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1
Bonnevier, Anna. "Understanding learning and learning for understanding : Exploring medical students' personal understandings of learning tasks and experiences of learning and understanding in medicine." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-114394.
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The central concern of the thesis is to problematise the complexity of the relationship between student learning and the teaching-learning environment in medicine as experienced by students. The thesis argues that learning material presented to students offers only potential for learning. What students make of that potential is influenced by a number of different variables and as such this needs to be investigated empirically. High-quality learning is an important goal for all higher education and previous research together with the empirical findings presented in this thesis convey the importance for students to seek a holistic approach to learning. Such a learning approach encompasses not only learning of facts and theories but also includes exercising an ability to reflect and reason, to organise facts and theories into wholes, and to explore how they relate to each other. Most importantly, it involves the ability to understand the grounds on which facts and theories are chosen for specific purposes depending on context. The thesis explores these issues by drawing on findings from three studies of medical students’ experiences of learning and understanding and how students’ personal understandings of subject content in medicine come to the fore in their work on learning tasks. By applying a context-oriented methodological perspective on learning, focusing on what students actually do in a learning situation, the thesis enables an in-depth investigation of relationships between aspects of content, context and the individual. The results show that the learning environment in the medical programme to a large extent does not make sufficient room for students to express understanding of this dynamic character. In the thesis it is argued that to facilitate such an understanding it is necessary for both students and teachers to increase awareness of the context-dependency of subject content, facts and theories, and the different meanings content takes depending on context of use.
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Whalen, Alexander Crutchfield. "Ampliative understanding." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31044.
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Virtue-theoretic accounts of knowledge start by capturing the value of knowledge as an achievement and work from there to develop a full theory of knowledge. But environmental luck, which is compatible with achievements but typically defeats knowledge, introduces some unique challenges for these accounts to overcome. While far from devastating for the virtue-theoretic project, several authors have viewed these worries as an opportunity to shift their focus towards understanding. In the past, understanding has been mostly ignored by epistemologists who considered it to be a psychological state rather than something worth further inquiry. Over the past decade, this view has changed and understanding is quickly becoming a topic of great interest and lively debate. Among the key questions in this debate is the relationship between knowledge and understanding, the role of epistemic luck, and whether understanding has final value as a cognitive achievement. However, the debate is taking place in the absence of a useful theory of understanding that can provide a principled means of addressing these topics. This project aims to help remedy the situation by identifying a kind of understanding, which I call ampliative understanding, that can provide a framework in which the current debate can take place. In staying true to the virtue-theoretic approach, this account of understanding starts by focusing on its value as a cognitive achievement and working from there. On this view, an agent with ampliative understanding will be able to acquire true beliefs in a way that manifests her cognitive abilities. While there are certainly other kinds of understanding that may be of epistemological import, ampliative understanding is able to accommodate our intuitions about the value of understanding and can capture most of the necessary features for understanding that we find in the literature. My hope is that, with the framework of ampliative understanding in place, we can have a debate that is both rigorous and productive.
3
Söyler, Tamer. "Self-understanding and understanding others." Doctoral thesis, Humboldt-Universität zu Berlin, Kultur-, Sozial- und Bildungswissenschaftliche Fakultät, 2015. http://dx.doi.org/10.18452/17322.
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Die universalistische Fixierung auf Wahrheit hat lange Zeit das Verständnis des In-Der-Welt-Seins dominiert und vorstrukturiert. Der Aufstieg des globalen Südens jedoch hat die Vorherrschaft allgemeingültiger Deutungsweisen herausgefordert. Diese Veränderung hat die Bedeutung verschiedener Interpretationsweisen des In-der-Welt-Seins deutlich gemacht. Ein einschneidender Wandel zeichnet sich ab. Die Chance für gegenhegemoniale Ansätze steigt. Diese Untersuchung betrachtet die Grenzen des Verstehens und deren Verschiebungen. Sie diskutiert die Schwierigkeiten, die mit einem Wandel des Denkens verbunden sind, das Ausmaß, in dem Denken vorstrukturiert ist, und die Unabweisbarkeit von Momenten des Wandels. In Übereinstimmung damit sieht die Studie einen Zusammenhang zwischen Verstehen und Emanzipation. Zum Schluss wird die Rolle der Universitäten als Hüter und Verbreiter des Denkens hinterfragt, insbesondere für die gegenwärtige Bewegung, sich für ein Verständnis des In-der-Welt-Seins von den Beschränkungen des hegemonialen Denkens zu befreien.Universalist fixation on truth has long dominated and pre-structured the analyst’s understanding of being in the world. The emergence of the Global South has given rise to a challenge to the hegemony of one-size-fits-all approaches. The ontological shift has revealed the relevance of different ways of understanding being in the world. A threshold of change has become visible. The potentiality for counter-hegemonic approaches is increasing. This study looks at the limits of understanding, and how those limits can be, and are being, overcome. It discusses the difficulties associated with transformation in thinking, the degree to which thought is pre-structured, and the irrefutability of moments of change. It establishes a link between understanding and emancipation. Finally, it questions the role of the universities as guardians and purveyors of thinking in the present emancipatory movement of understanding being in the world beyond the boundaries set by hegemonic thinking.
4
Schwartz, Jonathan Louis. "The Enactment of Tasks in a Fifth Grade Classroom." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/194685.
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This study looked at one classroom's manifestation of inquiry. Looking at tasks as part of the Full Option Science System (FOSS) shed light on the way in which inquiry took shape in the classroom. To do this, detailed descriptions and analysis of the enactment of inquiry-based tasks were conducted in one fifth-grade elementary school classroom during an 8-week period of instruction. A central finding was that the intended tasks differed from the actual tasks. This incongruence occurred primarily due to the actions of individuals in the classroom. These actions shaped tasks and transformed inquiry-based tasks from highly ambiguous, high-risk tasks to a routine set of steps and procedures. Teacher's actions included establishing a classroom culture, creating a flow to classroom events, and making instructional decisions. These actions resulted in implicit structures in the classroom that determined the pace and sequence of events, as well as how the requirements and value of work were understood by students. Implicit structures reflected shared understandings between the teacher and students about work and the overall system of accountability in the classroom.
5
Rudzicz, Frank. "Clavius : understanding language understanding in multimodal interaction." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=99536.
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Natural communication between humans is not limited to speech, but often requires simultaneous coordination of multiple streams of information---especially hand gestures---to complement or supplement understanding. This thesis describes a software architecture, called CLAVIUS Whose purpose is to generically interpret multiple modes of input as singular semantic utterances through a modular programming interface that supports various sensing technologies. This interpretation is accomplished through a new multi-threaded parsing algorithm that co-ordinates top-down and bottom-up methods asynchronously on graph-based unification grammars. The interpretation process follows a best-first approach where partial parses are evaluated by a combination of scoring metrics, related to such criteria as information content, grammatical structure and language models. Furthermore, CLAVIUS relaxes two traditional constraints in conventional parsing---namely, it abandons forced relative ordering of right-hand constituents in grammar rules, and it allows parses to be expanded with null constituents.The effects of this parsing methodology, and of the scoring criteria it employs, are analyzed within the context of experiments and data collection on a small group of users. Both CLAVIUS and its component modules are trained on this data, and results show improvements in performance accuracy, and the overcoming of several difficulties in other multimodal frameworks. General discussion as to the linguistic behaviour of speakers in a multimodal context are also described.
6
Macintyre, Donald McMaster. "Exploring understandings of the competence vocabulary : implications for understanding teacher competence." Thesis, University of Glasgow, 2005. http://theses.gla.ac.uk/2621/.
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The aim of this thesis is to explore the vocabulary of competence, to analyse conceptualisations of competence and to unravel understandings that then have implications for preparation and professional development of teachers in Scotland. Through discussion of the context for assessing teacher competence and a presentation of the accountability movement’s proposals for criteria that purport to measure teacher competence, differing conceptualisations of teaching are examined. At one end of the spectrum there are conceptions of teaching as a dialectical activity while at the opposite end there are conceptions of teaching as a mechanistic activity. It is the contention of this thesis that the conceptualisation of teacher competence reflects directly on the conceptualisation of teaching that dominates current political thinking on the purposes of education. An analysis of the discourse of competence and the vocabulary of competence is then revelatory of the underlying dimensions and conceptualisations of teaching held by the ‘leadership class’ or ‘policy community’. Following a lengthy critique of alternative conceptions of competence where it is realised that there is little real consensus – even among advocates of competence approaches to training and education – about what constitutes a definitive conceptualisation of competence, there is an attempt to regain ground through an understanding of competence that accords with a more traditional understanding of what the ‘notion of competence’ implies. Competence in this regard is considered as a deep understanding that is actually constitutive of action. Understood, this is not just that understanding lies behind action, but that understanding determines the approach to action. Such a notion of competence reflects how a person conceives their world and what then drives them to action.
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Folk, Sandra. "Understanding teaching for understanding in the mathematics classroom." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0016/NQ45670.pdf.
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Chang, Michelle T. "Collection understanding." Thesis, Texas A&M University, 2003. http://hdl.handle.net/1969.1/69.
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Collection understanding shifts the traditional focus of retrieval in large collections from locating specific artifacts to gaining a comprehensive view of the collection. Visualization tools are critical to the process of efficient collection understanding. By presenting simple visual interfaces and intuitive methods of interacting with a collection, users come to understand the essence of the collection by focusing on the artifacts. This thesis discusses a practical approach for enhancing collection understanding in image collections.
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Brzezinska, Magdalena. "Understanding ‘Illness’." Thesis, Uppsala University, Cultural Anthropology, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-4466.
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This study describes and analyses understanding ‘illness’ among clients and
leaders of the spiritual tradition Candomblé in Rio de Janeiro. The study
focuses on the individuals’ narratives of illness and of healing rituals within
the cult. Particular attention is given to the consultation ritual called jogo de
búzios, which is one of the main practices of finding the reason for the illness
as well as its cure. The emphasis in this study is on the necessity to look at
medical pluralism, the socio-individual context of illness and narrativity as an
intersubjective practice. The conclusion is reached that illness within
Candomblé ideology can be understood as disequilibrium in a person’s
lifeworld.
The individual is approached from within the plurimedical context of
both biomedical and Candomblé healing tradition in Rio. Here it is argued that
the person creates meaning of the illness in relation to different aspects of his
lifeworld. The individual’s lifeworld includes the urban context of Rio de
Janeiro; therefore a brief discussion is developed about how this context
influences the individual meaning production of the illness. The Candomblé
house is described with its social structure and other elements that are
important for understanding how the cult might work for the clients as an
alternative and/or complementary medical treatment.
The study progressively introduces and analyses the lifestories of the
individuals that approach the Candomblé cult in order to seek treatment. It
also is concerned with stories of the Candomblé leaders and their view on the
phenomenology of the Body, the Self and the social milieu of the person.
Finally, the study emphasises the importance of studies that focus on the
individual’s interpretation of the relations between the Self and the Body, and
the individual’s understanding of medical knowledge and practice.
10
Hwang, Benjamin E. "Understanding Warlordism." Thesis, Monterey, Calif. : Naval Postgraduate School, 2007. http://bosun.nps.edu/uhtbin/hyperion.exe/07Mar%5FHwang.pdf.
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Thesis (M.S. in Defense Analysis)--Naval Postgraduate School, March 2007.Thesis Advisor(s): Robert O'Connell. "March 2007." Includes bibliographical references (p. 71-75). Also available in print.
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Akpniar, Seda, Desiree Maas, and Anneke Rooth. "Deepening Understanding." Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2013/6585/.
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Majer, Zdenko, and Juliane Röll. "Deepening understanding." Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2013/6578/.
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1. What do we mean, when we say ‘deepening understanding’?
2. Which methods can be used to foster deepening understanding?
3. Examples for deepening understanding based on the assignments
4. Summary of methods and results
5. How did we train deepening under standing in school?
6. What did the pupils learn from it?
7. Our own experiences working on this chapter
13
Akçay, Pinar, Ece Düşer, Hannes Nozon, and Christian Strehmel. "Deepening understanding." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6595/.
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1. Introduction
2. What is deepening understanding and why do we need it?
3. Which concepts were offered to explainthe differences between countries?
4. Maps
5. Summary of the appreciation andperception of the student teachers
6. Summary of the appreciation and perception of the pupils
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Bechtold, Sander, Thirza Hogendoorn, Vivien Kohútová, and Katarína Potočanová. "Deepening understanding." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6601/.
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1. Key concepts
2. What students should have done
3. What students did
4. Deepening understanding
5. General description of deepening understanding
6. Why is deepening understanding an important stage?
7. How does deepening understanding occur in the lessons and some examples
8. Possible difficulties
9. Conclusion
15
Side, Jeremy. "Understanding bullying." Thesis, University of Bristol, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.529818.
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Bourke, William Michael. "Canonical understanding." Thesis, University of Sussex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310964.
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Controversies invoking the concept of canonicity tend not merely to jump the gun - they assume that there is actually something to debate or discuss, that there are canons or canonical objects which can be deconstructed or preserved, analysed or appreciated. This thesis offers an approach to canonicity which rejects this assumption, but without abandoning the concept. It reconceives the basis of canonicity, through an analysis of the idea of incommensurability and of the hermeneutic or interpretive ideal of openness, by locating the concept and its applications within a semantics of interpretation and recovery which dismisses the very idea of shared structures of canonical meaning. In this way the approach follows Donald Davidson's well-known efforts to avoid a reification of linguistic meaning. The reconception of canonicity offered, however, owes perhaps more to the hermeneutic theories of Hans-Georg Gadamer and to Friedrich Nietzsche's conception of self-transformation. Drawing on all three philosophers it makes canonicity a function of the application of openness within certain kinds of incommensurable discourses, ones which are shaped by and reshape a subject's historical ground; in addition it suggests a resolution to a problem of openness and incommensurability which fundamentally reconceives both concepts.
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Schwartz, Lisa. "Understanding silence." Thesis, University of Glasgow, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360922.
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Lee, Laura. "Understanding nanoemulsions." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6118/.
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Nanoemulsions have been receiving a lot of interest due to their advantages: creaminess, better stability and more efficient delivery of neutraceuticals to the body. This work has developed the understanding of how to produce nanoemulsions efficiently using two high pressure devices: the industrially used high pressure valve homogeniser (HPH) and the efficient but hard to scale Microfluidizer. A range of different oil to aqueous phase viscosity ratios, emulsifier types, pressure drops and number of passes through the devices were tested. It was shown for O/W nanoemulsions the Microfluidizer produces the final droplet size after one pass whereas in the HPH coalescence was shown to be prevalent thus requiring several passes to reach the final droplet size. The geometry of these devices was shown to be the largest influence on homogenisation efficiency. Upon lowering the viscosity ratio, coalescence in the HPH was reduced and for the W/O emulsions produced, the efficiency was matched to the Microfluidizer, with both producing 50 nm minimum droplet diameters. This thesis concludes by researching two applications of nanoemulsions: (1) understanding flavour release within nanoemulsions and (2) inclusion of oil within fluid gels to reduce the bland flavour associated with fluid gels only. It was shown that up to 30% oil can be incorporated within the polysaccharide particles although the viscosity reduces with increasing oil inclusion. Additionally, the emulsifier type used to stabilise the oil influences the fluid gel properties with sodium caseinate producing the highest elastic modulus, compared to Tween 20 and to the least SDS.
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Ong, Ming Yang. "Understanding generalization." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/113119.
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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2017.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 61-62).
An important goal in machine learning is to understand how to design models that can generalize. This thesis follows a venerable line of research aimed at understanding generalization through the lens of stability- the study of how variations on the inputs of a system can cause its outputs to change. We explore stability and generalization in two different directions. In the first direction we look at proving stability using a proof technique provided by Hardt et al [HRS16]. We apply this technique to stochastic gradient descent with momentum and investigate the resulting stability bounds under some assumptions. In the second direction, we explore the effectiveness of stability in obtaining generalization bounds under the violation of some model assumptions. In particular, we show that stability is insufficient for generalization under domain adaptation. We introduce a sufficient condition and show that some properties can imply this condition.
by Ming Yang Ong.
M. Eng.
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Pettit, Dean R. (Dean Reid) 1967. "Understanding language." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/17560.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Linguistics and Philosophy, February 2003.Includes bibliographical references (leaves 139-140).
My dissertation concerns the nature of linguistic understanding. A standard view about linguistic understanding is that it is a propositional knowledge state. The following is an instance of this view: given a speaker S and an expression a that means M, S understand a just in case S knows that a means M. I refer to this as the epistemic view of linguistic understanding. The epistemic view would appear to be a mere conceptual truth about linguistic understanding, since it is entailed by the following two claims that themselves seem to be mere conceptual truths: (i) S understands a iff S knows what a means, and-given that a means M-(ii) S knows what a means iff S knows that a means M. I argue, however, that this is not a mere conceptual truth. Contrary to the epistemic view, propositional knowledge of the meaning of a is not necessary for understanding a. I argue that linguistic understanding does not even require belief. My positive proposal is that our understanding of language is typically realized, at least in native speakers, as a perceptual capacity. Evidence from cognitive neuropsychology suggests that our perceptual experience of language comes to us already semantically interpreted. We perceive a speaker's utterance as having content, and it is by perceiving the speaker's utterances as having the right content that we understand what the speaker says. We count as understanding language (roughly) in virtue of having this capacity to understand what speakers say when they use language. This notion of perceiving an utterance as having content gets analyzed in terms of Dretske's account of representation in terms of a teleological notion of function: you perceive a speaker's utterance as having content when the utterance produces in you a perceptual state that has a certain function in your psychology.
(cont.) I show how this view about the nature of linguistic understanding provides an attractive account of how identity claims can be semantically informative, as opposed to merely pragmatically informative, an account that avoids the standard difficulties for Fregean views that attempt to account for the informativeness of identity claims in terms of their semantics.
by Dean R. Pettit.
Ph.D.
21
Zussman, Yale Martin. "Understanding leadership." Thesis, Massachusetts Institute of Technology, 1986. http://hdl.handle.net/1721.1/15200.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Political Science, 1986.MICROFICHE COPY AVAILABLE IN ARCHIVES AND DEWEY.
Bibliography: leaves 306-311.
by Yale Martin Zussman.
Ph.D.
22
Strotman, Brianna E. "Understanding Cringe." University of Cincinnati / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1623165065579381.
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Reese, Joshua. "Understanding Design." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2162.
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Somewhere along the way, I found that graphic design in professional practice was becoming synonymous with form and style, and losing its connection with concept and audience. I’m trying to find a way back.
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Soh, Donny. "Understanding pathways." Thesis, Imperial College London, 2011. http://hdl.handle.net/10044/1/6399.
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The challenge with todays microarray experiments is to infer biological conclusions from them. There are two crucial difficulties to be surmounted in this challenge:(1) A lack of suitable biological repository that can be easily integrated into computational algorithms. (2) Contemporary algorithms used to analyze microarray data are unable to draw consistent biological results from diverse datasets of the same disease. To deal with the first difficulty, we believe a core database that unifies available biological repositories is important. Towards this end, we create a unified biological database from three popular biological repositories (KEGG, Ingenuity and Wikipathways). This database provides computer scientists the flexibility of easily integrating biological information using simple API calls or SQL queries. To deal with the second difficulty of deriving consistent biological results from the experiments, we first conceptualize the notion of “subnetworks”, which refers to a connected portion in a biological pathway. Then we propose a method that identifies subnetworks that are consistently expressed by patients of he same disease phenotype. We test our technique on independent datasets of several diseases, including ALL, DMD and lung cancer. For each of these diseases, we obtain two independent microarray datasets produced by distinct labs on distinct platforms. In each case, our technique consistently produces overlapping lists of significant nontrivial subnetworks from two independent sets of microarray data. The gene-level agreement of these significant subnetworks is between 66.67% to 91.87%. In contrast, when the same pairs of microarray datasets were analysed using GSEA and t-test, this percentage fell between 37% to 55.75% (GSEA) and between 2.55% to 19.23% (t-test). Furthermore, the genes selected using GSEA and t-test do not form subnetworks of substantial size. Thus it is more probable that the subnetworks selected by our technique can provide the researcher with more descriptive information on the portions of the pathway which actually associates with the disease. Keywords: pathway analysis, microarray
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Knippenberg, D. L. van. "Understanding diversity." Rotterdam : Rotterdam : Erasmus Research Institute of Management, ERIM ; Erasmus University [Host], 2007. http://hdl.handle.net/1765/10595.
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Ward, Karen. "Understanding acknowledments /." Full text open access at:, 2001. http://content.ohsu.edu/u?/etd,229.
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Aguila, Maria Eliza. "Understanding migraine." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17042.
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Better characterisation of migraine is critical to enhancing its diagnosis, assessment and, ultimately, effective treatments. The aim of this thesis was to better characterise migraine through more detailed investigation of selected headache-related factors and to compare these factors with those seen in other commonly occurring recurrent headaches. The factors investigated in this thesis were neurochemical profile, cervical musculoskeletal impairments, and patient experience, represented by pain and disability characteristics, emotional state and other personal factors. This thesis provides deeper information regarding the nature and characteristics of migraine compared with non-migraine headaches (tension-type and cervicogenic headaches). This thesis has established the potential of GABA as a biomarker for migraine and implies the possible role of GABA in the disease process. This thesis has also characterised migraine according to cervical musculoskeletal impairments and patient experience embodying disability, pain, central sensitisation, and other personal factors. The implications for clinical practice are to assess cervical musculoskeletal impairments and patient experience to facilitate differential diagnosis and prognostication, and to educate patients on the nature of their headaches. Findings from the thesis may also be used by guideline developers, providing stimulus for further discussions on the definition of migraine and reporting of participant selection criteria, with reference to this definition, in clinical trials. Future research directions are identified in validating GABA as a migraine biomarker and elucidating its pathophysiology. By characterising migraine more fully, findings from this thesis will inform the development of effective treatments that could possibly target GABA or clinical characteristics found to be present in migraine. Ultimately this should achieve better health outcomes for people with migraine.
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Sprinkle, Jim. "Understanding EPDs." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 1996. http://hdl.handle.net/10150/144712.
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3 pp.Currently, most registered bulls have information available from their own performance records, progeny, or relatives, which enable us to predict the performance of future offspring for various traits. An expected progeny difference or EPD is the difference in some trait which one can expect when compared to other animals of the same breed. This publication explains in detail the process of using EPDs to predict the performance of future offspring of a bull.
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Liu, Caimei. "Understanding optimism." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22005.
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I present seven empirical studies that investigate two main themes regarding two main approaches of optimism: explanatory style and dispositional optimism. The first theme incorporates measurement issues and conceptual ideas of optimism and the second involves optimism interventions on depressive symptoms. In Study 1 I explored the potential psychometric structure of causal attributions and dispositional optimism. Attributions may be best viewed as reflecting large differences in cognitive style, and smaller independent positive- and negative-event biases. For dispositional optimism, a two-factor model was supported. Study 2 examined correlations between optimism and the Five-Factor Model of personality. Dispositional optimism and explanatory style had similar association patterns with personality, although there were some differences. Study 3 tested and supported a model in which dispositional optimism mediates the link between explanatory style and psychological well-being. Study 4 compared the levels of optimism expression in two ethnic groups, finding that Mainland Chinese participants were more optimistic and less pessimistic than White British. Study 5 examined attributional biases and found that individuals show more optimistic biased style for themselves than for other people. Studies 6 and 7 tested effectiveness of optimism interventions on depressive symptoms. It demonstrated that self-monitored optimism interventions on a daily basis could effectively reduce depressive symptoms and increase optimistic explanatory style. Taken together, the studies replicated some previous investigations regarding measurement issues and conceptual ideas of optimism, and explored novel approaches to examining the essence of attributional bias and effectiveness of optimism interventions in depression treatment. My investigation of attributional bias is the first to test this idea using new and comparable measures of attributions. Practicing self-administered optimism interventions is, to my knowledge, also the first time these interventions have been applied in a sample with mild-to-moderate depressive symptoms. This may provide an easily monitored and low-cost alternative to traditional treatments of depression.
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Turß, Michaela. "Emotional understanding." Doctoral thesis, Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät II, 2013. http://dx.doi.org/10.18452/16836.
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Im Rahmen des Leistungsansatzes von emotionaler Intelligenz sehen Mayer und Salovey (1997) Emotionsverstaendnis als Voraussetzung für Emotionsregulation. Es sollte nützlich sein zu wissen, wie man sich in bestimmten Situationen fühlen wird. Zur Messung werden unter anderem Vignetten eingesetzt, in denen Emotionen für hypothetische Situationen vorhergesagt werden. Im Gegensatz dazu postulieren Gilbert und Wilson (2003) charakteristische Fehler bei affektiven Vorhersagen, die motivational günstig sind. In der vorliegenden Arbeit wird die Akkuratheit emotionaler Vorhersagen im natürlichen Umfeld untersucht, um dessen adaptiven Wert zu beurteilen. Zunächst sollten Beamtenanwärter ihre Emotionen in einer bedeutenden Testsituation vorhersagen (N=143). Dann wurden studentische Arbeitsgruppen (180 Mitglieder in 43 Gruppen) gebeten, Gefühle zwischen den Mitgliedern zu prognostizieren (Zuneigung, Zufriedenheit mit der Zusammenarbeit, Freude und Ärger). Akkuratheit wurde als geringer Bias (euklidische Distanz) und hohe Korrespondenz (Profilkorrelation) definiert. Das Round Robin Design der zweiten Studie ermöglichte die Varianzzerlegung der Akkuratheit nach Cronbach (1955). In beiden Studien ist ein niedriger Bias adaptiv in Hinblick auf harte Kriterien, auch inkrementell über Intelligenz und Persönlichkeit hinaus. Bias hing teilweise mit Allgemeinwissen zusammen, aber nicht mit Intelligenz. Zusammenhänge zu emotionaler Intelligenz waren inkonsistent. Die Akkuratheit als Korrespondenz ist theoretisch interessant aber deutlich weniger reliabel. Auf Gruppenebene konnte die Korrespondenz Kriterien vorhersagen, aber es zeigte sich keine inkrementelle Validität. Zukünftige Forschung sollte sich auf spezifische Situationen und spezifische Emotionen konzentrieren sowie die Prozesse untersuchen, die emotionalen Vorhersagen zugrunde liegen.In the ability model of emotional intelligence by Mayer and Salovey (1997), emotional understanding is a prerequisite for emotion regulation. Knowing which emotions occur in which situations should be beneficial and adaptive. One of the subtests for emotional understanding asks for likely emotional reactions in hypothetical situations. In contrast, Gilbert and Wilson (2003) argue that characteristic biases in affective forecasting are adaptive. The current thesis aims to measure accuracy of emotional predictions in a natural setting and examines its adaptive value. In the anxiety study, public officials were asked to predict future emotions in an important test (N=143). The second study focused on freshman student work-groups (N=180 in 43 groups). Group members predicted interpersonal feelings for each other (affection, satisfaction with the collaboration, fun, and anger). In both studies, accuracy of emotional predictions is defined as low bias (i.e. Euclidean distance) and high correspondence (i.e. profile correlation). The round robin design in the work-group study also allows to decompose accuracy following Cronbach (1955). In both studies, a low bias was adaptive in terms of strong criteria, also incrementally over and above intelligence and personality alone. Accuracy was partly related to general knowledge but not to intelligence. Associations to emotional intelligence were inconsistent. Accuracy as correspondence is theoretically interesting but much less reliable. There is some evidence for its adaptive value on a group level but no indication of incremental validity. Future research should focus on specific situations and specific emotions. Also, processes underlying affective forecasts should be evaluated in detail.
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Turner, Jill. "Understanding the public understanding of biotechnology in late modernity." Thesis, Lancaster University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266813.
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Mueller, Mark A. "Understanding gay cultures." Diss., Columbia, Mo. : University of Missouri-Columbia, 2004. http://hdl.handle.net/10355/4100.
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Thesis (M.F.A) University of Missouri-Columbia, 2004.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (June 30, 2006) Vita. Includes bibliographical references.
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Hagström, Åsa. "Understanding Certificate Revocation." Licentiate thesis, Linköping University, Linköping University, Department of Electrical Engineering, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-5477.
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Correct certificate revocation practices are essential to each public-key infrastructure. While there exist a number of protocols to achieve revocation in PKI systems, there has been very little work on the theory behind it: Which different types of revocation can be identified? What is the intended effect of a specific revocation type to the knowledge base of each entity?
As a first step towards a methodology for the development of reliable models, we present a graph-based formalism for specification and reasoning about the distribution and revocation of public keys and certificates. The model is an abstract generalization of existing PKIs and distributed in nature; each entity can issue certificates for public keys that they have confidence in, and distribute or revoke these to and from other entities.
Each entity has its own public-key base and can derive new knowledge by combining this knowledge with certificates signed with known keys. Each statement that is deduced or quoted within the system derives its support from original knowledge formed outside the system. When such original knowledge is removed, all statements that depended upon it are removed as well. Cyclic support is avoided through the use of support sets.
We define different revocation reasons and show how they can be modelled as specific actions. Revocation by removal, by inactivation, and by negation are all included. By policy, negative statements are the strongest, and positive are the weakest. Collisions are avoided by removing the weaker statement and, when necessary, its support.
Graph transformation rules are the chosen formalism. Rules are either interactive changes that can be applied by entities, or automatically applied deductions that keep the system sound and complete after the application of an interactive rule.
We show that the proposed model is sound and complete with respect to our definition of a valid state.
Report code: LIU-TEK-LIC-2006:1
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Bond, Michael Keith. "Understanding security APIs." Thesis, University of Cambridge, 2004. https://www.repository.cam.ac.uk/handle/1810/251930.
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This thesis introduces the newly-born field of Security API research, and lays the foundations for future analysis study, and construction of APIs. Security APIs are application programmer interfaces which use cryptography to enforce a security policy on the users of the APIs, governing the way in which they manipulate sensitive data and key material. The thesis begins by examining the origins and history of Security APIs, and that of Hardware Security Modules – tamper-resistant cryptographic processors which implement the APIs, the study of which goes hand-in-hand with this research. The major manufacturers and their products are covered, and commentaries draw together a few of the more important themes that explain why Security APIs are the way they are today. The significant original contribution at the heart of the thesis is a catalogue of new attacks and attack techniques for Security APIs. These attacks have had substantial impact on the Security API design community since their original publication. For example, the related-key “meet-in-the-middle” attack comprised every HSM analysed, and differential protocol analysis compromised all financial Security APIs. Historic attacks and brief explanations of very new unpublished attacks are also included. The thesis goes on to provide a body of advice for Security API design, consisting of heuristics and discussions of key issues, including those most pertinent to modern HSMs such as authorisation and trusted paths. The advice is linked in with the cautionary tales of Security API failures from the previous chapters. As the thesis is opening a new field of academic research, its main objective is to build understanding about Security APIs, and the conclusions drawn are open-ended and speculative. The different driving forces shaping the development of Security APIs are considered, and Trusted Computing is identified as central to the shaping of Security APIs and to the future relevance of this thesis.
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McLardy, Ailsa. "Understanding distance education." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31004.
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"Get a university degree at home in your spare time!" proclaim the back covers of magazines. Is this distance education? In fact, what is distance education?
There are many definitions of distance education in the literature. They represent distance educators' understanding of the field, and it is partly on the basis of this understanding that professionals develop progams and services. Do learners have the same understanding of distance education? If learners hold different views from educators, the discrepancy may create problems.
Therefore, the writer investigated the conceptions of distance education held by learners who had recently begun distance studies at the university level. She interviewed fifteen learners and analyzed the interviews using phenomenography. This is a qualitative methodology with certain limitations which are discussed in the study. Phenomenogaphy attempts to reveal phenomena as they are perceived by individuals. Consequently, it was the most appropriate methodology to discover learners' conceptions of distance education.
The investigator found four conceptions of distance education; they can be seen as a seed with a sprout. The kernel is distance education perceived as structure and learner actions; this conception is inward-looking. Around the kernel can develop two other conceptions: distance
education as freedom and flexibility and distance education as difficulties counterbalanced by other factors. The fourth conception has two parts: distance education as a door opener (a) to future goals and (b) in everyday life. This is the sprout growing out of the kernel; it is an outward-looking conception.
An analysis of the definitions of distance education in the literature revealed nine themes representing educators' understanding of distance education. There is a close relationship between these themes and two conceptions: "distance education as structure and learner actions" and "distance education as difficulties". On the other hand, important aspects of these and the other conceptions are not represented by the themes. Those missing aspects are all learner-centred.
Although much is written about learners being the focus of distance education, the definitions in the literature indicate a drift from that ideal. It is time for educators to make distance education truly learner-centred.Education, Faculty of
Graduate
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Hagström, Åsa. "Understanding certificate revocation /." Linköping : Department of Electrical Engineering, Linköpings universitet, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-5477.
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Tolley, Tamara Rose. "Understanding children's rights." Thesis, University of Oxford, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365523.
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Khourshed, Nevien Farouk. "Understanding performance planning." Thesis, University of Strathclyde, 2010. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=14516.
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Loane, Brian. "Understanding children's music." Thesis, University of York, 1987. http://etheses.whiterose.ac.uk/4276/.
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Zhao, Zhan. "Understanding car pride." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/45176.
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More than a tool that provides mobility, the car is also a commodity with symbolic values related to the sense of self-regard. To various degrees, people pride themselves on being car owners or users. Based on a literature review primarily of a plethora of psychological theories, this thesis proposes a framework that defines the concept of car pride, examines the process of its formation, and classifies different types of car pride. Car pride is measured using data collected from a survey in Shanghai. Although household income and location are found to be significant predictors, car pride cannot be effectively explained by individual socio-economic characteristics. Car pride and ownership are found to be interdependent. The 2SLS model finds a significant impact of ownership on pride. Conversely, car pride can influence whether someone plans to buy a car, more so for first-time car buyers. In terms of the relationship between car pride and car use, the influence of car use on pride is weak, but car pride significantly stimulates car use. The relationship between car pride and other attitudinal factors is also investigated. A positive correlation between pride and dependence indicates people with high car pride are usually more dependent on cars. Public acceptance of car ownership restriction policies can also be subject to the influence of car pride. People with high car pride, though having strong desire for cars, tend to support policies that restrict car ownership, possibly because such policies make car ownership more exclusive and special. Car pride in Shanghai is compared with Beijing to reveal regional similarities and differences of car pride. It is found although overall car pride is similar in the two cities, car pride in Beijing has much more variation. Overall, this thesis provides a systematic understanding on its psychological structure, and its role in shaping people’s behavior (in terms of car ownership and use) and attitudes (in terms of car dependence and acceptance of car ownership restriction policies). It is suggested car pride can have important implications in addressing transportation issues such as traffic congestion and rapid motorization.
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Salgado, Fonseca Cerveira Pinto Helena Sofia Silva Borges. "Understanding service specifications." Thesis, University of Warwick, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.425519.
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Zheng, Qingshu. "Understanding metallophilic interactions." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/33237.
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Metallophilic (metal-metal) interactions are weak interactions between closed-shell (d10, s2) or pseudo-closed-shell (d8) metal cations. This type of interaction is generally believed to be responsible for various intriguing structures, luminescence, catalysis and magnetism. To gain a better understanding of metallophilic interactions, both experimental and computational investigations have been carried out in this thesis. Chapter 1 gave an up-to-date literature review on the definition, significance, and methods of estimating metallophilic interactions. The disputed nature and strength of metallophilic interactions encouraged us to further understand them. Chapter 2 focused on aurophilic interactions between AuI cations. Aurophilic interactions were observed in the solid state, but not well expressed in solution. Further experimental and computational results suggested that the strength of aurophilic interactions were weaker than electrostatic interactions. The nature of aurophilic interactions arose from orbital interactions rather than dispersion. Chapter 3 presented the study of metallophilic interactions between group 10 metal centres, including PtII-PtII, PdII-PdII and NiII-NiII. A series of cyclometalated square-planar metal complexes with different metals or substituents were prepared. PtII-PtII interactions were found to be stronger than PdII-PdII and NiII-NiII interactions. The dimerization constants of the Pt-containing complexes increased in line with increasing electron-withdrawing ability. Chapter 4 investigated the solvent-induced and thermally dependent colour changes of the Pt-containing complexes synthesised in chapter 3. Metallophilic interactions were proposed to be important in influencing the luminescence properties.
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Wren, Christopher R. (Christopher Richard). "Understanding expressive action." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/16774.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2000.Also available online at the MIT Theses Online homepage
Includes bibliographical references (p. 117-120).
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
We strain our eyes, cramp our necks, and destroy our hands trying to interact with computer on their terms. At the extreme, we strap on devices and weigh ourselves down with cables trying to re-create a sense of place inside the machine, while cutting ourselves off from the world and people around us. The alternative is to make the real environment responsive to our actions. It is not enough for environments to respond simply to the presence of people or objects: they must also be aware of the subtleties of changing situations. If all the spaces we inhabit are to be responsive, they must not require encumbering devices to be worn and they must be adaptive to changes in the environment and changes of context. This dissertation examines a body of sophisticated perceptual mechanisms developed in response to these needs as well as a selection of human-computer interface sketches designed to push the technology forward and explore the possibilities of this novel interface idiom. Specifically, the formulation of a fully recursive framework for computer vision called DYNA that improves performance of human motion tracking will be examined in depth. The improvement in tracking performance is accomplished with the combination of a three-dimensional, physics-based model of the human body with modifications to the pixel classification algorithms that enable them to take advantage of this high-level knowledge. The result is a novel vision framework that has no completely bottom-up processes, and is therefore significantly faster and more stable than other approaches.
by Christopher R. Wren.
Ph.D.
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Lieber, Thomas (Thomas Alan). "Understanding asynchronous code." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/82411.
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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2013.Cataloged from PDF version of thesis.
Includes bibliographical references (p. 61-64).
JavaScript on the web is difficult to debug due to its asynchronous and dynamic nature. Traditional debuggers are often little help because the language's idioms rely heavily on non-linear control flow via function pointers. The aim of this work is to create a debugging interface that helps users understand complicated control flow in languages like JavaScript. This thesis presents a programming editor extension called Theseus that uses program tracing to provide real-time in-editor feedback so that programmers can answer questions quickly as they write new code and interact with their application. Theseus augments the call graph with semantic edges that allow users to make intuitive leaps through program traces, such as from the start of an asynchronous network request to its response. Participants in lab and classroom studies found Theseus to be a usable replacement for traditional breakpoint and logging tools, though no significant difference was found in their ability to complete programming tasks.
by Thomas Lieber.
S.M.
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Levy, David K. "On moral understanding." Thesis, King's College London (University of London), 2004. http://sas-space.sas.ac.uk/1054/.
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I provide an explanation of moral understanding. I begin by describing decisions, especially moral ones. I detail ways in which deviations from an ideal of decision-making occur. I link deviations to characteristic critical judgments, e.g. being cavalier, banal, courageous, etc. Moral judgments are among these and carry a particular personal gravity. The question I entertain in following chapters is: how do they carry this gravity? In answering the question, I try “external” accounts of moral understanding. I distinguish between the ideas of a person and a life. The idea of a life essayed is of a network of relations to others. The character of those relations, e.g. friendship, is the object of our understanding of ourselves and our lives. I argue that one’s understanding of oneself conditions the context of decision-making. I elaborate one way of making moral understanding answerable to truth using Plato’s metaphysics in the Philebus. Truth is valued and truth is essential to the independence of the moral such that seeming right and being right are distinct. However, truth is neither primary nor exhaustive of morality, because we have additional distinct resources for morally judging others. I turn instead to an “internal” account of moral understanding to answer the question regarding the personal gravity of moral criticism. Using Winch’s work on universalizability and fellowship, I argue that our conception of others must be sufficient to reflect their individuality within our moral understanding. Second, using Gaita’s work on remorse and the lucidity of self-reflection, I argue that the truth about ourselves and the wrong we do others can arrest and constrain our moral understanding and our authority. Moral understanding operates in a social milieu: argument, conversation and rationality. Arguments are grounded in meanings with primary (shared) sense, but solicit agreement in secondary sense—of what is similar, of what follows. Meaning in the secondary sense can be necessarily practical, creating practical necessities within points of view. Accounting for the consequences and understanding of disagreement is identified as pressing. An original contribution is the idea of critical authority. One’s articulation of moral meaning is controlled via the critical authority expressed using critical vocabulary. Accepting another ’s critical authority is based, in differing domains, on our relation to them, e.g. friendship, trust, fellowship. The nature of inter-personal relations are delimited by the critical authority characteristic of those relations. Critical authority explains the independent and personal force of moral criticism. To be intelligible depends on accepting some critical authorities, though I allow for the intelligible repudiation of morality in some circumstances. Wronging someone is explained as denying his critical authority, thus denying his relation to oneself, and thereby undermining his place in the moral world. The consequence of wrongdoing is the disintegration of the moral world. I defend against Nagel’s realism and Korsgaard’s constructivism. Both are committed to judging individuals but their accounts of morality undermine the intelligibility of the personal gravity of moral criticism. Developing the idea of Moral Consensus, I defend myself against the related charge of relativism.
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Johansson, Elisabeth. "Understanding Solution Quality." Doctoral thesis, Linköpings universitet, Logistik- och kvalitetsutveckling, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-128274.
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The integration of services and products into solutions can open up new business opportunities for firms. This thesis concerns how firms can provide solutions that are perceived as high quality. Solutions are often provided over several years, which implies a changed customer relationship compared to product provisions. Since the solution aims to support the customer’s activities, firms face new challenges when introducing solutions. One challenge is to integrate all components and activities of the solution, and simultaneously support the customer’s activities. In addition, the firm must ensure that the solution and all of its parts are of high quality. Most of the existing research on quality is related to the management of a firm’s internal activities and the interaction during exchange. Within the research on quality, customer orientation means that a firm should manage the relevant product or service to meet customer requirements. When this is achieved, the product or service is of high quality. Since solutions are seen as services and products that are integrated as an outcome, as well as a customer relational process that aims to support the customer’s activities, firms have little to learn from previous research about the quality of solutions. The aim of this thesis is to increase knowledge about how to manage solution quality. The thesis combines insights from research on quality with research on solutions and servitization. Three research questions are answered. The first question concerns the content of solution quality; the second deals with how firms can, with support from interventions, meet the new challenges that arise from solution provision; and the third question concerns how customers can be involved to achieve solution quality. The research questions are answered through five papers based on literature studies and empirical data. The papers contribute to an increased knowledge of solution quality and how firms can work to achieve it. The results of the thesis suggest that solution quality is built on seven quality dimensions: reliability, communicability, internal consistency, empathy, approachability, tangibility, and adaptability. In addition, knowledge of processes and customer relationships are two prerequisites for the concept. These dimensions and prerequisites are supported by interventions that can provide a change. However, it has become evident that whatever intervention is used must be related to the dimensions that are supposed to be improved. Furthermore, customer involvement is argued to be an intervention to support the prerequisites for solution quality, especially during the solution development. The results of this thesis extend the research on quality by increasing the knowledge of the solution quality concept and by changing the view of customers and their involvement during solution development.Den här avhandlingen berör hur företag kan möjliggöra så att produkter och tjänster, integrerade i så kallade helhetslösningar, kan levereras med hög kvalitet. Helhetslösningar levereras ofta över en längre tid vilket medför en förändrad kundrelation till skillnad mot när endast en produkt levereras. Helhetslösningar syftar till att stödja kunden i dess aktiviteter. Det medför att företagen möter nya utmaningar. En utmaning är att få den komplexa helhetslösningen, bestående av olika komponenter och aktiviteter, att passa ihop och samtidigt bidra till att stötta kundens aktiviteter. Dessutom behöver företagen säkerställa att helhetslösningen och alla dess delar har hög kvalitet. Tidigare forskning inom kvalitetsutveckling berör företags interna processer och aktiviteter. När man inom kvalitetsutveckling talar om kundorientering innebär det att företaget med interna medel ska arbeta för att möjliggöra så produkten eller tjänsten möter kundens specifikationer. När detta är uppnått har produkten eller tjänsten hög kvalitet. Företagen har här inga riktlinjer att följa när de ska leverera helhetslösningar som ska anpassas efter kundens aktiviteter och när en så tydlig kundrelation ska utvecklas. Det finns med andra ord ingen vägledning för vad som är kvalitet eller hur man möjliggör hög kvalitet på helhetslösningar. Den här avhandlingen visar vad som ingår i begreppet kvalitet när det gäller helhetslösningar (lösningskvalitet) samt hur företag kan möjliggöra det. Tre olika frågor har huvudsakligen behandlats. Den första frågan besvarar vad lösningskvalitet innehåller. Den andra berör hur företag med hjälp av åtgärder kan bidra till en förändring inom företaget för att möta de nya utmaningar som uppstår med att leverera helhetslösningar. Den tredje frågan berör på vilket sätt kunden kan involveras för att uppnå lösningskvalitet. För att besvara frågorna har ett antal studier baserade på empiriskt material genomförts, och fem artiklar har författats under forskningsprocessen. Artiklarna bidrar till att öka förståelsen för lösningskvalitet och hur företag kan arbeta för att uppnå det. Avhandlingens resultat visar att lösningskvalitet består av sju olika dimensioner: tillförlitlighet, kommunicerbarhet, intern överensstämmelse, empati, nåbarhet, påtaglighet, och anpassningsbarhet. Dessutom är kunskap om processer och kundrelationer två förutsättningar för att uppnå lösningskvalitet. Dimensionerna betraktas som riktmärken för lösningskvalitet som företag kan arbeta mot. Dimensionerna och förutsättningarna stöttas i sin tur av åtgärder som används för att bidra till den interna förändringen inom företaget. Resultaten visar dock att använda åtgärder inte alltid leder till en förändring. Endast noga utvalda åtgärder som relaterar till en specifik dimension möjliggör en förändring. Exempel på en möjlig åtgärd är kundinvolvering. Speciellt vid utveckling av helhetslösningar, betraktas kundinvolvering som en möjlig åtgärd för att stötta förutsättningarna till lösningskvalitet. Resultaten i den här avhandlingen bidrar huvudsakligen till en ökad kunskap om vad kvalitet är när det gäller helhetslösningar. Ytterligare ett bidrag är att föreslå kundens förändrade roll under utveckling och vid leverans av helhetslösningar för att uppnå lösningskvalitet.
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Communications, University. "Understanding Underground Stems." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2008. http://hdl.handle.net/10150/622093.
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Santos, Tânia Isabel Gomes Frazão Pina. "Understanding shelter medicine." Bachelor's thesis, Universidade Técnica de Lisboa. Faculdade de Medicina Veterinária, 2010. http://hdl.handle.net/10400.5/2205.
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Dissertação de Mestrado Integrado em Medicina VeterináriaShelter medicine is a small animal herd health discipline that is becoming an emerging area of specialization. This discipline rose from difficulties that shelter veterinarians face every day in local community shelters or supporting associations that protect the interests of animal well-being. The demands of veterinary health care when dogs, cats and other animals are housed together are so myriad, that demonstrates the necessity to establish protocols, standards, guidelines and the need to perform scientific investigations in shelter settings. Shelter Medicine also considers the demands of the community striving to find ways to reduce euthanasia and increasing the numbers of animals adopted. This thesis expects to describe the overall importance of Shelter Medicine and its main contents showing at the same time a practical evaluation application in a local Humane Society, in the USA, of the shelter medicine theoretical information available.
RESUMO - Compreender a Medicina de Abrigos - A Medicina de Abrigos, considera todos os actos médicos e cirúrgicos realizados em populações de pequenos animais indigentes, reunidos num mesmo espaço físico. Embora seja um conceito novo, ela assume-se já como uma área emergente de especialização no universo da Medicina Veterinária. A sua origem teve por base, a tentativa de suprimir as dificuldades que os Médicos Veterinários de abrigos, encontravam no seu dia-a-dia para garantirem a sanidade de toda a comunidade de que eram responsáveis, garantindo a defesa e o bem-estar dos animais indigentes. A sua vasta aplicabilidade e exigência de saberes demonstram a necessidade do desenvolvimento de protocolos e de linhas orientadoras, cujos objectivos finais se expressarão na redução do número de eutanásias, numa melhoria do estado hígido e das condições higio-sanitárias dos animais que constituem a comunidade (abrigo) e por fim no aumento do número de animais adoptados. A tese objectiva apresentar e aproximar o leitor a este novo ramo das Ciências Veterinárias – a Medicina dos Abrigos.
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Cheng, Hon-Man Roger. "Understanding in education." Thesis, University College London (University of London), 1995. http://discovery.ucl.ac.uk/10020251/.
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Андрейко, Лариса Володимирівна, Лариса Владимировна Андрейко, and Larysa Volodymyrivna Andreiko. "Understanding students' motivation." Thesis, Вінниченко М.Д, 2018. http://essuir.sumdu.edu.ua/handle/123456789/70776.
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Розглядаються такі види мотивації у навчанні як зовнішня і внутрішня. Детально аналізується внутрішня мотивація як найбільш ефективна. Виділяються такі аспекти внутрішньої мотивації як оволодіння матеріалом, мета та автономність.Рассматриваются такие виды мотивации в обучении как внешняя и внутренняя. Детально анализируется внутренняя мотивация как наиболее эффективная. Выделяются такие аспекты внутренней мотивации как усвоение материала, цель и автономность.
The article discusses such types of motivation as extrinsic and intrinsic. It is concluded that the best form of motivation is intrinsic motivation, that is motivation to perform a task because it is fun or satisfying for its own sake. The article looks into three types of intrinsic motivation as mastery, purpose, and autonomy.