Dissertations / Theses on the topic 'The Practice of Corban'
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GURIAN, ELISA. "Biomedical applications of Surface Enhanced Raman Spectroscopy - a step forward to clinical practice." Doctoral thesis, Università degli Studi di Trieste, 2019. http://hdl.handle.net/11368/2936825.
Full textThis PhD project aims to apply nanostructured metal surfaces as substrates for Surface Enhanced Raman Spectroscopy for the study of biofluids. This analytical technique provides the vibrational fingerprint of a sample assisted by nanostructured metal surfaces, which can enhance the scattering signal of analytes adsorbed on them: this allows detection of analytes in very low concentrations. These features tell a lot about the potential of SERS in the bioanalytics, and indeed, in this field, the use of SERS has increased over the past decade taking advantage of both sensitive detection and fingerprinting features. Above all, SERS requires the manufacturing of metal nanostructured substrates as sensors. In particular, this project is based on the development of a label-free approach: no functionalization is present on the nanoparticles surface, and, hence, no preferential affinity for a given analyte in the biological matrix is sought. Briefly, once nanoparticles are in contact with the specimen, the analytes may adsorb on them without any specific interaction other than their affinity for the metal. The outcoming SERS signal will be a snapshot of what actually reached the metal surface, namely a fingerprint of the sample. For instance, the label-free analysis of biofluids reflect the metabolic content of the fluid itself. In the “omic” era, SERS can integrate with untargeted metabolomics and provide the metabolic profile of a specimen and distinguish different samples accordingly, based on differences in such profiles. Silver colloids have been chosen, given that their performances with biofluids are known. They have been used both as colloidal suspension in water, and fixed on a paper support, according to an in-house developed protocol for the fabrication of solid substrates. The coupling of metal nanostructures substrates with SERS acts as actual sensors, able to interact with aqueous environment and detect dissolved analytes. The real advantage of the paper supports lay in the stability of the spectroscopic response: they are long lasting, easy to fabricate and to handle, cost and time effective, prone to scale up. These reasons make them potential Point of Care tool in the frame of SERS applications. The aim of this PhD thesis is twofold: to push forward our fundamental knowledge of the nanostructure-biofluid interaction and to test the feasibility of the application of SERS for specific clinical problems. These goals were pursued in three steps: 1. to develop protocols for the label-free analysis of blood fractions (serum, plasma, erythrocytes, periphereal blood mononuclear cells, and whole blood) with SERS, exploiting their features according to several treatments and SERS substrates; 2. to characterize the behaviour of biomolecules at the interface with metal nanoparticles on model systems, namely to understand the role of the protein and non-protein corona in the metabolites-nanoparticle interaction. The model system used is based on mixture of human serum albumin (i.e. the most abundant serum protein) and molecules which are commonly detected in SERS of biofluids: adenine, hypoxanthine and uric acid; 3. to apply the aforementioned knowledge to the early diagnosis of several diseases (breast cancer, non-alcoholic fatty liver diseases, cirrhosis and hepatocellular carcinoma) through serum and plasma samples by means of multivariate data analysis of SERS spectra. Considering the latter application of SERS in the field of disease diagnosis, the aim is to provide new diagnostic methods complementary to the accepted gold standards such as immunochemistry and histopathology methods. The advantages of SERS lay on the rapid response and on the non-invasiveness of the liquid biopsy approach. As a future goal, the development of SERS platforms as label-free point of care tools integrated to portable Raman instruments could bring the diagnosis
Urquizo, Solórzano Noelia Alejandra, and García Marco Francisco Yauri. "Análisis de las interacciones entre los usuarios de la comunidad Aprende Coreano Amino en un contexto de aprendizaje informal de la lengua coreana." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2021. http://hdl.handle.net/10757/656985.
Full textAlong with the growing use of ICT on learning, the growth of online communities stands out, especially those focused on learning foreign languages. This has raised interest in doing research on informal learning. There are various studies that have focused on those online communities around collaborative informal language learning, aiming to improve theory on education studies by starting discussions on the creation of new studying and learning methods. This study also aims to analyze informal learning through the interactions of the users of the community Aprende Coreano Amino. This community is one of Korean language learning and members are supposed to build knowledge through their interactions. To reach our goals, the motivations of the members will be studied, as well as their practices and the affinity spaces within the platform. In order to do so, the netnographic approach will be used. In addition, a group of users will be contacted and asked for their consent to be interviewed and observed on the platform for a period of time. Finally, the collected data will be analyzed through the content analysis.
Trabajo de investigación
Santos, Ana Roseli Paes dos. "Formação e pratica do professor de instrumento de cordas." [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251866.
Full textDissertação (mestrado) - Universidade Estadudal de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-11T01:39:34Z (GMT). No. of bitstreams: 1 Santos_AnaRoseliPaesdos_M.pdf: 3872998 bytes, checksum: 69af0904077dc310d47caa9ccb529a72 (MD5) Previous issue date: 2008
Resumo: O presente trabalho insere-se na temática da formação e prática do professor e tem como objeto o Professor de Música, especificamente o de instrumentos de cordas friccionadas. Diante das freqüentes transformações por que passam as sociedades, os ambientes de formação exigem também suas modificações no plano das diretrizes. Diante de tais fatos, nosso problema de pesquisa se estabeleceu por meio das seguintes indagações: ¿Como alguns indivíduos educados para ser músico assumem o ofício de professor¿, ¿Com constroem o conhecimento que colocam em prática?¿ e ¿Como se dá essa prática pedagógica?¿. Este estudo, portanto, foi guiado pelas hipóteses de que as formas de socialização são fatores importantes no desempenho futuro do professor e conseqüentemente na construção da sua prática; que o conjunto de valores e crenças acumuladas durante a trajetória de formação, dentre outros elementos, contribui para a perfomance servindo de base para seu desempenho. Assim, neste estudo procura-se demonstrar que a construção da prática pedagógica antecede a prática docente, pois tem suas raízes nas relações arcaicas, com ex-professores que marcaram o aprendizado quer de forma positiva ou não. Para amparar tal hipótese a pesquisa vem alicerçada pela teoria de ¿campo¿ e pela noção do habitus (BOURDIEU 1997). A metodologia privilegia o modelo exploratório com visão de etnografia por se tratar de estudo feito com pessoas. É de natureza qualitativa por explorar comportamentos e práticas sociais. Por tais características, foi possível constatar neste estudo que disposições incorporadas das diversas vivências ¿ escolares; familiares; de convívio social ¿ foram determinantes para a construção do conhecimento que o professor de cordas coloca em sala de aula
Abstract: The present work concerns the theme of teacher training and has the music teacher as its main object, specifically the string. Confronted with the frequent transformations by which societies go through, the training milieus also call for modifications as far as directives are concerned. Based on such facts, our research problem was established by means of the following inquiries: ¿How do some individuals educated to be musicians assume the role of a teacher?¿, ¿How do they build the knowledge they put into practice?¿ and ¿How does their pedagogical practice take place?¿. This study has, therefore, been oriented by the hypothesis that forms of socialization are important factors in the future accomplishments of the teacher and consequently in the construction of his or her practice; the set of values and beliefs accumulated during his or her training, among other elements, contribute to the accomplishment and give the basis for his or her performances. Therefore, the aim of this study was to demonstrate that the pedagogical practice precedes the teaching practice, for it has its roots in archaic relationships with former teachers who have positively or not marked his or her learning. To support such hypothesis, the research is backed by the ¿field¿ theory and by the notion of habitus (BOURDIEU 1997). The methodology favors the exploratory model with an ethnographic view, for it is a study carried out with people. It is qualitative in nature for it explores behaviors and social practices. For this reason, it was possible to evidence that these incorporated dispositions of the diverse life experiences ¿ school; family; social conviviality ¿ were determinant for the construction of the knowledge that the string teacher places in the classroom
Mestrado
Educação, Conhecimento, Linguagem e Arte
Mestre em Educação
Howey, Barbara. "Self/painting practice/social practice." Thesis, Anglia Ruskin University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341656.
Full textAndersén, Josefin, and Frida Rydholm. "En knuff i rätt riktning eller ett steg tillbaka? : En studie om coronakrisens påverkan på företags miljöarbete." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-95333.
Full textBabic, Morgan T. "PRACTICE." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4127.
Full textFurnham, David. "Documentary practice." Thesis, Middlesex University, 1999. http://eprints.mdx.ac.uk/10701/.
Full textConocimiento, Dirección de Gestión del. "Best Practice." BMJ Publishing Group, 2004. http://hdl.handle.net/10757/655266.
Full textSzott, Randall David. "Evanescent practice." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1318948797.
Full textConnolly, Brigit. "Translating practice." Thesis, Royal College of Art, 2018. http://researchonline.rca.ac.uk/3460/.
Full textMcHenry, Kristen L. "Safe Practice." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/2535.
Full textEkström, Niklas. "PASSWORD PRACTICE : The effect of training on password practice." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-11147.
Full textMendel, Donna L. "Shaping practice : clinician's experiences in a community of practice." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/40098.
Full textWiener-Ogilvie, Sharon. "Training environment in General Practice and preparedness for practice." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9447.
Full textWarner, Lachlan Phillip. "Art Practice as Buddhist Practice: A Soteriology through Suffering." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/17924.
Full textKiss, Jason William. "Theories of practice, the concept of practice in social theory." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ57990.pdf.
Full textHsieh, Su-Lien. "Buddhist meditation as art practice : art practice as Buddhist meditation." Thesis, Northumbria University, 2010. http://nrl.northumbria.ac.uk/1942/.
Full textAlexander, Dorothy Jean. "Developmentally Appropriate Practice and Preschool Teachers' Perceptions| Theory Versus Practice." Thesis, Johnson & Wales University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3621971.
Full textThe National Association for the Education of Young Children (NAEYC) Position Statement of Developmentally Appropriate Practices (2009) serves as a pedagogical framework for best practice among early childhood educators. Developmentally Appropriate Practice (DAP) is guided by what is known about how children develop and learn. Teachers draw upon these principles to make decisions about planning experiences which promote learning and optimize children's growth. The DAP statement is accepted in the early childhood field as the standard by which quality early learning experiences are defined and is used as a guidepost for planning (Copple & Bredekamp, 2009).
Copple and Bredekamp (2009) state that "intentional teachers are purposeful and thoughtful about the actions they take, and they direct their teaching towards the goals the program is trying to help children reach" (p. 10).
This qualitative descriptive study explored preschool teachers' perceptions of DAP and their use of DAP in planning learning experiences. Semi-structured interviews and document analyses were utilized to examine potential gaps between preschool teachers' perceptions and more fully understand daily planning decisions related to DAP. Utilizing Rubin and Rubin's responsive interviewing model (2012), (N=7) degreed preschool teachers employed at NAEYC accredited group care facilities were interviewed. Findings revealed inconsistencies among teachers' descriptions of key learning experiences for preschool children, implementation of learning experiences, and planning practices, thus, indicating a disconnect between theory and DAP.
The findings of this study may benefit pre-service and in-service teacher training programs as well as administrators of childcare centers. It is useful in identifying ways in which preschool teachers' understandings of developmentally appropriate practice can be further supported and developmentally inappropriate perceptions can be challenged.
Sinclair, Roderick. "Acoustic guitar practice and acousticity : establishing modalities of creative practice." Thesis, University of Newcastle Upon Tyne, 2008. http://hdl.handle.net/10443/654.
Full textVitorino, Murakawa Ana Janaina. "Transforming Expert Musical Practice: Conceptualising, Structuring, and Executing Practice Mastery." Thesis, The University of Sydney, 2019. http://hdl.handle.net/2123/21183.
Full textBatch-Wilson, Wendy L. "Practice Preparedness in New Graduates: Exploring the Education-Practice Gap." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2341.
Full textBaldry, William James. "Turntablist performance practice." Thesis, University of Leeds, 2016. http://etheses.whiterose.ac.uk/13494/.
Full textRodwell, James. "'Kierkegaard's Communicative Practice'." Thesis, University of Essex, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485492.
Full textCherry, N. L., and n. cherry@netspace net au. "Developing reflective practice." RMIT University. Management, 1995. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090512.103243.
Full textMEIDLER, CLAUDIO. "CSR in Practice." Thesis, Högskolan i Borås, Akademin för textil, teknik och ekonomi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-137.
Full textEarle, Emily Anne. "Portfolio of Practice." Thesis, City University London, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511778.
Full textBroderick, Jane Tingle. "Reggio Inspired Practice." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/4246.
Full textRowe, Dawn A. "Research and Practice." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5931.
Full textYu, Janel K. "Periodontal Practice Patterns." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1273587161.
Full textRoss, Ryan. "Process and Practice." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1396454346.
Full textStuart, Greg. "A percussionist's practice." Diss., [La Jolla, Calif.] : University of California, San Diego, 2009. http://wwwlib.umi.com/cr/ucsd/fullcit?p3355798.
Full textTitle from first page of PDF file (viewed July 1, 2009). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references: P. 125-129.
Pourkomeylian, Pouya. "Software practice improvement /." Göteborg : Göteborg university, 2002. http://catalogue.bnf.fr/ark:/12148/cb399559644.
Full textGilligan, Philip A. "Faith-based practice." MacMillan Publishers Limited, 2009. http://hdl.handle.net/10454/2711.
Full textFaith-based social work is characterized by the recognition and acknowledgement of faith and faith-based values as significant sources of motivation and guidance. These may enhance professional values, but may also draw practitioners into direct conflict with secular values within the mainstream. This chapter explores the religious or faith-based origins of social work, the nature of faith-based practice, contemporary faith-based issues, and the global spread of social policies aimed at increasing the involvement of faith-based organizations in service delivery. It also seeks to highlight some of the dilemmas involved.
Rashti, Sogol. "Persian in practice." Thesis, University of Iowa, 2015. https://ir.uiowa.edu/etd/2003.
Full textHosmanek, Andrew John. "Punishment in practice." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1853.
Full textPhillips, Jake. "Probation workers' practice and practice ideals in a culture of control." Thesis, University of Cambridge, 2013. https://www.repository.cam.ac.uk/handle/1810/245528.
Full textMcDowell, Mark Ian. "Principle and practice Karl Barth's scripture principle and his exegetical practice /." Theological Research Exchange Network (TREN) Theological Research Exchange Network (TREN) Access this title online, 2006. http://www.tren.com.
Full textCropley, Brendan. "Reflective practice and consultant effectiveness : an examination of sport psychology practice." Thesis, Cardiff Metropolitan University, 2010. http://hdl.handle.net/10369/895.
Full textJakobsson-Åhl, Teresia. "Empowering Mathematics Students in Inclusive Classroom Practice : Ideas in policymaking practice." Thesis, Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-68869.
Full textBayard, Max, Cathy Peoples, Jim Holt, and David Daniel. "An Interactive Approach to Teaching Practice Management to Family Practice Residents." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/6492.
Full textWeaver, Jeffery L. "The Role of Goals and Practice Steps in Piano Practice Assignments." Bowling Green State University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1124721584.
Full textMcDonald, Michael L. "Teaching microcomputer software applications (electronic spreadsheets) : guided practice vs. independent practice /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841173.
Full textEndres, Tino [Verfasser], Alexander [Akademischer Betreuer] Renkl, Shana Akademischer Betreuer] Carpenter, and Andrea [Akademischer Betreuer] [Kiesel. "Specificity and enrichment in retrieval practice : : understanding retrieval practice in education." Freiburg : Universität, 2020. http://d-nb.info/1205256873/34.
Full textSt, John Kate. "Practice Makes Practice : 10,000 Hours Later and a Great Deal Wiser." Master's thesis, Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/542192.
Full textM.F.A.
This paper is a in depth review of a designer’s process over the course of three years of graduate school, culminating in a scenic design for Side Show. A narrative account of a design from early stages through final evaluation, this essay hardly resembles a thesis paper at all. With Side Show as a framework through which the author traces improvement in craft skills, design thinking, and critical evaluation, she offers supporting evidence in the form of drawings, draftings, models, and research. In addition to these relevant design materials, the designer presents proofs of her own personal growth, both as a student and as a designer.
Temple University--Theses
Fennessy, Gabrielle Ann 1968. "Knowledge management in evidence based practice : study of a community of practice." Monash University, School of Information Management and Systems, 2002. http://arrow.monash.edu.au/hdl/1959.1/8023.
Full textChristianson-Silva, Paula. "The influence of doctor of nursing practice education on nurse practitioner practice." Thesis, The University of Arizona, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702907.
Full textNurse practitioners (NPs) have been undergoing a rapid transition in their entry-level degree, from Master of Science in Nursing (MSN) to Doctor of Nursing Practice (DNP). At this time, it is important to establish research evidence on the effects of doctoral education on NP practice. Therefore, a qualitative study of practicing NPs that have returned for the DNP degree was conducted. The purpose was to describe NPs' perceptions of their DNP education, and particularly its influence on their professionalism and patient care. A literature review and evidence synthesis process showed that the available body of research provides little insight into the question of how DNP education affects NP practice; therefore, qualitative description methodology was used to describe this phenomenon. The research questions that guided the study were: 1) What changes do practicing NPs describe about their clinical practice after the experience of completing a DNP?; and, 2) What are the NPs' perceptions of and concerns about the influences of their DNP educational experience on their clinical practice? Two published models and the DNP Essentials (AACN, 2006) informed and guided the data collection and analysis process. Purposive sampling and analyses continued concurrently until data saturation was achieved. Ten DNP prepared NPs were interviewed, and there was wide variation in the sample. The overarching theme Growth into DNP Practice summarizes the participants' perceptions of the changes that have occurred as a result of their DNP educational experience. Four major themes that support the overarching theme are: (a) Broader Thinking and Work Focus; (b) New Knowledge and Interests; (c) New Opportunities; and, (d) "Doctor" Title an Asset. Conceptual categories under each major theme are described. Participants were overwhelmingly positive about the influences of their DNP education on their practice, but the role of the DNP graduate in knowledge translation has yet to be fully operationalized.
Richards, Sandra D. "Concept to practice - applied inclusiveness : an emergent model of socially inclusive practice." Thesis, Brunel University, 2004. http://bura.brunel.ac.uk/handle/2438/5461.
Full textRODRIGUES, RENATA LOPES DE ALMEIDA. "EXPLORATORY PRACTICE IN ENGLISH TEACHER EDUCATION: REFLECTION AND ETHICS IN PEDAGOGIC PRACTICE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=24050@1.
Full textCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
A capacidade de se desenvolver e aprender com o outro e a natureza inacabada do ser humano são fatores motivadores desta tese. Este trabalho investigativo resgata um desejo de entender e refletir sobre questões relativas à construção reflexiva, ética e afetiva do professor de línguas, através do discurso, a partir da experiência e da interação social. Fundamentada pelos princípios da Prática Exploratória, tais como integrar todos no trabalho, trabalhar para o desenvolvimento mútuo, trabalhar para entender e priorizar a qualidade de vida na sala de aula, e pela teoria sócio-histórica-cultural de Vygotsky, portanto, essa pesquisa busca esses entendimentos sobre questões relativas à formação inicial do professor de línguas. É uma pesquisa qualitativa, dentro do paradigma participativo e colaborativo, realizada com professores em formação inicial que participam de um projeto de Iniciação à Docência, em uma universidade estadual, na cidade do Rio de Janeiro. Construtos da Sociolinguística Interacional, como as noções de enquadre, footing e pistas de contextualização são norteadores da microanálise de dados gerados a partir de gravações dos encontros do grupo em áudio e de relatórios escritos pelos futuros professores. Esses entendimentos apontam para a construção conjunta de saberes e práticas do professor de línguas como parte do desenvolvimento humano, que é construído na interação social com o outro. Os encontros analisados, os relatórios, a sessão reflexiva e pôsteres apresentados pelos alunos-professores mostram a relevância do trabalho reflexivo e cooperativo, mediado pela construção de andaimes emocionais e de conteúdo, para o desenvolvimento mútuo, de alunos-professores e professoras-orientadoras.
The capacity human beings have to develop and learn with others and the unfinished nature of the human being are factors which motivate this thesis. This investigative work rescues a desire to understand and reflect about issues concerning the reflective, ethical and affective construction of the language teacher, through discursive, experiential and social interaction. This research is based on the Principles of Exploratory Practice, such as integrating everybody, work for mutual development, work for understanding and prioritize quality of classroom life, and on Vygotskian socio-historical-cultural theory, thus aiming to enrich understandings of language teacher initial development. It is a qualitative research, within the participatory and collaborative paradigm, conducted with teachers who take part of a project for initial teacher education, in a state university in Rio de Janeiro. Constructs from Interactional Sociolinguistics, such as the notions of frame, footing and contextualization cues are used to analyze the data, which were generated from audio recordings of the group meetings and written reports. These understandings point to the construction of the language teacher identity as part of human development, constructed in the interaction with others. The meetings which were analyzed, the reports, the reflective session and the posters presented by the teacher-learners show the relevance of the reflective and cooperative work, mediated by the construction of emotional and content scaffoldings in order to provide teacher learners and teacher educators mutual development.
Rochut, Julie. "Health care supply, payment system and medical practice : evidence from obstetric practice." Paris, EHESS, 2010. http://www.theses.fr/2010EHES0017.
Full textA significant share of deliveries are performed by Cesarian section (C-section) in Europe and j many developed and developing countries. The aims of this thesis are to highlight the non medical, especially economic and financial, incentives that expIain the use of C-section, as well as the medical consequences of C-section on women's health, in regard with other factors of obstetrical care quality such as hospital concentration. Our analysis focus on two countries, France and Switzerland. In the first part of the thesis, we show the influence of two non medical factors on to C-section use, namely the hospital payment system and the obstetricians behaviour, especially their demand for leisure. We show payment system and the number of obstetricians have an impact on C-section use and that the rise of C-section rate between 2003 and 2006 is mainly caused by changes in hospitals and patients features. Yet, it can show that obstetricians change their coding practises to justify the use of certain practice. Using Shelton Brown III identification strategy, we found a potential impact of obstetricians leisure preference on the use of C-section, demand for leisure has a significant impact on the resort to emergency C-section. The second part of the thesis deals with obstetric care quality , using swiss and french data to study the impact of C-section on the patients' probability of having an obstetric complication and the influence of concentration between hospitals on the quality of obstetric care. We find there are risks entailed by C-section on obstetric complications. We find that hospital concentration has a negative impact on obstetric care quality
Nupdal, Jason Bentley. "Implementing Clinical Practice Guidelines in Family Practice: Caring for Children with ADHD." Diss., North Dakota State University, 2014. https://hdl.handle.net/10365/27368.
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