants’ SRL skills in writing through the use of various strategies that were devised in Phase 1 and refined throughout Phase 2. I analyzed the participants’ difficulties and uses of strategies, self-ratings on their essays, and several measures of essay quality to examine changes in their SRL skills, self-efficacy, and writing skills. The participants initially encountered various types of difficulties in their English writing and primarily relied on self-employed strategies to cope with their difficulties. Over the course of the intervention, the participants’ attention to their difficulties and uses of various linguistic resources became progressively more focused and specific. Initially, the participants largely depended on their L1 to write their L2 essays, being chiefly occupied with the grammatical encoding of their communicative intentions. Subsequently, the participants displayed unique patterns in developing their SRL skills, which exerted positive influences on building their self-efficacy beliefs as writers and on improving the quality of their essays. Based on these findings, I emphasize the growing need for L2 writing teachers to incorporate language-focused, vocabulary-centered, and corpora-based instruction into their teaching practices. In turn, students require individual support and untimed writing tasks to develop SRL skills in writing.

I det inverterade klassrummet flyttas genomgångarna från klassrummet till videofilmer som eleverna ser på hemma. Lektionerna ägnas till stor del åt sådant som annars hade utgjort hemarbete för eleven. I denna studie analyseras gymnasieelevers uppfattning av denna undervisningsmodell i matematikämnet med fokus på videogenomgångarna och förändringar i hem- och skolarbete. Det framkommer att elevernas uppfattningar av videogenomgångarna kan kategoriseras utifrån deras grad av aktivitet under videogenomgången samt deras beroende av relationen mellan elev och lärare. I en jämförelse mellan enkla filmer, digitala animationer och klassrumsgenomgångar framhålls de enkla filmernas tydlighet och fokus på matematik, samt klassrumsgenomgångarnas flyktiga natur. Dessa resultat diskuteras utifrån en kognitiv modell för överbelastning av arbetsminnet. Eleverna uppfattar att deras arbetsbelastning är lägre i det inverterade klassrummet än i ett traditionellt klassrum eftersom det finns mer tid för egen räkning i klassrummet. Dessutom uppfattas videogenomgångar som mer effektiva än klassrumsgenomgångar trots att de är betydligt kortare. Den tid som frigörs när klassrummet inverteras har inte förändrat elevernas sätt att arbeta inom matematikämnet. Elevers respons på förändrade undervisningsvillkor analyseras med hjälp av en kognitiv teori för elevers reglering av sitt eget lärande. Utifrån denna teori diskuteras hur lärare kan ta tillvara på de ökade tidsresurserna och förändra elevers tänkande om matematik och deras lärande.

The main purposes of this study were to inquire into the effects of teaching of self-regulated learning and cognitive styles on learning achievement and attirude of science of elementary school students . Quasi-experimental design was used. Two classes of fifth-grade students from an elementary school in Kaohsiung County were randomly assigned to either the experimental or the control group. After the Science Achievement Test, the Scale of Attitude for Learning Science, and the Scale of Cognitive Styles were administered on the two groups, the self-regulated learning instructtion was implemented in the Science class of the experimental group, while the control group was taught in the general way. After 8 weeks of instruction, the posttest and delayed test of the Science Achievement Test and the Scale of Attitude for Learning Science were administered on the two groups. The major findings of the study were as follows. (1) The experimental group got higher score than the control group in the learning achievement of science. (2) The learning achievement of science of different cognitive styles were promoted on the experimental group. (3) A significant difference was found on the interaction between the two groups and cognitive styles in the posttest scores of the learning achievement of science. (4) The experimental group got higher score than the control group in the learning attitude of science. (5) No significant difference was found between different cognitive styles in the learning attitude of science. (6) No significant difference was found on the interaction between the two groups and cognitive styles in the learning attitude of science. Based on the findings, some suggestions for science teaching practice and future research were proposed.

Abstract Council For Economic And Development Executive Yuan established a new land-use scheme in National Comprehensive Development Plan on the purpose of preventing the resource depletion and environmental disasters resulting from improper land-use activities. In the land-use scheme the land resources are identified as ¡¥developable areas¡¦ and ¡¥restricted areas¡¦ according to their importance and fragility. The restricted areas are imposed strict land-use regulations for the purposes of resources conservation and preservation. Thus, this research worked on the bases of the regulated¡¦s opinions. This research starts with discussing the regulation policy theory, the literature on the theory of property rights and a conceptual framework for determining whether the invaded land property rights should be compensated, and for suggesting how to compensate if the compensation is required. Finally, this research applied the framework to the Shoushen National Park to discuss whether the land property rights invaded by the regulations should be compensated and what kind of compensation would be appropriated.

The purpose of this study was to explore self-regulated learning strategies (SRLS) and the relationship between SRLS and academic achievement of junior high school students with learning disabilities (LD). One hundred fifty-three male and seventy-five female LD students in Kaohsiung City were recruited in this study. Data were collected from the questionnaire and in-depth interview. Descriptive statistics, one-way ANOVA, multiple regression techniques were conducted to analyze the quantitative data obtained. In addition, an inductive content analysis was conducted to analyze the interview result. The main findings were as follows: 1. ¡§Goal-efficacy strategy¡¨ was the most common used of all participants; while SRLS ¡§meta-monitoring and value-affection strategies¡¨ was the least used. 2. Female LD students applied ¡§goal-efficacy strategy¡¨ and ¡§strategy-usage strategy¡¨ significantly more often than their male counterparts. 3. LD students with higher academic achievement used SRLS significantly more often than LD students with lower academic achievement. 4. There were a significant positive correlation between SRLS and academic achievement. ¡§Strategy-usage¡¨ in particular was the most significant predictor for LD students¡¦ academic performance. 5. The result of students¡¦ and teachers¡¦ interviews supported the quantitative result. Several explanations were found relating self-regulated learning strategies to LD students¡¦ academic performances. Based on these results, some suggestions were made for facilitating the LD education and future research.

<p>The genomes of several organisms have been sequenced and the need for methods to analyse the data is growing. In this project a method is described that tries to identify co-regulated genes. The method identifies transcription factor binding sites, documented in TRANSFAC, in the non-coding regions of genes. The algorithm counts the number of common binding sites and the number of unique binding sites for each pair of genes and decides if the genes are co-regulated. The result of the method is compared with the correlation between the gene expression patterns of the genes. The method is tested on 21 gene pairs from the genome of Saccharomyces cerevisiae. The algorithm first identified binding sites from all organisms. The accuracy of the program was very low in this case. When the algorithm was modified to only identify binding sites found in plants the accuracy was much improved, from 52% to 76% correct predictions.</p>