The main objective of this study was to assess the degree of students' adaptation to two types of courses on applications of architectural spatial representation.
The specific purpose of this study was to compare changes in scores on measures of self-perceived confidence, competence, and apprehension associated with public speaking after two types of courses: one focused on knowledge of the vocal mechanism and mastering vocal characteristics (pitch, volume, rate, quality), and one addressing general communication theory and public speaking.
Strengthening health providers skills: The IMCI unit tailored training to the job descriptions of doctors and nurses and developed two types of courses, with durations of 7 and 4 days, respectively.
This percentage differed between the two types of courses: half of the group therapy attendees mentioned enjoyment while only one participants undertaking telephone counselling did Interviewer (I): And there were moments when I thought, we-e-ll.. [that you didn't want to go?] Respondent (R): No, I always enjoyed it.
The sample size of n=30 patients was determined, based on previous experience [ 36, 37], to enable a diversity of perspectives to be examined, a full range of issues to be explored, data saturation to occur (i.e. no new findings emerge from an analysis of new data), and for meaningful comparisons to be drawn between the experiences and views participants on the two types of courses.
Table 1 shows the demographic characteristics of students on the four types of course.
When comparing the characteristics of students across the four types of course we used multilevel modelling techniques to account for variability because of the universities.
Pre-service teachers are required to take at least 160 credits in three types of courses, including general education courses, teaching profession courses and elective courses as shown below.
Peripheral neuropathy as a complication of NMO showed two types of clinical course.
We focused our study on two types of data: high-stakes course assessments (i.e., quizzes and exams) that accounted for a large proportion (60 80%) of the course grade, and course goals as described in course syllabi.
