Thematische Bibliographien / Ill-prepared

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Auswahl der wissenschaftlichen Literatur zum Thema „Ill-prepared“

Autor: Grafiati

Veröffentlicht am 24. Juni 2021

Zuletzt aktualisiert am 8. Februar 2022

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Zeitschriftenartikel zum Thema "Ill-prepared"

Dick, Thom. „EMS Overstretched, Ill-Prepared & Underfunded“. JEMS: Journal of Emergency Medical Services 31, Nr. 6 (Juni 2006): 24–29. http://dx.doi.org/10.1016/s0197-2510(06)70420-x.

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Stöhr, Klaus. „Perspective: Ill prepared for a pandemic“. Nature 507, Nr. 7490 (März 2014): S20—S21. http://dx.doi.org/10.1038/507s20a.

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Eggertson, L. „Countries ill-prepared for influenza pandemic“. Canadian Medical Association Journal 172, Nr. 1 (04.01.2005): 23–24. http://dx.doi.org/10.1503/cmaj.045190.

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Collier, R. „Canada ill-prepared for radiation emergencies“. Canadian Medical Association Journal 183, Nr. 9 (16.05.2011): 1001–2. http://dx.doi.org/10.1503/cmaj.109-3890.

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Doult, Bill. „Nurses ill-prepared for new-look NHS“. Nursing Standard 9, Nr. 1 (28.09.1994): 8. http://dx.doi.org/10.7748/ns.9.1.8.s16.

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BRUNK, DOUG. „Many Medical Practices Ill Prepared for Disasters“. Clinical Psychiatry News 36, Nr. 12 (Dezember 2008): 27. http://dx.doi.org/10.1016/s0270-6644(08)70815-4.

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Palca, Joseph. „Chemical warfare: United States still ill-prepared“. Nature 323, Nr. 6086 (September 1986): 288. http://dx.doi.org/10.1038/323288a0.

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&NA;. „Residents Ill Prepared for Cross-Cultural Care“. Oncology Times 27, Nr. 23 (Dezember 2005): 36. http://dx.doi.org/10.1097/01.cot.0000290077.67220.09.

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Eaton, L. „BMA says world is ill prepared for bioterrorism“. BMJ 325, Nr. 7368 (12.10.2002): 794d—794. http://dx.doi.org/10.1136/bmj.325.7368.794/d.

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Colin, Parish. „Final year of study leaves nurses feeling ill prepared“. Nursing Standard 15, Nr. 31 (18.04.2001): 8. http://dx.doi.org/10.7748/ns.15.31.8.s20.

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Dissertationen zum Thema "Ill-prepared"

Robberts, Anna Sophia. „Design principles to create an enabling game-based learning environment for the development of 21st century skills“. Thesis, University of Pretoria, 2002. http://hdl.handle.net/2263/78491.

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Learning environments that intrigue the Generation Z learner while transferring communication, collaboration, creativity and critical thinking skills are what is needed to prepare this generation for the challenges that they are going to face in the 21st century. This research focuses on design principles that would help educators and students in designing (and co-designing) game-based learning environments conducive to not only transferring content knowledge, but also of the most applauded skills that new graduates are compelled to possess. Employers agree that the students do not have what it takes to be successful in the 21st century workplace. Especially in South African context, the focus of higher education institutions can therefore not only be on content delivery, but has to also be on the development of the 4Cs, communication, collaborations, creativity and critical thinking. The research was conducted at the University of Pretoria where an existing reality game, The Amazing Race, was adapted and re-conceptualised for educational purposes. The overarching search for design principles that could be beneficial in the implementation of a game-based learning environment was guided by an investigation of the elements of the game implemented, the characteristics of games and finally the opportunities afforded to develop the 4Cs. The freshman engineering students’ experiences are discussed using the students’ own voices, and the design principles that surfaced are discussed. It seems as if there are distinct principles that could ease the efforts of practitioners in the implementation of similar learning environments. Further research is needed to refine the principles to other learning environments.
Thesis (PhD)--University of Pretoria, 2019.
Science, Mathematics and Technology Education
PhD
Unrestricted

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Ellis, Rebecca Lynne. „Are associate degree nursing graduates adequately prepared to meet the cultural needs of their patients at the end of life?“ Online access for everyone, 2006. http://www.dissertations.wsu.edu/Thesis/Spring2006/r%5Fellis%5F042606.pdf.

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Bücher zum Thema "Ill-prepared"

Herr, Stanley S. Guide to representing individuals in mental retardation admission proceedings: Prepared for the Section on the Delivery of Legal Services of the Maryland State Bar Association and the University of Maryland Clinical Law Office. [Baltimore]: The Association, 1986.

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Ready to live, prepared to die: A provocative guide to the rest of your life. Wheaton, Ill: H. Shaw Publishers, 1995.

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Weiner, Audrey S. Institutional approaches to the care of individuals with dementia: Report of a national facility survey and the Hebrew Home for the Aged at Riverdale, as a case study : prepared under contract for the (U.S.) Congressional Office of Technology Assessment. [Washington, D.C.?: The Office, 1986.

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And ye shall know the truth: The impact of integration on an ill-prepared nation. Word for Word Pub. Co, 2000.

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Martin, Jeffrey J. Physical Education Teachers. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190638054.003.0040.

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As noted in Chapter 36, children with disabilities have varied experiences in inclusive physical education (PE) settings. The purpose of this chapter is to review the research on inclusive PE teachers and other educators in supporting roles. A fairly robust finding in the adapted PE literature is that many teachers have minimal to zero education in adapted PE and minimal experience teaching adapted PE. As a result, teachers often lack teacher efficacy and feel ill-prepared to teach children with disabilities. Despite teachers’ lack of experience and confidence, many still have positive attitudes toward teaching children with disabilities, although their attitudes are often linked to their perceived competence. Research on support personnel, such as peer tutors, teacher’s aides, and adapted PE specialists, indicates that they have the potential to enrich experiences of children with disabilities. However, their lack of training and challenges compromises their ability to deliver quality adapted PE. Teachers face many significant and daunting challenges to providing children with disabilities quality PE experiences.

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Harwell, Amy. Ready to Live, Prepared to Die. Shaw, 2000.

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Capitol centennial papers: Papers prepared for the centennial observation of the completion of the Illinois State Capitol, 1988. Springfield, Ill: Illinois State Archives, 1990.

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Caldwell, Lesley, und Helen Taylor Robinson, Hrsg. The Collected Works of D. W. Winnicott. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190271435.001.0001.

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Volume 11 of the Collected Works, with an introduction by the British analyst Professor Steven Groarke, consists of two books of Winnicott’s writings, Human Nature and The Piggle, both published posthumously. Human Nature gathers together Winnicott’s own teaching notes on the subject of human growth and development with other unpublished writings from this period. Winnicott reflects on the vast subject of human nature from his own experience, returning throughout to certain topics of continuing interest for him, including psyche-soma and the mind, health and ill health, the body and psychological disorder, psychosomatics and emotional development, health and the instincts, the depressive position, repression, hypochondria, the inner world, intellectual function, illusion, creativity, the environment in psychoanalysis, withdrawal, and regression. The second half of Volume 11 consists of the case history The Piggle: An Account of the Psychoanalytic Treatment of a Little Girl, in preparation by Winnicott at the end of his life but completed and published after his death. This book includes an introduction by Donald Winnicott, a preface by Clare Winnicott and the British analyst Ray Shepherd, and a foreword by the American analyst Ishak Ramzy, who corresponded with Winnicott and, with his help, prepared and edited the book for publication. The Piggle collects Winnicott’s records of sixteen consultations with a toddler-age child, Gabrielle, and an afterword by her parents. Volume 11 is introduced by the psychoanalyst and Professor of Social Thought, Steven Groarke.

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Authority, Illinois Regional Transportation, Hrsg. Briefing book on the service boards' preliminary 1992-1996 capital plans & programs: Prepared by the Capital Program & Technology Dept. of the Regional Transportation Authority. Chicago, IL: RTA, 1991.

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Buchteile zum Thema "Ill-prepared"

Cutrer, Thomas W. „All New England Men and of the Best Material“. In Theater of a Separate War. University of North Carolina Press, 2017. http://dx.doi.org/10.5149/northcarolina/9781469631561.003.0010.

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Union Maj. Gen. Benjamin Franklin Butler’s move out of New Orleans into the bayou country of south Louisiana to gain control of important cotton and sugar production, and the Confederacy’s ill-prepared response.

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Roett, Riordan. „Failed Transition?“ In Brazil. Oxford University Press, 2016. http://dx.doi.org/10.1093/wentk/9780190224523.003.0005.

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The military regime was ending but what would come next for what was termed the “New Republic?” Tancredo Neves was viewed as a great unifier. As he prepared for his inauguration on March 15, 1985, a long-standing illness worsened and he fell ill on the...

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Howell, Marcus Paul, und Ellen H. Reames. „Teacher Technology Leadership“. In Handbook of Research on Education and Technology in a Changing Society, 518–27. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6046-5.ch038.

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Some school administrators may be ill prepared to lead their staff into the digital landscape of the 21st century. Technology leadership is not limited to administrators. Teacher technology leaders have arisen in some institutions as a means of meeting the needs of fellow faculty and students. These teacher technology leadership practices may serve as a catalyst in altering school culture to embrace technology throughout the curriculum. This is explored in this chapter.

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East, Lorna, Fiona Creed und Christine Spiers. „Acute emergency situations“. In Care of the Acutely Ill Adult, 309–44. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198793458.003.0011.

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An essential part of nursing in an acute care area is to be fully prepared to deal promptly and effectively with any acute emergency situation. More acutely ill patients are being cared for within ward environments, which place an ever-increasing need for staff to be competent and confident in the care and management of those at risk of cardiac arrest. The importance of a multidisciplinary and coordinated response to acute emergencies is explored in this chapter which focuses on using evidence-based resuscitation procedures. Early identification of peri-arrest arrhythmias and the management of patient in cardiac arrest to maximize patient survival are the cornerstones of this chapter. There is also brief discussion of the utility of cardiac pacing and cardioversion and the management of the patient with anaphylaxis.

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Caplan, Jane. „4. Power“. In Nazi Germany: A Very Short Introduction, 40–57. Oxford University Press, 2019. http://dx.doi.org/10.1093/actrade/9780198706953.003.0004.

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The Nazi leadership was ill-prepared for the exercise of state power. Before 1933 the Nazi Party had been dedicated to gaining power through mass mobilization and the disruption of democratic government, and its leadership was held together by personal loyalty to their Führer rather than a shared programme. These qualities were unpropitious for the tasks of government. ‘Power’ explains the hybrid dictatorship that ensued, mingling three competitive sources of power: the inherited state system; the extra-legal terror of police, SS (Schutzstaffel), and concentration camps; and the personal status of the Führer.

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Hudson, Robert. „In Defense of Direct Perception“. In The Paideia Archive: Twentieth World Congress of Philosophy, 119–23. Philosophy Documentation Center, 1998. http://dx.doi.org/10.5840/wcp20-paideia199835589.

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My goal in this paper is to defend the claim that one can directly perceive an object without possessing any descriptive beliefs about this object. My strategy in defending this claim is to rebut three arguments that attack my view of direct perception. According to these arguments, the notion of direct perception as I construe it is objectionable since: (1) it is epistemically worthless since it leaves perceived objects uninterpreted; (2) it cannot explain how perceived objects are identified; and (3) it is ill-prepared to assign objective content to perceptual states.

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Geist, Edward M. „Inauspicious Beginnings“. In Armageddon Insurance, 17–52. University of North Carolina Press, 2019. http://dx.doi.org/10.5149/northcarolina/9781469645254.003.0002.

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This chapter examines the development of civil defense in the United States and Soviet Union up until the early 1950s. The predecessors of civil defense first appeared during the 19^th century, but it only fully blossomed with the introduction of strategic bombing. Both the United States and Soviet Union possessed large civil defense organizations during the Second World War, but these proved ill-adapted to the requirements of the nuclear age in the postwar period. This chapter argues that the failure of the United States and the Soviet Union to pursue civil defense against nuclear weapons during the late 1940s can be attributed to domestic political factors as opposed to technical obstacles or strategic considerations. This tardy start left both superpowers ill-prepared when they decided to develop passive defenses to protect their populations form nuclear attack in the following decade.

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Chemin, Jean-Yves, Benoit Desjardins, Isabelle Gallagher und Emmanuel Grenier. „References and Remarks on Rotating Fluids“. In Mathematical Geophysics. Oxford University Press, 2006. http://dx.doi.org/10.1093/oso/9780198571339.003.0014.

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The problem investigated in this part can be seen as a particular case of the study of the asymptotic behavior (when ε tends to 0) of solutions of systems of the type where Δε is a non-negative operator of order 2 possibly depending on ε, and A is a skew-symmetric operator. This framework contains of course a lot of problems including hyperbolic cases when Δε = 0. Let us notice that, formally, any element of the weak closure of the family (uε)ε>0 belongs to the kernel of A. We can distinguish from the beginning two types of problems depending on the nature of the initial data. The first case, known as the well-prepared case, is the case when the initial data belong to the kernel of A. The second case, known as the ill-prepared case, is the general case. In the well-prepared case, let us mention the pioneer paper by S. Klainerman and A. Majda about the incompressible limit for inviscid fluids. A lot of work has been done in this case. In the more specific case of rotating fluids, let us mention the work by T. Beale and A. Bourgeois and T. Colin and P. Fabrie. In the case of ill-prepared data, the nature of the domain plays a crucial role. The first result in this case was established in 1994 in the pioneering work by S. Schochet for periodic boundary conditions. In the context of general hyperbolic problems, he introduced the key concept of limiting system (see the definition on page 125). In the more specific case of viscous rotating fluids, E. Grenier proved in 1997 in Theorem 6.3, page 125, of this book. At this point, it is impossible not to mention the role of the inspiration played by the papers by J.-L. Joly, G. Métivier and J. Rauch (see for instance and). In spite of the fact that the corresponding theorems have been proved afterwards, the case of the whole space, the purpose of Chapter 5 of this book, appears to be simpler because of the dispersion phenomena.

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Izumi, Shigeko. „Advance Care Planning“. In Oxford Textbook of Palliative Nursing, herausgegeben von Betty Rolling Ferrell und Judith A. Paice, 79–86. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190862374.003.0006.

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Many patients and their families arrive at critical end-of-life decision-making ill-prepared, without any prior conversations about what the patient wants. Advance care planning is a process by which to reflect on and discuss a person’s life values and goals and to communicate preferences regarding future healthcare. The purpose is to ensure that people receive care that is consistent with their values, goals, and preferences at the end of their lives. The role of healthcare professionals is to support and encourage persons at any age or stage of health to begin these conversations to share their values and preferences with their families, friends, and healthcare providers so that their end-of-life care wishes are honored.

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McDonald, Oonagh. „A decade of deregulation?“ In Holding bankers to account, 1–26. Manchester University Press, 2019. http://dx.doi.org/10.7228/manchester/9781526119438.003.0001.

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This chapter traces the history of financial regulation in the UK. It challenges the widely held belief that the period from the 1980s witnessed a systematic process of deregulation. In fact, from the 1970s there was a period of increasing regulation up until the mid-2000s, when the government began to encourage a ‘light touch’ approach. The combination of all these factors meant that banks were ill-prepared to meet the financial crisis. In its aftermath, as the banks embarked on the slow path to recovery, making profits was essential. The traders seized any opportunity they could, and it may well be the case that banks were simply relieved that some areas of their business were profitable.

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Konferenzberichte zum Thema "Ill-prepared"

Share, Perry, und John Pender. „Helping tomorrow’s social professionals to learn about social robotics“. In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11205.

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This paper identifies that social robotics and autonomous technologies will inevitably impact on the field of care for human beings. Those currently employed in caring roles, and those about to enter these roles, are generally ill-prepared to respond to this challenge: whether it is to develop the skills to work alongside such technologies or to critically engage with their development. The paper outlines a current Erasmus+ funded international project (PRoSPEro) that brings together social roboticists, educators, learners, practitioners and policymakers in order to develop, pilot, assess and deploy innovative pedagogical materials to address the gap in provision. It also describes a locally-generated learning opportunity within futures studies that facilitates learners to engage directly with these new technologies. The paper provides ideas for strategies and techniques to successfully engage learners from social science and therapeutic-based fields to engage with urgent contemporary technological issues.

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Rajdev, K., N. Loghmanieh, M. Farberov, S. Demissie und T. Maniatis. „Are Health Care Providers Well Prepared in Providing Optimal End-of-Life Care to Critically Ill Patients? A Cross Sectional Study at a Tertiary Care Hospital in the U.S.“ In American Thoracic Society 2019 International Conference, May 17-22, 2019 - Dallas, TX. American Thoracic Society, 2019. http://dx.doi.org/10.1164/ajrccm-conference.2019.199.1_meetingabstracts.a4160.

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Floersheim, Bruce, und Jonathan Johnston. „The Conceptual Speed-Bump: Losing Potential STEM Students in the Transition From Elementary School to Middle School“. In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-39612.

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Many educators in the science, technology, engineering and math (STEM) disciplines hope to improve the number of students interested in and prepared for these more difficult disciplines through innovative teaching, demonstrations and hosted camps. Research has shown that motivation is a much smaller part of the issue; student learning outcomes are much more sensitive to fundamental academic ability. Current curriculum design fails most students miserably in helping them bridge the gap from concrete learning to abstract thought and understanding in the middle school years. Thus, they are ill-prepared to engage in the more advanced learning required to pursue the STEM disciplines, a result that no amount of innovative teaching can correct. This paper will review the performance data from industrial nations at the 4th Grade and 8th Grade levels and illustrate curriculum differences between industrial countries producing higher percentages of STEM graduates. Examination of the performance effects of many variables, including number and sequencing of topics studied, time spent on homework, teacher credentials, access to technology, class size and dollars allocated per student, yields some surprising results. The problem is not as sensitive to many of these variables as one might expect. However, the variables that seem to provide promise for significant improvement from the current state of STEM education are related to topic coverage and manner of presentation. Final recommendations include reduction in the number of topics introduced in any given year with a corresponding reorganization of the curricula, to allow STEM teachers in the middle school to focus on the transitional learning that must occur to prepare for more advanced studies.

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Berichte der Organisationen zum Thema "Ill-prepared"

Men feel physically and psychologically ill-prepared for prostate cancer surgery. National Institute for Health Research, November 2017. http://dx.doi.org/10.3310/signal-000513.

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