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Reid, Anne-Marie. "Knowledge creation processes in foundation degree partnership working." Thesis, Open University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536060.
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This thesis seeks to develop an understanding of knowledge creation processes in partnership working, conditions which foster these, and their impact on longer-term sustainability. The partnership, between a university in Greater Manchester and the Strategic Health Authority, was established in 2002 to train a new role of healthcare worker through the delivery a foundation degree in health and social care. At that time foundation degrees were new, and the `Assistant Practitioner' role was being introduced to bridge the gap between staff at registered professional level and those at support worker level. The role is intended as generic and patient-centred in crossing traditional professional boundaries, and so presents challenges in creating, sharing and embedding knowledge, which accords well with the concept of knowledge management. The study explores Nonaka and Takeuchi's (1995) model of Knowledge Management, and Engestrom's (1997,2001) Activity Theory, in relation to how these constructs may provide insight into the knowledge processes in partnership working. `Partnership' is a contested concept which is debated in the context of the policy drivers underpinning the development. The enquiry has employed a case study approach within an interpretive paradigm with data gathered through semistructured interviews and a focus group. Thematic analysis of the interview data identifies and explores themes in knowledge creation and partnership working which raise questions of power dynamics. These questions are not fully addressed by the knowledge creation models, and so the relationship between power, knowledge and discourse is further considered through a Foucauldian discourse analysis approach to the focus group. The conclusions support the value of the knowledge creation models for developing insights into how partnership working supports innovation and may sustain it. The discourse analysis reveals the pervasiveness of power relationships, reflects on their impact on knowledge creation, and considers the consequences for longer-term sustainability of the partnership.
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Thomson, Aleksandra. "Flexible working : the experiences of women knowledge workers." Thesis, Bournemouth University, 2018. http://eprints.bournemouth.ac.uk/31040/.
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Work organisations in the knowledge economy depend on a different talent: knowledge workers, whose tacit knowledge is valuable to employers in the quest for a competitive advantage. Knowledge work and its concomitant reliance on information and communication technologies facilitate flexible work arrangements (FWA), which in turn enable crossing of spatial and temporal boundaries. These new ways of working are often recommended for women to retain their careers, resolve work-life balance issues and achieve their full potential. However, there is a dearth of studies into experiences of women knowledge workers who use FWA. Furthermore, existing research on knowledge workers not only largely neglects women’s perspectives, but it also presents utopian ideals of freedom, autonomy and prestige often adopting high-status, exclusive knowledge worker conceptualisations. Moreover, FWA and knowledge work fused under one theoretical framework is still under-explored and under-theorised. Therefore, the aim of this research is to better understand how women knowledge workers obtain, experience, and manage FWA. A qualitative approach was adopted involving semi- structured interviews with 30 women knowledge workers in South West England. Template analysis was used to make sense of the data. The research findings emerged inductively and structuration theory (ST) guided the exploration of the participants’ accounts. This study found that the women knowledge workers drew upon their internal and external structures, such as occupational capital, knowledge and people to obtain FWA by the practices of leveraging, rationalising and bargaining. Once they had secured FWA, these women engaged in practices to emulate normativity, compensate, conceal their flexible status, reciprocate flexibility, and create impact. Furthermore, the women’s perceived consequences of utilising FWA were explored in relation to their lives and careers. This study proposes an inductively emergent theory of women knowledge workers’ experiences of FWA with the concepts of Becoming and (Un)becoming Flexible. Although the women knowledge workers had a strong human capital to firstly Become Flexible, then they strived to (Un)become Flexible by realigning with the expectations of constant presence, availability and performance in the eyes of organisational audience. These practices contributed to the weakening of their professional currency, strengthening the ideal worker and gender norms, and reproducing neoliberal values making these women responsible for the unwanted daily incursions of outside commitments. This study fills a number of gaps in current scholarship. Firstly, by focusing on women, this study contributes to a largely gender- neutral knowledge work literature. Secondly, by exploring women’s experiences in the context of the right to request flexible working, this study enhances our knowledge of how FWA are negotiated and obtained. Thirdly, by adopting ST to make sense of the data, this study helps us better understand how women knowledge workers are simultaneously leveraging structures for agentic practices and reproducing structures that may ultimately constrain them.
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Carlson, Stephanie. "Knowledge Workers: A Psychological Approach to Living and Working." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1305893312.
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Adema, David, Sara Blenkhorn, and Sarah Houseman. "Scaling-up Impact : Knowledge-based Organizations Working Toward Sustainability." Thesis, Blekinge Tekniska Högskola, Avdelningen för maskinteknik, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-5152.
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Human society faces serious environmental and social threats as a result of systemic unsustainable actions and values. This is a time of cultural self-evaluation and profound change. This study examines how 13 social and environmental change-based organizations, through network partnerships and a robust organizational knowledge-base, are responding to these challenges. A systems perspective was used as a guide to promote a holistic understanding of the actors within the system, their perceptions of success, strategies, actions and tools used to guide them toward sustainability. The results indicate that organizations seeking to scale-up their impact toward sustainability might benefit from the following success factors: 1. Collaboration with diverse partners to contribute to more effective interventions in complex systems, 2. Integrating comprehensive definitions of sustainability with organizational vision to facilitate success, 3. The application of leverage points and transparent prioritization processes to asure congruence between organizational purpose and actions, 4. Practices of dialogue and deep listening build rewarding partnerships and, 5. Metrics that support partnerships and gauge progress toward sustainability. In conclusion network partnerships have the potential to generate widespread sustained change and can be supported by complex systems science and a Framework for Strategic Sustainable Development.
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McLaughlin-Jenkins, Erin K. "Common Knowledge the Victorian working class and the low road to science, 1870-1900 /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/NQ66360.pdf.
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Harding, Jennifer A. "A knowledge representation model to support concurrent engineering team working." Thesis, Loughborough University, 1996. https://dspace.lboro.ac.uk/2134/7054.
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This thesis demonstrates that a knowledge representation model can provide considerable support to concurrent engineering teams, by providing a sound basis for creation of necessary software applications. This is achieved by demonstrating that use of the knowledge representation model facilitates the capture, interpretation and implementation of important aspects of the multiple, diverse types of expertise which are essential to the successful working of concurrent engineering project teams. The varieties of expertise which can be modelled as instances of the knowledge representation model range from specialist applications, which support particular aspects of design, by assisting human designers with highly focused skills and knowledge sets, to applications which specialise in management or coordination of team activities. It is shown that both these types of expertise are essential for effective working of a concurrent engineering team. Examination of the requirements of concurrent engineering team working indicate that no single artificial intelligence paradigm can provide a satisfactory basis for the whole range of possible solutions which may be provided by intelligent software applications. Hence techniques, architectures and environments to support design and development of hybrid software expertise are required, and the knowledge representation model introduced in this research is such an architecture. The versatility of the knowledge representation model is demonstrated through the design and implementation of a variety of software applications.
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Kennedy, William Robert. "Individual (personal) perspectives on innovation| Federal knowledge management working group." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3611870.
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Knowledge management (KM) professionals are instrumental drivers of innovation. Their individual understanding of innovation is of seminal importance as they are instrumental in archiving and structuring the world's largest knowledge storage and knowledge generation activities. Understanding how members of members of the Federal Knowledge Management Working Group (FKMWG) perceive innovation from the personal perspective is instrumental in assisting senior leaders and decision makers better train, organization, and recruit future KM professionals to meet organization needs. Key to understanding the KM professional's personal perceptions are gender, generation, job function, and job classification. This quantitative study was designed to explore and surface valuable information concerning how KM professionals working for the Federal government view innovation from a personal level. This study built upon the earlier work of Zhuang (1995), Zhuang, Williamson, and Carter (1999), and McLaughlin and (2013). This study expands the previous work by targeting the 650 KM professionals associated with the FKMWG on-line social community employing McLaughlin and Caraballo's updated survey instrument. The study found there are differences in how FKMWG members as a whole and how genders view innovation from a personal perspective, but found there are no differences in how generations or specific job classifications (technical verse non-technical) viewed innovation from a personal perspective.
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Henning, Janet L. "Working Baby Boomers’ Knowledge of Retiree Health Benefits and Costs." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc149607/.
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This study was exploratory in nature, with the purpose of examining the relationships between working Baby Boomers’ knowledge of retirement health benefits and health costs and actions they have taken to prepare for retirement. An online survey was completed by 209 Baby Boomers who are employed by three city governments in the Dallas-Fort Worth Metroplex. The research showed that health benefits knowledge does not predict retirement preparation but that Baby Boomers who demonstrate higher levels of knowledge-seeking behavior are more likely to undertake retirement preparation, specifically by purchasing an annuity. Among public sector working Baby Boomers, retirement preparation activities are found to be minimal. Age was found to predict knowledge-seeking behavior, in that older vs. younger Baby Boomers are more likely to engage in knowledge-seeking behavior related to retirement preparation. Current knowledge about health benefits does not predict retirement preparation.
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Burditt, Thomas Samuel Westmacott. "Field working : exploring knowledge networks in the practice of nature conservation." Thesis, University of the West of England, Bristol, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.445078.
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Zhang, Yan. "Computer-based modelling and management for current working knowledge evolution support." Thesis, University of Strathclyde, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322053.
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Bowker, Lynne. "A multidimensional approach to classification in terminology : working within a computational framework." Thesis, University of Manchester, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.389257.
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Hambrick, David Z. "Effects of domain knowledge, working memory capacity and age on cognitive performance." Diss., Georgia Institute of Technology, 2000. http://hdl.handle.net/1853/29384.
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Marasse, Elizabeth. "“How Does Working Alone Together Feel?” Aesthetic Ways of Knowing and Creating Knowledge in an Open Concept Office." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39284.
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The trend toward open concept office floor plans reflects evolving management styles in modern organizations. Organizations typically implement architecturally open workspace designs to seed cultural change. As the popularity of open concept offices grows, however, research suggests that they are negatively impacting collaboration and productivity. This thesis examines how organizational leadership and employees perceive the transition to an open concept workspace, incorporating employees’ aesthetic experience to understand how the space is ‘physically known’. The study takes place within a conceptual framework of aesthetic knowledge as experiential, symbolic and personal. Using a qualitative, practice-based approach that incorporates participant-led photo-ethnography, semi-structured interviews were conducted with leadership and employees. Although the results are not generalizable, they suggest that the open concept workspace both positively and negatively impacts organizational collaboration but has primarily negative effects on staff productivity, and that leadership can improve open workspace outcomes by taking employees’ embodied experiences into account in the design and implementation of such spaces. The results add to our understanding of the way in which organizational strategy and aesthetic knowledge create and sustain the way of working within an open concept office space.
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Qin, Hao. "Design knowledge capture and reuse in an integrated and collaborative working environment." Thesis, University of Portsmouth, 2016. https://researchportal.port.ac.uk/portal/en/theses/design-knowledge-capture-and-reuse-in-an-integrated-and-collaborative-working-environment(f2a2c8c0-2475-401b-b475-e089aa3f5a89).html.
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Capturing engineering designers’ knowledge and experience on the design of an artefact is important as this knowledge can explain why the artefact has been designed as it is, how key decisions have been made and what important issues have been considered. This tacit design knowledge enables designers to make informed decisions and improve efficiency in similar projects in the future. However, the capture and reuse of this kind of knowledge reminds to be great challenge, as it often exists in designers’ brains and is difficult to codify. Previous research is predominantly focused on the explicit knowledge of design objects that can be codified rather than the underlying tacit knowledge which explains the problem-solving strategies and decision-making processes. Additionally, engineering design is increasingly conducted in a collaborative working environment enable by the state-of-the-art information technologies. This trend has highly influenced the ways of knowledge capture and reuse, while is not well addressed by existing research. To fill these gaps, this research aims to explore new systematic methods and knowledge models for the capture and reuse of design knowledge as well as for the development of the next-generation knowledge management systems for engineering design. The development and application of these systematic methods and knowledge models requires a good understanding of the new requirements of knowledge management for engineering design, involving interdisciplinary research work across engineering and computing science. Thus, a comprehensive methodology is employed in this research, which consists of three parts. Firstly, a requirement analysis is undertaken through a literature review and a survey study to identify designers’ information needs and information-seeking behaviours within the new context. Secondly, the characteristics of engineering design knowledge are analysed, and on this basis a knowledge framework and a knowledge representation model are developed to support knowledge categorisation and representation. Thirdly, a methodology for applying these methods is analysed in order to design and develop a prototype system for implementation. Through the evaluation of both the proposed methods and system in a number of engineering design projects, the models have been proved to be capable and efficient in capturing design knowledge for better reuse, while the system not only proves the feasibility of the proposed methods but also provides the prototype of the next-generation collaborative knowledge management system.
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Hoff, Devin, and Edgar Camacho. "SOCIAL WORK STUDENTS’ KNOWLEDGE OF AND ATTITUDES TOWARDS WORKING WITH TRANSGENDER CLIENTS." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/830.
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Over the past few decades, there has been an increase in literature on social work practice with the Lesbian, Gay, Bisexual, and Transgender (LGBT) community, with a strong focus on the LGB portion of the community. Due to the lack of literature in social work practice with the transgender population, this study was designed to assess bachelor and master levels social workers’ knowledge, attitudes and preparedness for working with the transgender community. This study is significant to the field of social work as it evaluates if students can provide comprehensive services to transgender clients. The study uses a quantitative survey design utilizing an adapted version of the Lesbian, Gay, Bisexual, and Transgender Assessment Scale (LGBTAS). The data were analyzed by differentiating the two types of social work students to evaluate the differences in preparedness levels by asking about participants’ phobias, attitudes, and cultural competence. As there has been minimal literature on the social work practice with the transgender population, the implications of this study will present the support for a transgender-inclusive approach to social work practice. Study findings suggest that when compared to one another, bachelor level students feel more prepared to advocate on behalf of transgender clients than do master level students. Furthermore, master level students felt their social work programs were not providing culturally competent coursework and field placements that prepared them to work with transgender clients, while bachelor level students did feel prepared.
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Okura, Eve Kiyomi. "A Study of the Correlation Between Working Memory and Second Language EI Test Scores." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3025.
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A principal argument against the use of elicited imitation (EI) to measure L2 oral proficiency is that performance does not require linguistic knowledge, but requires only rote memorization. This study addressed the issue by administering two tests to the same group of students studying English as a second language: (1) a working memory test, and (2) an English oral proficiency EI test. Participants came from a range of English language proficiency levels. A Pearson correlation was performed on the test results for each participant. The hypothesis was that English EI scores and working memory scores would not correlate significantly. This would suggest that the two tests do differ in what they measure, and that the English EI test does measure knowledge of the language to some degree. The results of the Pearson correlation revealed that there was a small positive correlation between working memory and English EI scores, but that it was not significant. There was also a significantly positive correlation between students' English EI scores and ELC level. These findings suggest that the English EI test fundamentally functions as a language test, and not significantly as a working memory test.
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Kurti, Erdelina. "Working with tacit knowledge : An empirical investigation in glass blowing tradition in Sweden." Thesis, Linnéuniversitetet, Institutionen för datavetenskap, fysik och matematik, DFM, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-15124.
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Tacit knowledge is argued to be a crucial resource to organizations’ competitive advantage. The majority of research on tacit knowledge is oriented towards the conversion of tacit knowledge into explicit knowledge, thus assuming that all knowledge can be made explicit and captured in formal ways. These approaches overlook the intangible nature of tacit knowledge by overestimating that explicit knowledge. This study takes a human centered approach with the aim to examine the factors that are necessary for an environment that works with tacit knowledge. A theoretical framework derived from the literature review and served as guidance for the data collection and analysis. Hermeneutics is the underlying philosophy that guides this study. The study is qualitative study conducted in the glass blowing in Sweden, respectively in two sites Pukeberg and Transjö Hytta. Participants of the study were masters and apprentices from these two settings. Data collection methods included literature studies, documents, participant observation, informal interviews and semi-structured interviews. Results from the analysis show the significance of several social factors that need to be present in an environment that involves tacit knowledge. These factors appeared to be related to each other. Data analysis indicated that not all factors are equally important, thus they have been classified into primary and secondary factors.
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Amini, Baghbadorani Afsaneh. "Literacy acquisition, a developmental study of phonological awareness, orthographic knowledge and working memory." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0019/NQ48083.pdf.
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Thiboumery, Arion Jean. "Small Meat Processors Working Group managing knowledge in a new era of agriculture /." [Ames, Iowa : Iowa State University], 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3389151.
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Carter, Devin. "Examining the Incremental Validity of Working Memory for Predicting Learning and Task Performance: A Partial Mediation Model." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/81312.
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General intelligence (“g”) has long been used as an effective predictor of both learning and job performance. Further, other more specific cognitive abilities have not been able to consistently predict incremental variance in job knowledge and job performance beyond “g”. However, the processes associated with working memory (WM) are important for these outcomes and are not captured by our traditional tests of “g”. This study tested a partial mediation model in which working memory (WM) incrementally predicts task performance above “g” through task knowledge and through a direct effect. Participants were given measures of “g” and WM in a lab. They were then given a learning opportunity and a task that applies this newly learned knowledge in order to tests the effects of WM. Results indicate that WM explains additional variance in both task knowledge and task performance, and the partial mediation model was supported using one of the two WM tasks used.Master of Science
General intelligence is widely used in personnel selection because it is consistent in predicting the job performance of future employees. Other cognitive abilities have also been examined to determine whether they are able to predict job performance as well as general intelligence. However, most of these other cognitive abilities have come up short. This study hypothesized that working memory (WM) is a cognitive ability that may be able to predict job performance even after controlling for general intelligence. A sample of undergraduates completed tasks that measured general intelligence and WM, and this study examined how well each measure predicted both learning and performance on a relatively novel task. Results indicated that WM was able to predict both learning and performance after controlling for general intelligence.
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Hanisi, Nosipho. "Nguni fermented foods: working with indigenous knowledge in the Life Sciences: a case study." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1008372.
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This study examines learning interactions around indigenous ways of knowing associated with fermented grain foods (the making of umqombothi) and the concept of alcoholic fermentation in the Grade 11 Life Sciences curriculum. As an environmental education study it also investigates the cultural significances of the fermented grain food and how learners might make better lifestyle choices. The inclusion of indigenous ways of knowing in the Life Sciences curriculum (FET band) created spaces and opportunities for the use of both knowledge's in sociocultural context and the structured propositions of the learning area in order to construct knowledge. This stimulated learners' understanding of fermentation and also led to a valuing of social context as well as the cultural capital embedded in the indigenous ways of knowing. The study suggests that parental involvement contributed to this valuing of intergenerational ways of knowing. Learners also deliberated how colonial interpretations of Nguni culture and the religious beliefs of Christians had served to marginalise and foster a widening urban rejection of isiXhosa cultural practices related to fermented foods. In their learning and discussion, learners developed new insights and respect for isiXhosa fermentation practices (ukudidiyela) that bring out the food value and nutrition in the grain. The data illustrates that lesson activity that drew on relevant Learning Outcomes and Assessment Standards to integrate Indigenous Knowledge practices in a Life Sciences learning programme, served to enhance learner understanding of alcoholic fermentation. They also document a revaluing of cultural heritage and learners bringing up the problem of alcohol abuse in the community. Curriculum work with Indigenous Knowledge thus not only assisted learners to grasp the science but to use this alongside a valued cultural knowledge capital to deliberate and act on a local concern.
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Underwood, Matthew James. "Building communities and sharing knowledge : a study into teachers working together across national boundaries." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/269404.
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This dissertation explores the types of professional communities that are built when teachers work in initiatives that, in various forms, link them to teachers from other countries. In doing so it explores the types of knowledge that may be exchanged by the building of these communities and the value that teachers put upon these different forms of knowledge. Therefore, this study is situated in the broad theoretical context of discussions related to the building of professional communities but explores this within a specifically international context. The most significant findings that this dissertation identifies are: that the teachers involved built the professional communities that are most important to them in more exploratory ways and with more agency than is suggested by other related research, and in connection to this that those professional communities that the participants attached most significance to were consistently alternative to the immediate workplace. It was also found that whilst the teachers involved in this study problematised the possibility of directly transferring specific classroom strategies, stories about teaching were seen by all to be useful vehicles for exchanging other forms of knowledge, for enabling affirmation and for co-constructing moral purpose. These findings have potential implications for policy and practice as they indicate that structures that focus exclusively on developing communities within schools may need to be enriched by those that provide teachers with the flexibility to discover and build communities in alternative ways too. The primary data collection method used when conducting this research was interview. The participants who were interviewed came from two countries, namely England and Macedonia. This entirely qualitative approach is positioned within an interpretivist paradigm. However, it is argued that contributions to theoretical debates regarding the nature of professional communities can still be made.
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Torres, Ana Cecília da Gama. "Prior knowledge, L2 working memory capacity, and L2 reading comprehension : how do they relate? /." reponame:Repositório Institucional da UFSC, 1998. http://repositorio.ufsc.br/xmlui/handle/123456789/77990.
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Dissertação (Mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão.Made available in DSpace on 2012-10-17T09:20:56Z (GMT). No. of bitstreams: 0Bitstream added on 2016-01-08T23:19:19Z : No. of bitstreams: 1 137697.pdf: 2951469 bytes, checksum: ad9507658c1c570a8f4459cb3a3039e4 (MD5)
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Williamson, Lauren. "Exploring speech-language pathologist knowledge and confidence around working with children with health conditions." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1556742797784681.
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Vasey, David Huw. "A complex work of migration : knowing, working and migrating in the southwest of England." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3027.
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This is a thesis about knowing, working and migrating in a complex and fluid world. Through an analysis of biographic-narrative interviews with migrants working in 'knowledge intensive' roles, as well as with those employed in jobs normally considered 'low-skilled', arguments about knowing, working and migrating in the 'new knowledge economy' are developed. Foregrounding an active and embodied understanding of knowing as a socially embedded and fluid phenomenon allows for a reconceptualisation of the relationships between knowing, migrating and working, raising questions about our normative understandings of both the 'knowledge' economy and divisions of migrant labour. This thesis seeks to illustrate how everyday practice and the interaction of complex (and often competing) 'forces' have acted to produce powerful ideas about what kind of jobs are suitable for which types of migrants, and how these ideas become accepted as normal – as 'common sense' assumptions. Furthermore, such productions of knowledge about migrants, also impacts on how, what and where we know. That is, the processes and performances of knowing are both constitutive of, and constituted by, the structures of power which shape our lives. Thus the 'power to know' is contextual, fluid and yet fundamental to the constitution of our everyday lives.
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Exley, Beryl Elizabeth. "Teachers' Professional Knowledge Bases for Offshore Education:Two Case Studies of Western Teachers Working in Indonesia." Queensland University of Technology, 2005. http://eprints.qut.edu.au/16021/.
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This research thesis set out to better understand the professional knowledge bases of Western teachers working in offshore education in Indonesia. This research explored what two groups of Western teachers said about the students they taught, their own role, professional and social identity, the knowledge transmitted, and their pedagogical strategies whilst teaching offshore. Such an investigation is significant on a number of levels. Firstly, these teachers were working within a period of rapid economic, political, cultural and educational change described as 'New Times' (Hall, 1996a). Secondly, the experiences of teachers working in offshore education have rarely been reported in the literature (see Johnston, 1999). A review of the literature on teachers' professional knowledge bases (Shulman, 1986a, 1986b, 1987; Turner-Bisset, 1997, 1999) concluded that, in general terms, teachers draw on three main interrelated and changing knowledge bases: knowledge of content, knowledge of teaching processes and knowledge of their students. This review also explored the notion that teachers had an additional knowledge base that was in a continual state of negotiation and closely related to the aforementioned knowledge bases: teachers' knowledge of their own and students' pedagogic identities (Bernstein, 2000). A theoretical framework appropriate to exploring the overarching research problem was developed. This framework drew on models of teachers' knowledge bases (Elbaz, 1983; Shulman, 1986a, 1986b, 1987; Nias, 1989; Turner-Bisset, 1997, 1999), the sociology of knowledge (Bernstein, 1975, 1990, 1996, 1999, 2000), and notions of pedagogic identity (Bernstein, 2000). This framework theorised the types of knowledges taught, categories of teaching process knowledge, and the range of pedagogic identities made available to teachers and students in new times. More specifically, this research examined two case studies (see Stake, 1988, 2000; Yin, 1994) of Western teachers employed by Australian educational institutions who worked in Central Java, Indonesia, in the mid-to-late 1990s. The teacher participants from both case studies taught a range of subjects and used English as the medium of instruction. Data for both case studies were generated via semistructured interviews (see Kvale, 1996; Silverman, 1985, 1997). The interviews focused on the teachers' descriptions of the learner characteristics of Indonesian students, their professional roles whilst teaching offshore, and curriculum and pedagogic design. The analyses produced four major findings. The first major finding of the analyses confirmed that the teacher participants in this study drew on all proposed professional knowledge bases and that these knowledge bases were interrelated. This suggests that teachers must have all knowledge bases present for them to do their work successfully. The second major finding was that teachers' professional knowledge bases were constantly being negotiated in response to their beliefs about their work and the past, present and future demands of the local context. For example, the content and teaching processes of English lessons may have varied as their own and their students' pedagogic identities were re-negotiated in different contexts of teaching and learning. Another major finding was that it was only when the teachers entered into dialogue with the Indonesian students and community members and/or reflective dialogue amongst themselves, that they started to question the stereotypical views of Indonesian learners as passive, shy and quiet. The final major finding was that the teachers were positioned in multiple ways by contradictory and conflicting discourses. The analyses suggested that teachers' pedagogic identities were a site of struggle between dominant market orientations and the criteria that the teachers thought should determine who was a legitimate teacher of offshore Indonesian students. The accounts from one of the case studies suggested that dominant market orientations centred on experience and qualifications in unison with prescribed and proscribed cultural, gender and age relations. Competent teachers who were perceived to be white, Western, male and senior in terms of age relations seemed to be the most easily accepted as offshore teachers of foundation programs for Indonesian students. The analyses suggested that the teachers thought that their legitimacy to be an offshore teacher of Indonesian students should be based on their teaching expertise alone. However, managers of Australian offshore educational institutions conceded that it was very difficult to bring about change in terms of teacher legitimisation. These findings have three implications for the work of offshore teachers and program administrators. Firstly, offshore programs that favour the pre-packaging of curricula content with little emphasis on the professional development and support needs of teachers do not foster work conditions which encourage teachers to re-design or modify curricula in response to the specific needs of learners. Secondly, pre-packaged programs do not support teachers to enter into negotiations concerning students' or their own pedagogic identities or the past, present and future demands of local contexts. These are important implications because they affect the way that teachers work, and hence how responsive teachers can be to learners' needs and how active they can be in the negotiation process as it relates to pedagogic identities. Finally, the findings point to the importance of establishing a learning community or learning network to assist Western teachers engaged in offshore educational work in Asian countries such as Indonesia. Such a community or network would enable teachers to engage and modify the complexity of knowledge bases required for effective localised offshore teaching. Given the burgeoning increase in the availability and use of electronic technology in new times, such as internet, emails and web cameras, these learning networks could be set up to have maximum benefit with minimal on-going costs.
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Leung, Po-yee Polly, and 梁寶兒. "The contribution of working memory and vocabulary knowledge to Englishreading comprehension in Cantonese-speaking children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31577313.
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Agboaye, Oluwemimo. "How do psychological therapists develop their working knowledge of dissociative features : an Interpretative Phenomenological Analysis." Thesis, University of Wolverhampton, 2016. http://hdl.handle.net/2436/620574.
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Coimbatore, Shanti L. "Working in a University Setting: Performing an Internship with Miami University’s Information Technology (IT) Services." Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1194538399.
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Hymans, Michael. "Deconstructing multi-agency working : an exploration of how the elicitation of 'tacit knowledge' amongst professionals working in a multi-agency team can inform future practice." Thesis, University of Nottingham, 2007. http://eprints.nottingham.ac.uk/13336/.
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The theory of organisational knowledge creation and conversion clarified the difference between explicit and tacit knowledge and highlighted the importance of tacit knowledge in the workplace. The key components of successful multi-agency working and accompanying group processes have been explained in terms of activity theory and the sharing of different forms of knowledge and practices. This research has illustrated how professionals in a multi-agency family support team construe their role in, and the role of, the team. The use of personal construct psychology and repertory grids (Kelly, 1951/1991) enabled team members to access their tacit knowledge about multi-agency working through sorting tasks involving similarities and differences, discrimination and selection. The sharing of elicited knowledge amongst the whole team as a participatory process helped build a common language around embedded tacit knowledge. It led to the identification of important role elements in which, for example, practitioners' roles in their previous teams influenced their views of their role in the family support team. Differences in ratings of elements for particular constructs produced dilemmas, such as whether professional identity should develop as the team evolved or when the team was established, which affected group cohesiveness. High staff turnover and lack of clarity over operational procedures within an activity system context resulted in the team oscillating between forming and storming stages of group development. This undulation together with team members' awareness of imminent comprehensive changes in core team structures and processes and their fear of the future led to incidental changes in core construing. This research elicited individual and whole team constructs based on the tacit knowledge held by various professionals about their role and the role of the multi-agency team in which they work. The whole team's co-construction of six superordinate bi-polar constructs was evidenced in implicit, reactive and deliberative learning (Eraut, 2000). The theory underpinning knowledge transfer (Nonaka and Takeuchi, 1995) was supported. The research marked out the importance of activity theory (Leadbetter, 2006) in helping the team mature and perform and confirmed particular dilemmas surrounding inter-agency practice (Arming, et al., 2006).
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Leung, Po-yee Polly. "The contribution of working memory and vocabulary knowledge to English reading comprehension in Cantonese-speaking children." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31577313.
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Cylc, Linda. "A VALUABLE TOOL TO HAVE WHEN WORKING WITH PSK DEMODULATORS IS A KNOWLEDGE OF ITS FUNCTIONALITY." International Foundation for Telemetering, 1998. http://hdl.handle.net/10150/609675.
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International Telemetering Conference Proceedings / October 26-29, 1998 / Town & Country Resort Hotel and Convention Center, San Diego, CaliforniaPSK demodulators have been an integral part of the signal recovery process for decades. Unless a person has designed a demodulator, how much can a person know or understand about its operation? Instruction on how to set up a demodulator’s parameters to acquire a signal is found in a manual. An explanation of why parameters are set a certain way to handle particular input signal characteristics is often not provided in a manual. This paper is designed to be a tool to aid engineers, technicians, and operators who utilize demodulators. Its purpose is to relay the functionality of a demodulator to a user so that he or she can take advantage of its control parameters and status feedback. Knowing the reasons why a demodulator is set to certain parameters may greatly reduce confusion when a system is not working properly. On site troubleshooting may be accomplished without the need to call the manufacturer of the product. Another advantage of understanding the operation will be recognized when interfacing with the manufacturer. A person will be able to relay the information to a design engineer more easily, and will understand more of the engineer’s feedback on the potential problem. Utilizing this paper as an aid to enhance operation of a PSK demodulator will bring a user one step closer to understanding the complexity of its design.
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Wallén, Linnéa, and Anna Wramsby. "Midwives experiences of working with post abortion family planning : a Minor Field Study in Zambia." Thesis, Sophiahemmet Högskola, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:shh:diva-3465.
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The prevalence of post abortion contraception in Zambia is lower than in many other African countries, with unmet family planning needs. Midwives play an important professional role in family planning. In conjunction with an abortion the midwife is provided with an opportunity to inform, discuss, prescribe and initiate family planning with the woman concerned. It is shown that women receiving information and knowledge about post abortion contraception are more likely to use it. The aim of the study was to describe midwives experiences of working with post abortion family planning in Zambia. A qualitative interview study with semi-structured questions was used. To conduct the study and find participants with the right inclusion criteria a strategic sampling was used. Ten midwives working with post abortion family planning in Zambia were interviewed. Qualitative content analysis was performed to analyze the collected data from the interviews. During the data-analysis two categories and eight subcategories were identified. The midwives had experiences of several challenges within post abortion family planning. These included lack of knowledge, supplies and health care staff as well as problem with stigma around family planning and lack of compliance. The midwives also described other factors influencing the work with post abortion family planning. These factors included changes in attitudes, the midwife's knowledge and the importance of information provided by the midwives. The midwives experienced that there were several factors influencing their work with post abortion family planning. Several challenges within post abortion family planning were identified in this study. Areas of improvement involve education, more midwives working and a better availability to post abortion family planning equipment and services.Användandet av preventivmedel efter abort är lägre i Zambia i jämförelse med andra afrikanska länder och behovet av familjeplanering är inte tillfredsställt i Zambia. Barnmorskeprofessionen har en viktig roll i familjeplanering. I samband med abort har barnmorskan ett utmärkt tillfälle att informera, diskutera, förskriva samt initiera familjeplanering med den berörda kvinnan. Det har visat sig att kvinnor som får information och kunskap om familjeplanering efter abort är mer benägna att använda sig av preventivmedel. Syftet med denna studie var att beskriva barnmorskors erfarenheter av att arbeta med familjeplanering för kvinnor i Zambia som genomgått en abort. En kvalitativ intervjustudie med semistrukturerade frågor användes. För att nå deltagare som uppfyllde studiens inklusionskriterier användes ett strategiskt urval. Tio barnmorskor i Zambia som arbetar med familjeplanering efter abort deltog i studien. En kvalitativ innehållsanalys utfördes för att analysera det insamlade materialet. Under analysen identifierades två kategorier och åtta subkategorier. Barnmorskorna hade erfarenhet av flera utmaningar inom familjeplanering efter abort. Dessa bestod dels av brist på kunskap, material och vårdpersonal samt problem med stigma kring familjeplanering och brist på följsamhet rörande preventivmedelsanvändning. Barnmorskorna beskrev även andra faktorer som påverkade arbetet med familjeplanering efter abort. Dessa faktorer bestod av ändrade attityder, barnmorskans kunskap och vikten av barnmorskans information. Barnmorskorna hade erfarenhet av att flera faktorer påverkade deras arbete med familjeplanering efter abort. Flera utmaningar med familjeplanering efter abort identifierades genom den här studien. Förbättringsområden involverar utbildning, fler verksamma barnmorskor och en bättre tillgänglighet till material och familjeplanering efter abort.
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Bui, Myvan. "Induction in Fluid Intelligence: Knowledge, novelty, learning and proactive interference." University of Sydney, 2010. http://hdl.handle.net/2123/6293.
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Doctor of Philosophy(PhD)The main aim of this thesis was to examine whether learning processes occur in fluid intelligence (Gf) tasks, whether it is essential for them to occur for induction to take place and whether they contribute to individual differences in performance. In mainstream differential research, Gf is conceptualised as a factor important in induction tasks that are considered novel and context-free (Cattell, 1963, 1987). Thus, performance has typically been assumed to be uninfluenced by previous acquisitions of knowledge structures. Sources of individual differences in Gf task performance have been attributed to working memory capacity (WMC), particularly individual differences in the ability to combat proactive interference. In contrast, the cognitive reasoning literature associates induction with the use of prior conceptual knowledge. A middle-ground position is that Gf tasks may require learning to occur across the task, which would draw upon WMC. That is, individual differences in Gf task performance may be due to knowledge learnt across the task, rather than knowledge brought to the task. Gf items have traditionally been presented in easy-to-hard order but easier items may unintentionally provide learning opportunity for harder items. This would contradict both classic and modern test theories which make the assumption that items within a task are independent of each other. The learning hypothesis was explored in the current work along with the issue of whether it is possible to reliably solve complex Gf items without some relevant, prior knowledge. Also, the distinction between within-item induction and across-item learning was investigated, along with the relationship between across-item learning and proactive interference. An experimental-differential approach was used to manipulate learning opportunity within Gf tasks in four experiments. The first experiment examined whether learning takes place in Raven’s Advanced Progressive Matrices (Raven, 1962) and if so, to what extent this learning is a source of individual differences. Specifically, whether rule learning within the task is necessary for abstraction to take place and whether those of higher Gf ability learn faster than those of lower Gf ability. The next three experiments examined the distinction between knowledge that may be brought to the task, learning that occurs across multiple items in the task and induction within a single item that may be independent of any prior knowledge including knowledge learnt across the task. The effect of proactive interference as a consequence of learning and knowledge was also investigated. The experiments examined which of these are relevant to general performance (i.e., common to everyone) and which contribute to individual differences. Learning-opportunity was manipulated in a task from the cognitive reasoning literature – the Modified Sweller and Gee (MSG) Task. Traditional Series Completion tasks were used as Gf markers and data analyses employed Hierarchical Linear Modelling (HLM). The advantage of the MSG Task is that it has qualities typical of Gf tasks but unlike conventional Gf tasks, it is able to assess within-item induction in isolation from any potential influences from across-item learning. This is because it involves multiple attempts within each item with feedback, allowing single items to be administered reliably. When across-item learning opportunity is absent, the MSG Task is able to provide an estimate of participants’ within-item induction success through the number of attempts they need within a single item. The amount participants learn across items can be approximated by comparing performance on items preceded by learning opportunity (i.e., easier items with similar rule-types), with items not preceded by learning opportunity. Lastly, the effects of proactive interference can be evaluated by comparing performance on items preceded by interference (i.e., items with different rule-types) with those that are not preceded by interference. Overall, it was found that with no learning opportunity leading up to novel items (to provide relevant prior knowledge), solution was nearly impossible for all participants. When learning opportunity was provided, all participants were able to greatly improve their performance but those of higher Gf improved more. It was concluded that while Gf tasks appear visually novel, they must contain a combination of familiar elements in earlier items (which make use of knowledge that participants bring to the task) and novel elements in later items (which require the use of knowledge that must be learnt from earlier items); and those of higher Gf perform better on Gf tasks, at least partly because they are able to benefit more from the learning opportunity provided by earlier items. It was found that proactive interference affects all participants when they learn from prior items. However, insufficient evidence was found to suggest that the ability to combat proactive interference contributes to individual differences in performance.
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Rasmussen, Louise. "Tracing the adoption of a management innovation labelled 'knowledge working' in a public sector agency in Scotland." Thesis, Edinburgh Napier University, 2015. http://researchrepository.napier.ac.uk/Output/9166.
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This thesis investigates the process of adoption of management innovation in an organisational setting. It is based on primary research that explores and discusses in depth the introduction of a Knowledge Management programme (labelled ‘Knowledge Working') within a distributed public sector agency in Scotland. The author was an employee of the organisation for a period of six years between the period 1999 and 2008. She latterly held the role of Knowledge Analyst and was a member of a task force recruited to implement Knowledge Working within the organisation. The primary research that this work addresses is: What is the process of adoption of a management innovation in an organisational setting? A qualitative case study strategy generates an account of the process of adoption through three phases (initiation; implementation; and outcomes), the episodes within each phase, and decision-making across all phases. Qualitative material covering a longitudinal timeframe (1995-2008) were collected for data analysis. These derived from electronic sources and participant observations assigned to an adoption timeline. The coding of the data facilitated the identification of phases and episodes of the management innovation under scrutiny. These were then analysed with reference to the extant literature. The study makes four contributions to knowledge. Three interrelated models (a model of decision-making; a combined adoption-decision-model; and a task force adoption-decision model) are theoretically significant because, to date, no attempt has been made: (1) to model decision-making for the process of adoption of management innovation (in general), or Knowledge Management; (2) to combine two of Rogers' (2003) separate models (an innovation-adoption model and an innovation-decision model); and (3) to model decisions to consider when adopting task forces (in general), and those for implementing Knowledge Management.
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Stanner, S. "In search of knowledge and understanding : working with individuals suffering from serious mental illness and their families." Thesis, Middlesex University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568440.
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This research study describes a journey taken by ten health care professionals on an educational course, the English National Board for Nursing, Midwifery and Health Visiting (ENB) A28, which aimed to enable them to develop the therapeutic skills and confidence to work effectively with the families/carers of individuals suffering from a major mental illness. Their previous education and training had not equipped them to meet the clinical demands now made of them since the focus of mental health care relocated from hospital to the • community' . The course was based in a Family Intervention Service provided in an Inner London Mental Health Trust whose clinicians had developed a treatment model which they termed 'psychosocial' and combined systemic theory. expressed emotion research findings and limited behavioural methods. Grounded Theory was the chosen research method for this study as it was important to be able to access the experience and views of each student as they emerged. The students were interviewed twice, using a semi-structured interview schedule: at the beginning of the course and within three months after its completion. The questions posed at interview were informed following a pilot study of eight of the previous year's students. The students concluded that three elements in the course teaching had most contributed to achieving their aims; theory, practice and live supervision. The role of management and its influence in the clinical life of the students emerged as important. Consequently eight managers were interviewed and revealed the degree to which they supported both the students and the aims of the course. On this depended whether the Trust's clinical services would be able to maximise the benefits from its investment in this educational resource. A retrospective study by questionnaire. and subsidiary to the main investigation. is reported on in Appendices A through F. It focussed on the experience of students who had successfully completed the course during the previous years since its validation. As in the main study. the questionnaire was formulated from information given following a pilot study of eight of the previous year's student group. The aim was to ascertain the long term effects on their clinical practice. The results were analysed using a descriptive analysis technique. Although there had been changes to the original course. the findings were similar to those in the main study and showed the importance of theoretical understanding and supervised practice. Overall. the findings indicate that the respondents valued the systemic approach which was the cornerstone of the educational experience and continued to exert an influence on their practice. They gained an awareness of the extent to which social and family systems impacted on the lives of individuals during the lengthy course of major mental illness.
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Laumann, Lisa L. "Adult age differences in vocabulary acquisition as a function of individual differences in working memory and prior knowledge." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=614.
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Thesis (Ph. D.)--West Virginia University, 1999.Title from document title page. Document formatted into pages; contains vii, 78 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 34-38).
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McKenzie, Karen. "The impact of training on the knowledge of health and social care staff working in learning disability services." Thesis, University of Edinburgh, 2002. http://hdl.handle.net/1842/29883.
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The thesis examines the level of knowledge of health and social care staff, working in learning disability services in the following areas: knowledge of what a learning disability is; the definition of challenging behaviour and factors important in its management, duty of care to clients and how this would be applied to scenarios that are typical of those encountered in daily work and the health care needs of people with a learning disability. Overall, the study found that levels of knowledge were relatively low in all areas examined. The second part of the thesis examined the impact of a one day course on levels of staff knowledge (n=59) as compared with a control group who did not receive training. It was found that training led to a significant increase in knowledge in the trained group in all factors but one. This was the identification of the main factors important in responding to challenging behaviour. In relation to this, staff appeared to identify only those factors which would seem to be most relevant in their daily work e.g. health staff identifying psychological approaches, day care and residential staff identifying reactive strategies. Gains in knowledge were found to be similar to those groups followed up immediately, 3-6 and 6-12 months after training. No significant differences in scores between baseline and follow-up were found for the group who had not received training.
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Flett, Keith Martin. "Really useful knowledge and the politics of radical education with reference to the working class press, 1848-1870." Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/10020399/.
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This work looks at independent working class radical education in England from the year of revolutions, 1848 to the passage of the 1870 Education Act. It takes as its starting point Richard Johnson's analysis of really useful knowledge. Differing, however, from Johnson, it argues that radical ideas and radical working-class education and schools, far from disappearing after 1848, in fact flourished. It takes as its main source the often overlooked pages of the late Chartist and radical working-class press and focuses on the detail of radical meetings and events and the ideas that informed them. After an introductory chapter which firmly situates the research in its theoretical, historical and particularly chronological context, the following three chapters consider the events of 1848 and how these influenced working-class ideas and education. The experience of radicals in the period after 1848 is then considered, when support for Chartism declined but Chartist ideas moved further to the left. Two chapters look at the later 1850s and the little discussed educational strategy for political change put forward by G.J.Holyoake and opposed by W.E Adams. Two final chapters consider the development of radical education in the post- Chartist period of the 1860s and, finally, suggest some conclusions from the work in respect of the politics of the 1870 Education Act and beyond.
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Palacios-Callender, Miriam. "Mobility, migration and networking of Cubans working in European science and technology : building capacity through Transnational Knowledge Networks." Thesis, University of West London, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.704577.
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Developing countries are facing the loss of their talents due to high levels of migration towards the developed world. To counter this they are creating mechanisms and policies in science and technology to benefit from those national talents further developed abroad. This study of Cuba explores the value of Cuban scientists and engineers in Europe and reviews their potential for contributing to Cuban science through Transnational Knowledge Networks (TKNs). This empirical investigation examines two essential conditions for the development of TKNs: first, it provides a demonstration of the scientific capacity in Cuba as a sending country, and second, profiles the Cuban expatriate scientists in Europe as active researchers (CRiE). Both investigations were carried out through bibliometric methods using bibliographic databases such as PubMed and Scopus. Cuban expatriate scientists were identified through a systematic search in professional social networks such as Linkedln, ResearchGate and Academia.edu before compiling their scientific records for bibliometric evaluation. Cuban researchers in Cuba (CRiC) were the also evaluated as a cohort group. The empirical investigation covered the period between 1995 and 2014. The main contribution of this investigation is to support the idea that TKNs are embedded in the global network of international scientific collaboration and this feature would enable expatriates to function as instruments for development of Cuban science. The primary dataset was created using the scientific publications of expatriate scientists obtained from the Scopus database in the period between 1995 and 2014. Records in Scopus also include affiliations of all authors in each publication allowing the creation of another dataset of expatriate research links with other institutions. Network analysis using UCINET software was also used to study the degree of connectivity of the expatriate scientists. Results show the demography, performance and connectivity of a scientific community (Cuban researchers in Europe) and demonstrate their potential to strengthen the networking capacity of the home country.
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Pearce-Neudorf, Justin. "Collaborative Innovation: A shared discourse within Phnom Penh’s co-working community?" Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21654.
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This paper explores the existence of a shared community involving the members, users and organisers of three collaborative work spaces located in Phnom Penh, Cambodia. Situated as part of an emergent global phenomenon, these spaces, despite having notable differences, share many important features and are, I argue, part of a knowledge exchanging cluster of grassroots entrepreneurialism and innovation-oriented organisations, groups and events in the Phnom Penh area. I explore this cluster as a community in two ways: firstly through the mapping of a knowledge architecture locating the spaces and their actors as nodes within a flow of relationships and activities, secondly, via a networked ethnographic inquiry tracing these flows to actors within the network through qualitative research methods. In doing so I reveal the degree to which there exists a shared community perceived by the users and organisers of these spaces as well highlighting potential opportunities for greater sharing of knowledge, ideas and experience. The paper finds that though a nascent community does exist, there is still significant variance in the levels of cognisance of this community by the different actors as well as in the approach to its engagement. Despite this, there remains, in large part, a shared set of goals and values paving the way for future community collaboration.
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May, William Michael. "The Dietary Patterns, Behavioral/Health Perceptions, and Nutrition Knowledge of Smoking and Nonsmoking Foodservice Shiftworkers." Thesis, Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/73024.
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The effects of shiftwork can be complex and nonuniform. This study was conducted to determine the dietary patterns, behavioral/health perceptions, and nutrition knowledge of smoking and nonsmoking foodservice shiftworkers.Data were collected with the use of a questionnaire and food frequency list. Seventy- seven participants were used in the study: 41 smokers and 36 nonsmokers. These participants were employees of the Virginia Polytechnic Institute and State University foodservice system. Each was employed on a full- time basis and was considered to be bluecollar status.
The smoking foodservice shiftworkers perceived a higher number of diagnosed medical conditions than the nonsmokers. They also consumed significantly less food than the nonsmokers in five of the six food/drink groups as indicated on the food frequency list. No significant differences were determined between smokers and nonsmokers for nutrition knowledge, food type selection- (sweets, fast foods, convenience foods/beverages, and cafeteria served foods), restfulness/relaxation, overall health perception, and organizational lifestyle.
The need for smoker cessation education and for information regarding nutrition and health practices was identified by this study. Further investigation into each of the various aspects of this study is warranted.
Master of Science
Bibliography: leaves 69-72.
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Prytherch, Helen. "HIV/AIDS knowledge amongst professionals working in the areas of integration and asylum at the cantonal level in Switzerland /." Basel, 2008. http://www.public-health-edu.ch/new/Abstracts/PH_07.05.09.pdf.
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McCollum, Deanne Gay. "Child Welfare Social Workers' Knowledge and Comfort Level in Working with Lesbian, Gay, Bisexual, Transgender, and Questioning Foster Youth." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/373.
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The purpose of this study was to examine child welfare social workers’ attitudes, awareness, and understanding of the needs of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) youth while in out-of-home placement. This study used quantitative data collection methods of social workers in three Southern California counties regarding these issues, and 27 such workers participated.
It was found that only half of the child welfare social workers had received training on issues involving LGBTQ foster youth, but that the majority of those workers who received training were interested in learning more about the topic. It was also found that many workers had family, fiends, or colleagues who belonged to the LGBTQ community, and that this personal connection reduced the endorsement of heterocentristic views. Political orientation was also influential with liberal social workers being less inclined to endorse the idea that the world’s inhabitants should be heterosexual. The results found that many social workers either had none or were not aware of the presence of any LGBTQ foster youth on their caseloads. This was explained with a combination of the worker not enquiring or feeling that it was not appropriate to do so. Of those who indicated that they were aware of such youth, all stated that the youth shared their identities after being asked about it or after some time had passed in working with them. Also, those who acknowledged the presence of LGBTQ youth were more cognizant of identity development issues of LGBTQ youth, were more liberal politically, and had friends in the LGBTQ community. The limitations, recommendations for social work practice, policy, and suggested further research is also discussed.
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Mahl, Beate. ""Constantly revisit your position" : Researchers' application of Indigenous methodologies in working with reindeer herders." Thesis, Umeå universitet, Sociologiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-170354.
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The aim of this study is to explore if Western researchers with different academic backgrounds comply with requests articulated by Indigenous scholars in establishing relationships with Indigenous Sámi reindeerherders. I examine if the researchers’ motivations, attitude and their possible decolonizing approaches are in accordance with the requests of Indigenous scholars, and how these differ between social and natural scientists.The results illustrate that the researchers’ general mind set,as well as their decolonizing approaches-ifexisting-only partly meet the requests of Indigenous scholars. However,the herders are still interested in participating in research projects,even though the outcomes of these projects often do not seem to have direct positive effects on the reindeerherding community.The differences between social and natural scientists are not strongly pronounced and may possibly be caused by other factors than the academic background only
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Vowels, Christopher L. "Training an implicit reasoning strategy : engaging specific reasoning processes to enhance knowledge acquisition." Diss., Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/715.
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Ngirababyeyi, Alfred. "Attitudes towards mentally ill in professionals working in Ndera neuropsychiatric hospital in Rwanda." Master's thesis, Faculdade de Ciências Médicas. Universidade Nova de Lisboa, 2012. http://hdl.handle.net/10362/7739.
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ABSTRACT: This quantitative study investigated the attitudes toward the mentally ill in professionals working in Ndera neuropsychiatric hospital.
The research questions explored were centered on the attitudes of directly involved and supportive professionals toward mentally ill clients and also on the difference between the attitudes of directly involved and supportive professionals toward mentally ill clients and demographic variables.
The purpose of this study was to determine whether there are differences in attitude between direct care providers and supportive professionals toward the mentally ill clients.
The Community Attitudes towards Mentally Ill (CAMI) scale (Dear & Taylor, 1982; Taylor, Dear & Hall, 1979; Taylor & Dear, 1981) was used.
A total of 72 members of the staff, including 55 directly involved staff and 17 supportive staff members, participated in the survey.
A summary interpretation of the main findings in this thesis reinforces the assumption that negative attitudes towards people with mental illness received in Ndera neuropsychiatric hospital are in existence, even though the majority have favorable attitudes towards the mentally ill.
This suggests that persons with mental illness may encounter stigmatizing attitudes from mental health professionals.
This study represents one of the first to explore professionals’ attitudes towards the mentally ill. It is hoped that this work will highlight the need to explore the influence of attitudes in the delivery of high quality healthcare. The provider–patient relationship is at the heart of effective treatment and the detrimental impact of prejudicial judgments on this relationship should not be ignored.
This study also demonstrates that professionals with different roles report different attitudes and this suggest that they would behave differently towards patients with mental illness.
The directly involved professionals have been found to have more positive attitudes than the supportive professional and this seems to show that as individuals improve their ability to interact with persons with mental illness, they become more tolerant.
The present study demonstrates that the sociodemographic variables tested have no impact on the attitudes of the professionals working in Ndera neuropsychiatric hospital.
The extent of mental health training (as part of general health training) and duration of experience of working in mental health settings did not influence attitudes.
Finally, this study demonstrates that there is no correlation between the attitudes towards mentally ill patients and their inclusion in the process of decision-making.
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Yamakawa, Shigeki. "The development of a framework for inter-diciplinary building design working, and the application of intelligent knowledge-base system techniques." Thesis, Cranfield University, 1997. http://hdl.handle.net/1826/3287.
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This work aims at establishing a framework for inter-disciplinary building design working, and
developing a computer-based design aid which demonstrates the framework as well as
enhancing the effective use of design information using intelligent knowledge-based system
(IKBS) techniques. Design activities were initially discussed in logical terms taking account of
stereotypes as starting points for design solutions. A conceptual model of design activities
was then proposed, where these were characterised in terms of three different features, i.e.
information, design decision and performance. Subsequently, the building design process
was structured into a hierarchy of design issues and design tasks, and was then described
rationally, relating to the conceptual model, in terms of three kinds of design variables, i.e.
information, design decision and performance variables. The information regarding the
design process was, meanwhile, elicited from publications with particular reference to
daylighting and lighting design aspects, and itemised into a number of knowledge units. Based
on this information, a framework for inter-disciplinary building design working was eventually
developed, where design activities are considered in terms of the relationships between the
design variables, and, as a result, a logical sequence of the design process was established. In
order to clarify the parallel inter-disciplinary aspects of the building design process, the design
knowledge was examined based upon the framework, and, eventually, developed into a
checklist for inter-disciplinary building design working which has a process-checking
capability. Subsequently, a prototype knowledge-based system was developed on the basis of
the framework, using a commercially available expert system shell, Leonardo. Examples of
stereotypes also formed a part of its knowledge. Demonstrating the checklist for inter-
disciplinary design working, this prototype knowledge-based system proved the viability of the
checklist approach, as well as showing its process checking capability. It also exhibited its
potential ability to provide appropriate information at pertinent stages.
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Smith, Philip C. "Teaching Inclusivity: Preservice Teachers’ Perceptions Of Their Knowledge, Skills And Attitudes Toward Working With English Language Learners In Mainstream Classrooms." [Tampa, Fla] : University of South Florida, 2005. http://purl.fcla.edu/usf/dc/et/SFE0001222.
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Kobe, Judith A. "Aspects of nutritional knowledge, attitudes and practices of nurses working at the surgical division at the Kenyatta National Hospital, Kenya." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1514.
Full textAbstract:
Thesis (MNutr (Human Nutrition))--University of Stellenbosch, 2006.INTRODUCTION: Adequate nutrition is required for patients to improve and maintain their health. Nurses are in one of the best positions to ensure adequate nutrition because of their holistic caring role. The aim of the study was to determine aspects of the current nutritional knowledge, attitudes and practices of registered nurses towards nutritional management of patients. RESEARCH METHODS: This was a descriptive and observational study. One hundred and one out of 160 Kenyan registered nurses working at the surgical division at Kenyatta National Hospital in Nairobi, Kenya successfully completed the study representing a 63% response rate. The 47-item validated questionnaire consisted of 9 socio-demographic questions, 13 questions on nutrition knowledge, 13 questions on attitude and 12 questions on nurses’ practices. RESULTS: The general performance of the registered nurses on the selected aspects of knowledge, attitudes and practices was overall poor. They contradicted themselves on their beliefs in relation to their practices. They did not know their primary role in nutrition care, neither did they know the role played by dietitians/nutritionists and doctors. Twenty-six percent of the registered nurses strongly agreed that it was the nurses’ responsibility to assess the nutritional status of patients compared to 72% who strongly agreed it was the dietitians’/nutritionists’ responsibility and 24% who strongly agreed it was the doctors' responsibility. Eighty-two percent reported that they would refer patients to a dietitian/nutritionist, 18% that they would discuss diet options with the patients, while none of the registered nurses would consult the doctor if they felt that the patient was not receiving adequate nutrition. Seventy-five percent of them suggested that nutritional care of patients could be improved by adopting a multidisciplinary approach and 18% by catering staff feeding the patients. Only 28% reported that nutritional issues were included in ward rounds. Although 72% of the registered nurses reported that it was important to weigh patients on admission, only 43% reported actually weighing patients, of which 59% weighed patients for medication purposes and only 18% weighed patients for nutritional status assessment. The overall nutritional knowledge score was graded as average (57%). The poorest scores were noted for knowledge on clinical nutrition questions (14%) and the highest scores for knowledge on basic nutrition questions (91%). CONCLUSION: Although the nurses regarded nutritional care of patients as important, their practices seemed to contradict their attitudes. Considering the responsibility the nurses are entrusted with regarding patient nutritional care, their current knowledge, attitudes and practices towards nutritional care is a cause for concern. The results of this study provide a basis for continuous nutrition education, well-designed protocols for nutritional status assessment by registered nurses and efforts directed towards improved clinical practice.