Dissertations / Theses on the topic 'Inexperienced'
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Stanley, Mark E. "Experienced versus inexperienced negotiators." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1995. http://handle.dtic.mil/100.2/ADA302786.
Full textFitzsimmons, Patrick J. "Negotiations experienced vs. inexperienced negotiators /." Thesis, Monterey, California : Naval Postgraduate School, 1990. http://handle.dtic.mil/100.2/ADA246552.
Full textThesis Advisor(s): Lamm, David V. Second Reader: Fitzgerald, David M. "December 1990." Description based on title screen as viewed on March 30, 2010. DTIC Identifier(s): Conflict Resolution, Experienced Negotiators, Tactics. Author(s) subject terms: Negotiations, Experienced Negotiators, Inexperienced Negotiators. Includes bibliographical references (p. 176-179). Also available in print.
Mapasa, Tobeka Eugié. "A framework to support inexperienced postgraduate research supervisors." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/18529.
Full textLueck, Danielle. "Reliability of sacroiliac joint tests in experienced and inexperienced examiners." Morgantown, W. Va. : [West Virginia University Libraries], 2009. http://hdl.handle.net/10450/10190.
Full textTitle from document title page. Document formatted into pages; contains vii, 94 p. : col. ill. Includes abstract. Includes bibliographical references.
Hewitt, R. H. "Characteristics of R drivers in Northern Ireland and their comparisons with novice drivers in other countries." Thesis, Queen's University Belfast, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368570.
Full textKachale, Mphatso Grace. "Inexperienced young adults' assessment of major household appliances for personal use." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-03082006-135356.
Full textWolf, Motje. "The appreciation of electroacoustic music : an empirical study with inexperienced listeners." Thesis, De Montfort University, 2013. http://hdl.handle.net/2086/8680.
Full textWhims, Joette Ilene. "Applying Kenneth Burke's dramatistic pentad for revision strategies for inexperienced writers." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2240.
Full textElkerton, Jay. "A behavioral evaluation of command-selection aids for inexperienced computer users/." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/53875.
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Elgadal, Huda Amer. "The effect of self-assessment on inexperienced EFL students' writing during revision." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7558/.
Full textLarsson, Lindberg Britta. "Discerning the Receiver : A learning study with inexperienced writers aged 14-16." Licentiate thesis, Högskolan för lärande och kommunikation, Jönköping University, Communication, Culture & Diversity @ JU (CCD@JU), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-48219.
Full textShelbourn, Mark. "Using computer-aided-learning to train inexperienced surveyors in diagnosing defects in buildings." Thesis, University of Salford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248911.
Full textSwaney-Stueve, Marianne. "Descriptive analysis by children, inexperienced and experienced adults, and comparisons among the groups /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3036863.
Full textGonçalves, Diogo Henrique Magalhães. "Reprodutibilidade da cinemática da escápula, úmero e tronco em adultos saudáveis, comparando as avaliações entre os avaliadores experiente e inexperiente." Universidade Nove de Julho, 2016. http://bibliotecatede.uninove.br/handle/tede/1900.
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The reproducibility of scapular kinematics has already been tested intra- and inter-sessions and intra- and inter-days, however, these evaluations were only performed by experienced evaluators and the majority of studies included only one evaluator. Thus, the comparison between evaluators with different levels of experience has not yet been explored, leaving doubts as to the accuracy of the evaluation results when performed by different evaluators. The objective of the present study was to evaluate the reproducibility inter and intra-rater, experienced and inexperienced, during flexion and abduction movements of the arm for the scapula, humerus, and trunk segments. Kinematic data were captured during flexion and abduction movements of the arm using a system of 8 cameras and a sampling frequency of 120 Hz. In total, twenty healthy volunteers were evaluated (10 men and 10 women), with an average age of 25.1 (1.1) years, who underwent 6 sessions of movement analysis. Each evaluator carried out three sessions, two sessions on the first day, with a three-hour interval between them, and the third session on the second day, twenty-four hours after the first day. For each session, 5 repetitions of each movement, unilateral abduction and flexion of the arm, were performed. Statistical analysis was performed by an independent evaluator and the Shapiro-Wilk test was used for data distribution. The reproducibility of the range of motion and angular values at angles of 30º, 60º, 90º, and 120º was verified through the intraclass correlation coefficient (ICC) and standard measurement error (SEM). The values obtained for the angles 30°, 60°, 90°, and 120° intra-day ranged from 0.67-0.98 and (0.58° to 5.64°) for the inexperienced evaluator and from 0.67° to 0.98° and (0.64° to 6.17°) for the experienced evaluator in the flexion movement. During the abduction movement the values obtained at angles of 30°, 60°, 90°, and 120° intra-day ranged from 0.75° to 0.96° and (0.51° to 4.93°) for the inexperienced evaluator and from 0.62° to 0.97° and (0.66° to 6.58°) for the experienced evaluator. The model presented good to excellent intra-day reproducibility for both evaluators in the flexion and abduction movements of the arm. Inter-day values in flexion varied from 0.41° to 0.88° and (0.64° to 6.17°) for the inexperienced evaluator and 0.72° to 0.95° and (0.67° to 4.31°) for the experienced evaluator. In the inter-day abduction movement, values ranged from 0.33° to 0.91° and (0.74° to 6.60°) for the inexperienced evaluator and 0.72° to 0.98° and (0.73° to 5.01°) for the experienced evaluator. The reproducibility of the inexperienced evaluator presented from weak to excellent in the arm flexion movement and poor to excellent in abduction of the arm. The reproducibility for the experienced evaluator was good to excellent for flexion and abduction of the arm between the scapula, humerus, and trunk segments in healthy adults. The results showed that there is no difference between evaluators in the intra-day evaluations; however, on an inter-day basis the experienced evaluator obtained better reproducibility results, demonstrating that a difference in levels of experience between evaluators is of fundamental importance to obtain reproducible results on different days. However, we emphasize the importance of performing further studies, with different movements and patients, performed by two or more evaluators.
A reprodutibilidade da cinemática escapular já foi testada intra e inter-sessões e intra e inter-dias, porém essas avaliações foram realizadas apenas por avaliadores experientes e a maioria dos estudos com apenas um avaliador. A comparação entre avaliadores com diferentes níveis de experiência ainda não foi explorada, deixando dúvidas quanto a precisão dos resultados da avaliação se realizadas por diferentes avaliadores. O objetivo do presente estudo foi avaliar a reprodutibilidade inter e intra-avaliadores, com diferentes níveis de experiência, nos movimentos de flexão e abdução do braço para os segmentos da escápula, úmero e tronco. As capturas dos dados de cinemática foram realizadas utilizando um sistema de 8 câmeras e frequência de amostragem de 120Hz durante os movimentos de flexão e abdução do braço. Foram avaliados 20 voluntários saudáveis (10 homens e 10 mulheres) com idade média de 25.1 (±1.1) anos, que foram submetidos à 6 sessões de análise do movimento. Cada avaliador realizou três sessões, duas sessões realizadas no primeiro dia com intervalo de três horas entre elas e a terceira sessão foi realizada no segundo dia, 48 horas após o primeiro dia. Para cada sessão foram realizadas 5 repetições de cada movimento, abdução e flexão unilateral do braço. A análise estatística foi realizada por um avaliador independente, para distribuição dos dados, foi utilizado o teste de Shapiro-Wilk, A reprodutibilidade da amplitude de movimento e dos valores angulares nos ângulos de 30º, 60º, 90º e 120º do braço foi verificada pelo coeficiente de correlação intraclasse (ICC) assim como o erro de medida padrão (SEM). Os valores obtidos nos ângulos de 30°, 60°, 90° e 120° intra-dia variaram de 0,67-0,98 e (0,58° à 5,64°) para o avaliador inexperiente e variaram de 0,67-0,98 e (0,64° à 6,17°) para o avaliador experiente, no movimento de flexão. Durante o movimento de abdução os valores obtidos nos ângulos de 30°, 60°, 90° e 120° intra-dia variaram de 0,75-0,96 e (0,51° à 4,93°) para o avaliador inexperiente e variaram de 0,62-0,97 e (0,66° à 6,58°) para o avaliador experiente. O modelo apresentou de boa a excelente reprodutibilidade, intra-dia para ambos os avaliadores nos movimentos de flexão e abdução do braço. Os valores obtidos inter-dias na flexão variaram de 0,41 a 0,88 e (0,64° a 6,17) para o avaliador inexperiente e de 0,72 a 0,95 e (0,67° a 4,31°) para o avaliador experiente. No movimento de abdução inter-dias os valores variaram de 0,33 a 0,91 e (0,74° a 6,60°) para o avaliador inexperiente e de 0,72 a 0,98 e (0,73° a 5,01°) para o avaliador experiente. Apresentando a reprodutibilidade do avaliador inexperiente de fraca a excelente no movimento de flexão do braço e pobre a excelente na abdução do braço. A reprodutibilidade para o avaliador experiente foi de boa a excelente para a flexão e abdução do braço entre os segmentos da escápula, úmero e tronco em adultos saudáveis. Mostrando que não há diferença entre avaliadores nas avaliações intra-dia, porém inter-dias o avaliador experiente obteve melhores resultados de reprodutibilidade, mostrando que a diferença de níveis de experiência entre os avaliadores é de fundamental importância para se ter resultados reprodutíveis em diferentes dias. Entretanto devemos ressaltar a importância de mais estudos serem realizados, com diferentes movimentos e pacientes, realizados por dois ou mais avaliadores.
de, Raadt Michael. "Teaching programming strategies explicitly to novice programmers." University of Southern Queensland, Faculty of Business, 2008. http://eprints.usq.edu.au/archive/00004827/.
Full textMakgopa, Meriam Mmasupu. "Inexperienced adults' reliance on extrinsic product attributes to judge the quality of major household appliances." Diss., Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-03102006-144715.
Full textBarker, Dianne. "Lost quality in emergent leadership : identification and development of inexperienced teachers as future school leaders." Thesis, University of Lincoln, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400812.
Full textRahilly, Timothy J. "Teacher knowledge in the university classroom : inexperienced, experienced, and award-winning professors' critical incidents of teaching." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0022/NQ37015.pdf.
Full textDavis, Lynne Allison. "Experienced and inexperienced hearing aid users' preference for and performance with damped and undamped hearing aids /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487844948075337.
Full textBadin, Castro Anuar. "Creating a systems-oriented framework to mitigate the risk of failure in an inexperienced product development organization." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/83785.
Full textCataloged from PDF version of thesis. Page 97 blank.
Includes bibliographical references (pages 95-96).
The recent challenges imposed by the highly competitive global automotive industry have led Ford Motor Company to search for improved product quality, performance and lower costs by leveraging the capabilities offered in developing countries such as Mexico. As demand for automotive engineering services in this country increase rapidly, the interest behind this work is to create a systems-oriented framework applied to the planning, execution and improving phases of the relatively inexperienced Product Development Organization in Mexico, to help achieve what they have defined as success. To develop this framework, first, a systems decomposition approach was applied to a real organizational failure case to evidence the importance of defining the basic inputs of a product development system and its connections during the planning phase, and the optimal type of organization that should execute to achieve its strategic objectives. Second, for the execution phase, two cases were evaluated under a system dynamics approach to illustrate the effect of an inexperienced workforce on the overall productivity of the organization, and a mitigation strategy based on a mentoring and training policy when the only constant is change. Third, for the improving phase, a system dynamics approach was also used to illustrate the importance of embracing the learning capabilities of the organization to improve it execution. The key outcome is a systems-oriented framework to guide an inexperienced manager to achieve success considering the following: Planning the inputs of an organization and maintaining a lightweigh structure approach will enhance high levels of execution responsiveness and quality at reduced costs. Mentoring and training policies while maintaining flexibility, agility and adaptability are key enablers to achieve a low cost execution responsiveness and quality in an inexperienced organization, but such policies reduce its productivity during the initial stages of the policy implementation. Finally, successful organizations are those that work harder to solve urgent issues now, and work smarter to increases its capabilities in the long run improving execution cost, quality and responsiveness.
by Anuar Badin Castro.
S.M.in Engineering and Management
Ottosson, Henrik, and Per Lindquist. "Penetration testing for the inexperienced ethical hacker : A baseline methodology for detecting and mitigating web application vulnerabilities." Thesis, Linköpings universitet, Databas och informationsteknik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-148581.
Full textAtt ha en gedigen metodologi för att försvara mot attacker är avgörande för att upprätthålla säkerheten i webbapplikationer, både vad gäller applikationen själv och dess användare. Penetrationstestning (eller etisk hacking) har länge varit en av de främsta metoderna för att upptäcka sårbarheter mot sådana attacker, men det är kostsamt och kräver stor personlig förmåga och kunskap. Eftersom denna expertis förblir i stor utsträckning individuell och odokumenterad, fortsätter industrin vara baserad på expertis. En brist på omfattande metodiker på nivåer som är tillgängliga för oerfarna etiska hackare är tydligt observerbar. Även om försök att automatisera processen har givit visst resultat är automatiserade verktyg ofta specifika för vissa typer av sårbarheter och lider av bristande flexibilitet. En tydlig, enkel och övergripande metodik som använder sig av automatiska sårbarhetsverktyg och kompletterande manuella metoder är därför nödvändig för att få till en grundläggande och heltäckande säkerhetsnivå. Denna masteruppsats beskriver konstruktionen av en sådan metodik. För att definiera metodologin genomfördes en litteraturstudie för att identifiera de typer av sårbarheter som är mest kritiska för webbapplikationer, samt tillämpligheten av automatiserade verktyg för var och en av dessa sårbarhetstyper. Verktygen i fråga testades mot olika befintliga applikationer, både mot avsiktligt sårbara, och sådana som var utvecklade med syfte att vara säkra. Metodiken konstruerades som en fyrstegsprocess: manuell granskning, sårbarhetstestning, riskanalys och rapportering. Vidare definierades sårbarhetstestningen som en iterativ process i tre delar: val av verkyg och metoder, sårbarhetsprovning och sårbarhetsverifiering. För att verifiera metodens tillräcklighet användes metoder såsom peer-review och fältexperiment.
Feather, Beverly. "Inexperienced writers and private speech : how talk-to-self helps six and seven year olds write independently." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10020905/.
Full textLillie, Nicholas J. "Does Fundamental Analysis Lead to a Rudimentary Momentum Strategy for the Inexperienced Investor? Evidence from a Student Investment Fund." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1492.
Full textBaloyi, Thembhani. "Experiences of social work supervisors on supervising inexperienced social workers in the Department of Social Development Malamulele Area Office." Thesis, University of Limpopo, 2017. http://hdl.handle.net/10386/2383.
Full textSocial Work supervisors experience a lot of challenges when supervising inexperienced social workers. The overall aim of the study was to explore and describe experiences of social work supervisors in supervising inexperienced social workers in the Department of Social Development Malamulele Area Office. The study objectives were to identify supervisors’ training needs that enable them to manage inexperienced social workers; to appraise how supervisors manage poor confidence among inexperienced social workers; to assess how supervisors manage time to meet deadlines coupled with supervising; and to establish knowledge gaps between supervisors and inexperienced social workers in terms of relevant theories, skills and techniques. The researcher used both explorative and descriptive research designs. The data was collected through semi-structured face-to-face interviews from eight (8) social work supervisors who are employed by the Department of Social Development, Malamulele area office. The sample consisted of social work supervisors who were available and ready to participate in the study. Eight social work supervisors who had supervised inexperienced social workers were interviewed. The researcher followed the steps of thematic data analysis which are transcription of data, checking and editing, analysing and interpretation, and generalisation to analyse data. Ethical considerations such as voluntary participation, permission to conduct the study, anonymity, confidentiality and no harm to respondents were considered. The researcher found that Social Work supervisors who render supervision do not have relevant and up-to-date theoretical knowledge. They still apply relevant theories that they learned during their time as undergraduate Social Workers, and the fact that they do attend supervisory training makes the supervision to be poor. The researcher found that a lot of Social Work supervisors rely on their experiences because they do not have formal supervision training. The researcher also found that inexperienced Social Workers are not receiving enough supervision from their supervisors. The researcher concluded that these Social Workers are receiving enough supervision because their supervisors have a lot of work such as attending clients and meetings. Social Work supervisors in Malamulele area office are currently practising without supervisory training, but they are appointed based on their working experience. The researcher recommended that the Department of Social Development, Vhembe x District Municipality should encourage inexperienced Social Workers and supervisors to attend courses in supervision offered by different service providers and to understand their role.
Jarvis, Stephen. "A misjudged approach to a high accident rate : exploration of accident causes and instructor decisons relating to inexperienced glider pilots." Thesis, Cranfield University, 2009. http://hdl.handle.net/1826/3750.
Full textRevel, Layton. "The Impact of a Part 48 Training Program on the Health and Safety Knowledge Level of Newly Employed Inexperienced Miners." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc330894/.
Full textWillott, Sara R. "Experienced and inexperienced therapists a comparison of attitude toward and use of countertransference disclosure : a project based upon an independent investigation /." Click here for text online. Smith College School for Social Work website, 2007. http://hdl.handle.net/10090/1025.
Full textThesis submitted in partial fulfillment for the degree of Master of Social Work. Includes bibliographical references (leaves 82-88).
KINCL, LAUREL DENISE. "THE EFFECT OF CHALLENGING SOMATOSENSORY INPUTS ON THE RELATIONSHIP OF EYE MOVEMENT AND POSTURAL SWAY PATTERNS OF EXPERIENCE AND INEXPERIENCED WORKERS." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1022597952.
Full textLindskog, Johanna. "Ett öppet undersökande arbetssätt i biologiundervisningen i årskurs 4-6 : En studie om lärares attityder och tankar baserat på arbetslivserfarenhet." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-55439.
Full textBiology education in primary schools today puts demands on teachers to develop classroom situations where students get the opportunity to develop their science abilities. In primary school, grade 4-6, the science subjects are assigned a few hours per week and many teachers feel stressed about dealing with the science curriculum’s content in the little amount of time assigned. The challenge gets even more complex by the fact that the lack of good, pedagogically teaching aid is severe. A pedagogically teaching method that is often used in science education is an inquiry approach where students learn by making their own inquiries in and about the subject science. This paper aims to elucidate teachers’ thoughts and attitudes towards an inquiry based science education. What possibilities and what difficulties are there for teachers using an inquiry approach? And how does that relate to the length of their experience as teachers? Three teachers were interviewed with semi-structured interview. The study concludes that more experienced teachers feel more secure and have a higher reliability with an inquiry based science education than newly graduated teachers have. There were different categories both with possibilities and difficulties. Simultaneously, there are several similarities between the two different groups of teachers according to difficulties and opportunities with an inquiry approach, and how to conduct an efficient education that is student centered and student dedicating.
Gadila, Swarajya Haritha Reddy. "Empirical Investigation on Measurement of Game Immersion using Real World Dissociation Factor." Thesis, Blekinge Tekniska Högskola, Institutionen för datalogi och datorsystemteknik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-13523.
Full textGwinnett, Claire M. B. "The Use of Inexperienced Personnel in the Analysis of Synthetic Textile Fibres using Polarized Light Microscopy for the Generation of Data Suitable for the Production of a Synthetic Fibres Database." Thesis, Staffordshire University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522253.
Full textLundberg, Malin. "Lag Time: Skillnader mellan erfarna och oerfarna tolkar?" Thesis, Stockholms universitet, Tolk- och översättarinstitutet, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-133629.
Full textThis is a study which explored the possibility to map a difference between experienced and inexperienced interpreters in their use of lag time. Lag time is the time difference from when the interpreter hears an utterance until the interpreter him/herself starts producing an equivalent utterance. Earlier researchers (for example Cokely, 1992 and McDermid, 2014) have found that this affects the result of the interpretation and that is why this is interesting to explore from a perspective of interpreting experience. In this study three inexperienced interpreters and three experienced interpreters were recorded during a partly scripted role play. After the recording, the material was analyzed by using a stop watch to see how far behind the interpreter’s utterance was produced after the speaker’s utterance in different segments. The result showed that it was not a general difference between the experienced and inexperienced interpreters in their lag time, instead there were individual differences. What was also found is that it is difficult to identify how to define and measure lag time.
Gibbons, Brian J. "Youth and Inexperience: Dynamic Inconsistency Among Emerging Adults." Ohio University Honors Tutorial College / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1399656978.
Full textGamache, Mylène. "Brooding : the inexperience of reading and other psychic bits." Thesis, University of Kent, 2017. https://kar.kent.ac.uk/63583/.
Full textJablonski, Camilla Dalla Porta Acosta. "Papel de doulas jovens e inexperientes no suporte do trabalho de parto." Universidade Catolica de Pelotas, 2006. http://tede.ucpel.edu.br:8080/jspui/handle/tede/402.
Full textObject: To evaluate the efficacy of a young and lack of experience doula, men and women, on the reduction providing support during labor to young and first time mother. Until now, the majority of studies refer as a doula to a professional and experienced trained woman. Their aims are examined whether a doula altered obstetrical and neonatal outcomes. Methods: 605 primiparous at term which 368 had doula during labor and 237 usual care. The study data were obtained in 1995-1996 at the maternity of São Francisco de Paula´s hospital in Pelotas, RS. We used a questionnaire tested before containing social and demographic information and specific information about the pregnancy and the labor. Results: The duration of the labor for women who had doula was shorter then in the control group (4.8 hours; d.p=4.6 hours versus 6.0 hours; d.p=5.3 hours / p<0.000). In the group of female doula the duration of the labor was 3.6 hours (d.p=3.2 hours) on the other hand, in the male group was 4.5 hours (d.p=4.3 hours). Type of birth, use of forceps, oxytocin administration, smoking during pregnancy, Apgar, newborn´s weight, prenatal care, maternal education and family income didn´t show any significant association with the doula. Conclusions: For this population and setting, labor support from young and lack of experience doula, mainly the female companion, was significantly associated with a shorter labor in primigravidous women.
Objetivos: Avaliar o efeito de doulas inexperientes e jovens, de ambos os sexos, na redução de tempo de trabalho de parto em primíparas jovens. Na literatura, até o presente, as doulas têm sido mulheres maduras e experientes, avaliando-se os efeitos de suas presenças no suporte intra-parto, considerando vários desfechos médicos e psicossociais. Método: Através de ensaio clínico controlado, 605 primíparas foram estudadas, das quais 368 foram acompanhadas por doulas (176 do sexo feminino e 192 do sexo masculino, jovens, inexperientes, estudantes de Medicina e Psicologia), no trabalho de parto. Um grupo de 237 primíparas sem intervenção foi utilizado como controle. A coleta de dados foi realizada nos anos de 1995-1996, na Maternidade do Hospital São Francisco de Paula da Universidade Católica de Pelotas, RS. Mediante um questionário padronizado e testado em estudo piloto, a duração do trabalho de parto foi tomada como desfecho e avaliaram-se dados sócio-demográficos e informações específicas sobre a gestação e o parto. Resultados: A duração média do trabalho de parto para todas as pacientes foi de 4,8 hs (d.p.=4,6 hs). No grupo de doulas femininos foi de 3,6 horas (d.p.=3,2 hs), no grupo de doulas masculinos foi de 4,5 horas (d.p.=4,3 hs) e no grupo controle teve duração média de 6,0 horas (d.p.=5,3 hs) (p<0,000). As variáveis tipo de parto, uso de fórceps, indução, baixo peso ao nascer, pré-natal, escolaridade da mãe, Apgar, fumo durante a gravidez e renda familiar não mostraram associação significativa com o tipo de acompanhante. Conclusão: A presença de doulas jovens e inexperientes, principalmente do sexo feminino, esteve associada a uma menor duração de trabalho de parto em primíparas jovens.
Borea, Odría Miguel. "La Lesión. Necesidad de incluir a la inexperiencia como estado de inferioridad de un contratante." IUS ET VERITAS, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/122866.
Full textNunes, Patrícia. "O impacto do efeito reflexo sobre investidores experientes e inexperientes em decisões de investimentos sob risco." Florianópolis, SC, 2009. http://repositorio.ufsc.br/xmlui/handle/123456789/92484.
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A Moderna Teoria de Finanças adota os pressupostos da racionalidade ampla, descritos na Teoria da Utilidade Esperada (TUE), em que o investidor é avesso ao risco e procura maximizar seu bem estar de maneira racional (BERNOULLI, 1954). Todavia, várias pesquisas questionam a racionalidade dos investidores e desses questionamentos surgiram as Finanças Comportamentais. O presente trabalho se reporta a uma pesquisa descritiva envolvendo a tomada de decisão sob risco. O enfoque recai sobre o efeito reflexo, no qual investidores tendem a apresentar aversão ao risco no campo dos ganhos e propensão ao risco no campo das perdas (KAHNEMAN e TVERSKY, 1979). Esse efeito demonstra uma violação direta aos axiomas da TUE. Este trabalho objetiva investigar o impacto do efeito reflexo sobre investidores experientes e inexperientes em decisões de investimentos sob risco. Essa investigação ocorreu por meio da comparação da diferença dos percentuais de suscetibilidade ao efeito reflexo de investidores experientes e inexperientes, participantes da pesquisa, mediante a replicação dos experimentos seminais de Kahneman e Tversky (1979). Para comparar e testar a diferença desses percentuais aplicaram-se 500 questionários em evento destinados a investidores no qual se obteve a participação efetiva de 243 investidores. Os resultados desse estudo apresentam indícios de que os investidores inexperientes são mais afetados pelo efeito reflexo se comparados aos experientes em decisões de investimentos sob risco.
The modern Theory of Finance adopts the assumptions of broad rationality, described in the Theory of Expected Utility (TEU), in which the investor is opposed to the risk and seeks to maximize their welfare rationally (BERNOULLI, 1954). However, several studies question the investor rationality and from those questions the Behavioral Finance arose. This work refers to a descriptive research involving the decision under risk. The focus lies on the effect reflex, in which investors tend to present risk aversion in the field of earnings and propensity of the risk in the field of losses (KAHNEMAN and TVERSKY, 1979). This effect shows a direct breach of the axioms of TEU. This works aims to investigate the impact of the reflex effect on experienced and inexperienced investors in decisions of investments under risk. This research occurred through the comparison of difference between the percentuals of susceptibility to the reflex effect of experienced and inexperienced investors, participants of the research, through the replication of seminal experiments of Kahneman e Tversky (1979). To compare and test the difference of these percentuals, 500 questionnaires were applied in event for the investors in which was obtained the effective participation of 243 investors. The results of this study presented significant indications that the inexperienced investors are more affected by a reflex effect as compared to experienced investors in decisions of investments under risk.
Hillebrant, Michael. "Nehodovost mladých řidičů." Master's thesis, Vysoké učení technické v Brně. Ústav soudního inženýrství, 2017. http://www.nusl.cz/ntk/nusl-318273.
Full textColrat, Paul. "Le mythe du philosophe-roi : savoir, pouvoir et salut dans la philosophie politique de Platonε." Thesis, Normandie, 2019. http://www.theses.fr/2019NORMC005.
Full textThe question of the philosophers’ reign can only be understood at the cost of a detour through the margins of classical politics. First of all, I have shown that these margins have historically been defined by a discourse focusing on the relationship between kingdom, knowledge and salvation (chapter 1). I have then shown that the notion of kingdom itself, when it is attributed to philosophers, positions itself in the margins of the notion of basilein, while actively subverting its classical meaning (chapter 2). The discourse about the philosophers’ reign must therefore be understood as an attempt coming from the margins of politics to use the traditional relation between the muthos and political unification, in order to subvert it, namely, to depose it. This required me to explore the way in which the philosopher can simultaneously be in the margins of politics and at the very foundation of politics (chapter 4). The philosopher’s position in the city is doubly marginal: first, he is not subject to the imperative to be useful to the city (chapter 5), and secondly, he is not subject to the imperative to ground knowledge in experience (chapter 6). Finally, I have set out to show that the philosophers’ reign inscribes itself within a quest for the city’s salvation, a theme that is itself marginal in Plato studies, and deserves more attention than it has hitherto received (chapter 7)
Hmida, Salah. "Le geste martial comme expérience : esthétique de l’« être-là »-ninja." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0257.
Full textThis work consists in finding the gesture that renovates the healed identity, a “worrior” withinus is looking for, through a martial practice defined as a holistic dwelling of a body-being.This is what Varela calls “the corporeal inscription of the spirit”.Is a being able to make one with the things surrounding and covering it, through the effect ofart and the comprehension of “the experience of the experience”, that the performativity of thegesture generally constitutes? It would bet, if possible, that it would be able of creating, at thesame time, the mythic aspect of things, having been inherent to their presence, and creatingthis presence as an existential art-workNinja martial art builds such a success, the effects of which are questioned by this thesis
Yang, Pei-hsin, and 楊珮歆. "Comparing L1 and L2 Writing Processes of EFL Inexperienced Wrtiers." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/67322792602551921753.
Full text國立雲林科技大學
應用外語系碩士班
94
Many researchers claimed that EFL writers’ L2 writing was likely to be affected by their L1 (e.g., Kuo, 1999; Liu, 1999; Raimes, 1985; You, 2000; Zamel, 1983) and that L2 writing process should be more complex than that of L1 writing. However, the previous research exploring how L1 influenced L2 writing mostly focused on the aspect of contrastive rhetoric and discourse transfer (e.g., Bosher, 1998; Chou, 1989; Hinds, 1990; Kaplan, 1966; Kobayashi & Rinnert, 1982; Kobayashi, 1984; Kubota, 1998; Leki, 1992; Matalene, 1985; Odlin, 1989; Sasaki, 2000; Silva, 1993). Yet there is limited number of studies focusing on writers’ both L1 and L2 writing processes. This study, thus, intends to investigate EFL inexperienced writers’ L1 and L2 writing processes and compare the similarities and differences between both writing processes by means of think aloud method. It is hoped the findings of this study can help writing instructors get further glimpse of EFL inexperienced writers’ deficiencies of writing abilities and difficulties in using writing strategies. The three sophomores, recruited to participate in this study, were from the Department of Applied Foreign Languages (DAFL) at a university of science and technology in central Taiwan. They were regarded as inexperienced writers for they only had one-year writing experience. In order to avoid the impact of L1 writing on L2 writing, the subjects were requested to write an expository essay in L2 first, and then in L1 on the same topic one month later. The thinking aloud processes were audio- and videotaped, and they were then transcribed and analyzed in depth. The findings were as follows. Firstly, there is slight difference between the EFL inexperienced writers’ L1 and L2 writing processes. The types of writing strategies and the total amount of strategy use time in L2 writing were more than those in L1 writing. Secondly, during the L1 and L2 composing processes, the EFL inexperienced writers seem to undergo a linear process in L1 and L2 writing. Thirdly, the EFL inexperienced writers’ both writing processes were featured as knowledge telling model (cf. Scardamalia & Bereiter, 1987). Based on the findings of this study, several pedagogical implications were recommended in the following. Firstly, students’ language proficiency should be enhanced through extensive and intensive reading. Secondly, it was suggested that writing instructors should instruct knowledge of strategy, design various classroom activities to develop students’ strategy use according to students’ needs and deficiencies. Thirdly, writing instructors should develop EFL inexperienced writers’ metacognitive knowledge of English writing to make them aware of and monitor their own writing processes. They should teach students when and how to efficiently use strategies to solve the encountered writing problems and improve writing ability. Besides, future studies were suggested to include EFL writers with different L1 or L2 literacy proficiency and learning experiences as participants to further compare their writing strategy use and investigate transfer of writing strategy across languages.
Huang, Li-Rung, and 黃麗蓉. "Functional characterization of antigen-inexperienced(naive) and antigen-experienced(memory)CD8+ T cells." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/93582598405254348694.
Full text國立臺灣大學
免疫學研究所
86
When naive T cells encounter antigen, they are activated and can become effector cells and long-lived memory T cells. Long-lived memory T cells play an important role upon re-exposure to the same antigen and effect elimination of antigen more rapidly than primary response. However, the mechanism by which memory T cells are generated is not clear and T cells are lacking markers that definitively discriminate naive from memory. We used in vitro activation followed by in vivo resting as an experimental system and tried to characterize the differential responses of naive and memory CD8+ T cells upon the stimulation of each type of APC. We found that when Macrophage, B cell blasts and dendritic cells were used as APC, naive CD8+ T cells could proliferate very well. Memory CD8+ T cells could proliferate well only when B cell blasts and DC were used as APC, but they could not proliferate when Macrophage were used as APC. We also found that the proliferative unresponsiveness of memory CD8+ T cells was caused by M(. IFN-g and IL-12 were the factors that contributed to the unresponsiveness of memory CD8+ T cells upon the stimulation of Macrophage. Further studies are needed to discover the detailed mechanism of the unresponsiveness of memory CD8+ T cells upon the stimulation of Macrophage. This inhibitory mechanism maybe a possible way to keep lymphocyte homeostasis.
Yu-Ren, Lin, and 林裕仁. "Argumentation teaching design, teaching strategies and learning outcome from the experienced and inexperienced teacher." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/47428807251270096005.
Full text國立高雄師範大學
科學教育研究所
99
The purpose of this study is to inquiry the argumentation teaching from three aspects of analysis, the teacher’s reaching, students’ learning, and nature of argumentation. Participants include two teachers and two classes of high school students. One teacher is familiar with teaching argumentation and another is not. These teachers are identifying as experienced and inexperienced teacher. In our research design, we compare how these teachers making and management their argumentation learning in social-scientific issue environment. The first aspect of analysis is to apply the Kelly’s repertory grid technique for concerning the teachers’ teaching design. Second one is to know the improvement of students’ argumentation ability. The last one is for inquiring the nature of argumentation in classroom and we design a representation as an analytical tool for tracking the progress and quality of argumentation in science classroom. We found students tend to be unwilling to become involved in any kind of verbal exchange which has the potential for conflict (i.e. argumentation). The primary reason for such hesitancy is fear of becoming emotionally upset. When teaching students the objective process of claim/support within the context of an argumentation class, inexperienced teacher was less effective than experienced teacher in helping students to view such a verbal exchange objectively without involving their emotions. Experienced teacher ont only tended to be more sensitive to students’ shift from objective involvement to emotional involvement but invoved more guidance for students to make reflection about the meaning of making aeguments.
Perdios, Angeliki. "The effects of camber on energy cost in the experienced and inexperienced wheelchair user." Thesis, 2003. http://hdl.handle.net/2429/14669.
Full textArtelt, Thomas Alexander. "A comparison of the academic performance of experienced versus inexperienced MSWs earning the social work doctorate." 2005. http://purl.galileo.usg.edu/uga%5Fetd/artelt%5Fthomas%5Fa%5F200505%5Fphd.
Full textTsai, Ya-chin, and 蔡雅琴. "Mandarin as a Lingua Franca in EFL Classrooms: Experienced and Inexperienced Teachers'' Language Regulation in Senior High School." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/01644497210303564036.
Full text國立彰化師範大學
英國語文學系
85
ABSTRACT The purpose of this thesis was to investigate the function and role ofMandarin in English as a foreign language (EFL) classrooms. Previous studies have defined the role of Mandarin Chinese (MC) as the solemother tongue in the classroom (Chen, 1983; Yang & Shen, 1995; Liaw, 1995),whose main functions lay in explanation. In Taiwan, however, MC should haveanother part to play in EFL classrooms. To realize how it was used in class,the researcher selected eight teacher subjects from senior high schools: fourexperienced teachers and four inexperienced ones. The selection of the twogroups of teachers was to see if teaching experience made a difference inMandarin use. Data were collected in two ways: classroom observation andteacher interviews. The purpose of classroom observation was to monitor theoccurrences of Mandarin in classroom sessions. Teacher interviews wereconducted to see teachers'' attitudes toward language use inside and outsidethe classrooms. It was hoped that these discussions could provide more valuableinformation concerning language use in English teaching. From the verbaltranscriptions, seven categories were used: (a) linguistic instruction,(b) classroom management, (c) solidarity-building, (d) content conveyance,(e) translation, and(f) questioning. Results indicated that Mandarin had played dual roles: explanation andcommunication. It fulfilled more functions than those which English couldachieve, like linguistic explanation and translation. In using Mandarin,teachers were found to be significantly different in solidarity-building whenteaching exercises, in content conveyance when teaching a reading or/ andvocabulary. But no significant differences were found when teaching exercisesand vocabulary (or a reading text). It was shown in the teacher interview datathat Mandarin was spoken frequently to develop students'' grammatical competencefor the future exam. Besides, restrictions from students also required theinput to be comprehensible by way of Mandarin, the shared language. Thus,Mandarin should be a lingua franca for the participants in the classroom whosemother tongues were not the same one. Implications were offered for EFL teachers to get out of the dilemma onlanguage choice in class. The way to increase the quantity of English andretain the functions of Mandarin was the employment of codeswitching,inter-sententially and intra-sententially. Recommendations for future studieswere to see language use in EFL university and elementary school classrooms,where there is no pressure from future exams.
Chiang, An-ni, and 蔣安妮. "Comparing Experienced and Inexperienced EFL Writers’ metacognitive Awareness of Writing Problems and Associated Solution Strategies in L2 Writing Task." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/79947535630851740462.
Full text國立雲林科技大學
應用外語系碩士班
95
The current study aims to explore the metacognitive awareness of writing problems encountered and the solution strategies employed in the L2 writing task of EFL writers. Research has shown that the experienced and inexperienced writers undergo distinct writing processes and possess different writing styles which result in discrepancy in their writing performances (Flower & Hayes, 1981; Scardamalia & Bereiter, 1987; Zamel 1983). This study intends to explore and compare the experienced and inexperienced EFL writers'' writing problems and solution strategies so as to investigate the differences between the two types of writers. Five experienced and five inexperienced EFL writers were invited and required to participate in this study. They were asked to write and verbally deliver their ideas during the experiment. Through the think-aloud method, writers'' online thinking processes, problem types, and the solution strategies were revealed. Moreover, the problem types and the solution strategies were defined and analyzed after the think-aloud writing processes were transcribed verbatim. The current study pointed out three major findings. Firstly, both types of writers encountered three major problem types, and they are linguistics, discourse, and content. Secondly, in general, the experienced EFL writers encountered more discourse problems than the other two problem types. However, for the inexperienced writers, they faced more linguistic problems. Thirdly, the experienced EFL writers are able to apply various solution strategies to solve their problems. On the contrary, the inexperienced writers resorted to certain particular strategies and frequently tended to ignore the problems. This study shows the writing problems and the solution strategies of the experienced and inexperienced EFL writers. In addition, the writers’ metacognitive monitoring mechanism was observed and investigated. Based on the findings, the EFL writing instructors should elevate their teaching effectiveness to improve the EFL writers’ language proficiency and reinforce their metacognitive awareness with explicit instruction. Furthermore, the solution strategies employed by the experienced EFL writers can be brought to the inexperienced writers’ attention so as to enhance their capacity of executing problem-solving procedures.
Mundt, Birgit. "Vergleich der laryngoskopischen Intubation versus Intubation über die Intubationslarynxmaske an Patienten." Doctoral thesis, 2012. http://hdl.handle.net/11858/00-1735-0000-000D-F029-F.
Full textChang, Hsin-Shi, and 張信熙. "From inexperience to maturity: A narrative inquiry into a male social worker’s gender experience at work." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/19217474563646753568.
Full textLi, Ming-Zi, and 李明諮. "An Investigation on Inexperience Teacher’s Competency Promotion through Developing the Teaching Material of a Generic Example on Binomial Theorem." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/54812838039065596458.
Full text國立彰化師範大學
科學教育研究所
99
The objective of this study is to explore factors that influence a high school mathematics teacher’s choosing, preparing, and implementing the generic examples. The feasibility of using Pinball as a generic example is also assessed. The object is a high school mathematics teacher who has only one year of teaching experience. The methodology is of interpretative phenomena theory. This study was conducted in two settings, one is the intensive discussion on preparing the teaching strategy and the other is cooperative developing a teaching material with the Pinball as the generic example. Data collected including the classroom observation, interview, teacher’s and students’ reflection. The finding reveals that the object’s consideration on choosing a generic example is dominated by the flowing of the teaching such as classroom environment, teaching pace, but not on the cognitive perspective like process of concept formation and nurturing students’ mathematical competencies. Consequently, the essence of mathematics is ignored and hence the teaching becomes nominal process. We also find that through an intensive discussion with the object in designing the generic example do provoke teacher’s awareness on key issues of meaningful learning. Hence the process of developing generic examples mentored by professions is effective in promoting teacher’s competencies.