Дисертації з теми "Cory Doctorow"

Philosophiae Doctor - PhD
This study investigated scholarly communication guidance as a core service by the Kwame Nkrumah University of Science and Technology (KNUST), Kumasi, Ghana, academic library to doctoral students, research and scholarly communication needs and skills of doctoral students and effective dissemination of research findings by doctoral students for national development. The study also explored the adoption of a research portal as part of the academic library website for scholarly communication guidance to doctoral students. A case study research design with KNUST as research site, with a mixed method approach was used. Semi-structured interviews, questionnaires, documentary analysis and a bibliometric survey of an institutional repository were employed as data gathering tools. A scholarly communication guidance model based on Costa’s proposed adaption of Garvey and Griffin’s models of scholarly communication, Wilson’s information behaviour model and Bjôrk’s scholarly communication lifecycle model was developed to frame the study.

After individuals sustain a spinal cord injury, all aspects of their lifestyle must change for them to manage their new life roles. One important area of recovery that is often not addressed during the rehabilitation process is sexual functioning. The purpose of this quantitative study was to examine how doctor communication about sexual health with women who have sustained spinal cord injuries predicts their levels of sexual functioning and sexual self-esteem. The theoretical framework was the sexual health model. Questionnaires were used to gather data from 45 women who had completed rehabilitation from spinal cord injuries. Level of current sexual functioning was measured using the Female Sexual Function Index. Sexual self-esteem was measured using the Multidimensional Sexual Self-Concept Questionnaire. Satisfaction with doctor-patient communication was measured using the Patient Satisfaction Questionnaire and Perceived Self-Efficacy in Patient-Physician Interactions-Sex. Findings from correlation analysis indicated a positive correlation between general satisfaction with doctor-patient communication and confidence to communicate with the doctor about sexual health. Results also indicated a negative correlation between sexual self-esteem and sexual functioning. Findings may be used to improve communication between doctors and patients about sexual health, which may reduce the stigma of talking about sexuality and may promote more holistic treatment for women recovering from spinal cord injuries.

This education resource guide supplements the presentation made by Tanya Lee Stone at In Search of Wonder: Common Core and More, a professional development day presented by The National Children’s Book and Literacy Alliance, in conjunction with the Perry Ohio School District. Included on these pages are engaging activities and discussion questions based on Common Core English Language Standards for two of Stone’s books: Courage Has No Color and Who Says Women Can’t Be Doctors?

Research related to epistemological beliefs or beliefs about knowing and learning has offered insight into promoting effective learning (Hofer, 1994; Schommer, 1990, 1993a, 1993b ). A teaching program designed to foster the development of more sophisticated epistemological beliefs was implemented with 29 pre-service graduate teacher education students at the Queensland University of Technology, Brisbane, Australia. As part of the year-long teaching program, students were required to reflect in journal entries on both the content of an educational psychology unit and their epistemological beliefs. The students engaged in this teaching program (henceforth known as the research group) were interviewed in relation to their beliefs about knowing, learning and teaching at the beginning (Time 1) and conclusion (Time 2) of the teaching program. Students in a comparison group, which comprised another educational psychology tutorial group for which the inquirer was responsible, were not exposed to the teaching program that was implemented with the research group. Therefore, students in the comparison group were not encouraged to reflect on their epistemological beliefs, but were engaged in large and small group tutorial discussions in relation to the educational psychology content. They were asked to complete written statements about their beliefs about knowing, learning and teaching at the beginning (Time 1) and end (Time 2) of the year-long unit. Schommer's (1988, 1990) epistemological beliefs questionnaire, the Study Process Questionnaire (SPQ) (Biggs, 1987) and the Conceptions of Learning Inventory (COLI) (Purdie & Hattie, 1997) were administered to both the comparison and research groups at Time 1 and Time 2. These questionnaires measured beliefs about knowing, approaches to learning and conceptions of learning respectively. The results of both the qualitative and quantitative data analysis indicated that the group of students engaged in the teaching program experienced more growth in sophisticated beliefs about knowing, and to a lesser extent, beliefs about learning and teaching. Furthermore, there appeared to be a relationship between core beliefs about knowing and peripheral beliefs about learning and teaching in the research group. For example, all students who described at least some sophisticated core beliefs about knowing also reported sophisticated beliefs about learning and teaching. Both the success of the teaching program and the perceived consistency between core and peripheral epistemological beliefs have implications for how teacher educators develop relational learning environments.

Embora sejam grandes os progressos com a promulgação da Constituição de 1988, que garante constitucionalmente a saúde como direito de todos e dever do Estado, esse direito não tem sido assegurado no mesmo nível e com a mesma qualidade de atenção, em especial, para a população negra. Depois de uma revisão sobre a história a influência das teorias racialistas e de gênero como categoria de análise na medicina, discute-se uma síntese da história recente das práticas médicas no Brasil e a reflexão critica sobre essas práticas centradas no tecnicismo. O objetivo deste estudo, parte da linha de pesquisa Pesquisa Psicossocial da Desigualdade: Relações Étnico-raciais, foi descrever que sentidos e significados médicos e médicas conferem aos temas médico-sociais na sua trajetória e formação, especialmente como concebem os determinantes sociais de gênero e raça Foram entrevistados 25 médicos (13 médicos e 12 médicas) que orientam e são preceptores de alunos da residência médica em um hospital universitário. O roteiro abordava o perfil sócio-demográfico e sua trajetória profissional; o seu nível de conhecimento e contato com os determinantes sociais (pobreza, gênero, cor/raça, nacionalidade, religião dos diferentes grupos populacionais) durante a formação acadêmica; que fatores consideravam relevantes para uma boa relação médico-paciente; seu conhecimento sobre Direitos Humanos e os princípios do Sistema Único de Saúde; as experiências na relação médico-paciente e de cuidado. Depois de um aquecimento propiciado pela situação da entrevista, entre os resultados, o estudo permitiu observar como os médicos entrevistados reconhecem alguns marcadores sociais da diferença que se transformam em desigualdade, os lugares sociais diferentes para homens e mulheres, brancos, amarelos e negros, lugares de maior ou menor privilégio e de obstáculo para o sucesso técnico. As diferenças e desigualdade de gênero foram mais fáceis de serem explicitadas e os entrevistados articulavam um repertório levemente maior para o tema. Todos os entrevistados, em algum momento, usaram o discurso sobre o instintivo e natural, e a maior parte deles compreende o masculino e o feminino de um modo muito conservador, com problemas para encontrar definições para perguntas supostamente simples. No caso da desigualdade racial, observamos que houve uma polarização: de um lado a negação das desigualdades entre brancos e não brancos, do outro temos a valorização da identidade branca, compondo bem com o racismo à brasileira. O contexto social foi associado à pobreza mais que qualquer outro indicador da desigualdade social. Cenas de racismo e sexismo institucional foram frequentes. Os poucos entrevistados que tinham uma noção mais sofisticada sobre gênero e raça eram aqueles que contaram com a oportunidade de desenvolver uma atividade de extensão, a iniciação científica ou que tiveram uma formação mais generalista, mais social. A trajetória trilhada na faculdade contribui, portanto, para a formação
Brazil\'s 1988 Constitution grants health as a human right to all and a duty of the State. Although great progress has been made since its enactment, this right has not been ensured at the same level and with the same service quality, particularly with regard to Afro-Brazilians. With close attention to history and the influence of racial and gendered theories, this article discusses the recent history of medical practices in Brazil and provides critical reflection on those practices that are centered on technique. The main purpose of this study, a part of the Psycho-social research on inequality: ethnic-racial relations research line, is to describe the meanings and significance that doctors give to medical social issues in their education. Special attention is given to their conception of the social determinants of gender and race. Twenty-five doctors (13 men and 12 women) were interviewed. All of them mentor medical students pursuing their residency at a University Hospital. The interviews script centered on their socio-demographic profile, their professional path and the degree of knowledge or contact with social determinants (poverty, gender, race/color, nationality, religion of the different population groups) during their academic formation, the factors they considered as relevant to a good doctor-patient relationship, their knowledge of Human Rights and the principles of the Sistema Único de Saúde (SUS) and their experiences in the care and doctor-patient relationships. Among its results, the study shows how the interviewed doctors recognize several social markers of difference that convert into inequity, the different social places for men and women, the white, the people of Asian descent and the black, places of greater or lower privilege and obstacle for technical success. The gender differences and inequalities were more easily explained and respondents articulated a slightly larger repertoire for the topic. All of the interviewees, at some moment, used the discourse on the instinctive and the natural, and most of them have a very conservative comprehension of the feminine and the masculine, and encountered problems in finding definitions for apparently simple questions. With regards to racial inequality, there was a polarization: on the one hand, the denial of inequalities among the white and the non white, on the other, a consistent evaluation of white identity, linked to the Brazilian racism. The social context was associated with poverty rather than any other indicator of social inequality. Evidence of racism and sexism were frequently observed in the interviews. The few interviewees that had a more sophisticated notion of gender and race were those who had had the chance to develop an extracurricular activity, the scientific initiation, or those who had had a more generalist and social education. Thus, the experience acquired during university contributes to the formation of their notions of social determinants in health

This study, to elucidate the role of des(1-3)IGF-I in the maturation of IGF-I,used two strategies. The first was to detect the presence of enzymes in tissues, which would act on IGF-I to produce des(1-3)IGF-I, and the second was to detect the potential products of such enzymic activity, namely Gly-Pro-Glu(GPE), Gly-Pro(GP) and des(l- 3)IGF-I. No neutral tripeptidyl peptidase (TPP II), which would release the tripeptide GPE from IGF-I, was detected in brain, urine nor in red or white blood cells. The TPPlike activity which was detected, was attributed to a combined action of a dipeptidyl peptidase (DPP N) and an aminopeptidase (AP A). A true TPP II was, however, detected in platelets. Two purified TPP II enzymes were investigated but they did not release GPE from IGF-I under a variety of conditions. Consequently, TPP II seemed unlikely to participate in the formation of des(1-3)IGF-I. In contrast, an acidic tripeptidyl peptidase activity (TPP I) was detected in brain and colostrum, the former with a pH optimum of 4.5 and the latter 3.8. It seems likely that such an enzyme would participate in the formation of des( 1-3 )IGF-I in these tissues in vitro, ie. that des(1-3)IGF-I may have been produced as an artifact in the isolation of IGF-I from brain and colostrum in acidic conditions. This contrasts with suggestions of an in vivo role for des(1-3)IGF-I, as reported by others. The activity of a dipeptidyl peptidase N (DPP N) from urine, which should release the dipeptide GP from IGF-I, was assessed under a variety of conditions and with a variety of additives and potential enzyme stimulants, but there was no release of GP. The DPP N also exhibited a transferase activity with synthetic substrates in the presence of dipeptides, at lower concentrations than previously reported for other acceptors or other proteolytic enzymes. In addition, a low concentration of a product,possibly the tetrapeptide Gly-Pro-Gly-Leu, was detected with the action of the enzyme on IGF-I in the presence of the dipeptide Gly-Leu. As part of attempts to detect tissue production of des(1-3)IGF-I, a monoclonal antibody (MAb ), directed towards the GPE- end ofiGF-I was produced by immunisation with a 10-mer covalently attached to a carrier protein. By the use of indirect ELISA and inhibitor studies, the MAb was shown to selectively recognise peptides with anNterminal GPE- sequence, and applied to the indirect detection of des(1-3)IGF-I. The concentration of GPE in brain, measured by mass spectrometry ( MS), was low, and the concentration of total IGF-I (measured by ELISA with a commercial polyclonal antibody [P Ab]) was 40 times higher at 50 nmol/kg. This also, was not consistent with the action of a tripeptidyl peptidase in brain that converted all IGF-I to des(1-3)IGF-I plus GPE. Contrasting ELISA results, using the MAb prepared in this study, suggest an even higher concentration of intact IGF-I of 150 nmollkg. This would argue against the presence of any des( 1-3 )IGF-I in brain, but in turn, this indicates either the presence of other substances containing a GPE amino-terminus or other cross reacting epitope. Although the results of the specificity studies reported in Chapter 5 would make this latter possibility seem unlikely, it cannot be completely excluded. No GP was detected in brain by MS. No GPE was detected in colostrum by capillary electrophoresis (CE) but the interference from extraneous substances reduced the detectability of GPE by CE and this approach would require further, prior, purification and concentration steps. A molecule, with a migration time equal to that of the peptide GP, was detected in colostrum by CE, but the concentration (~ 10 11mo/L) was much higher than the IGF-I concentration measured by radio-immunoassay using a PAb (80 nmol/L) or using a Mab (300-400 nmolL). A DPP IV enzyme was detected in colostrum and this could account for the GP, derived from substrates other than IGF-1. Based on the differential results of the two antibody assays, there was no indication of the presence of des(1-3)IGF-I in brain or colostrum. In the absence of any enzyme activity directed towards the amino terminus of IGF-I and the absence any potential products, IGF-I, therefore, does not appear to "mature" via des(1-3)IGF-I in the brain, nor in the neutral colostrum. In spite of these results which indicate the absence of an enzymic attack on IGF-I and the absence of the expected products in tissues, the possibility that the conversion of IGF-I may occur in neutral conditions in limited amounts, cannot be ruled out. It remains possible that in the extracellular environment of the membrane, a complex interaction of IGF-I, binding protein, aminopeptidase(s) and receptor, produces des(1- 3)IGF-I as a transient product which is bound to the receptor and internalised.

How do we shape our safety destiny? It is within the limits or our own making, that is, our capability. But, how do we know it is on the right track? In other words, how do we take the pulse? These questions set the context and scope of the research in which a number of key issues related to capability building and evaluation were addressed. In recent years, the approach of capability development has been widely researched by economists, organizational psychologists and management theorists. Unfortunately, because of its complex nature, the assessment of capability in professional context has not been properly addressed in the literature. The problem is two-fold. First, is criticality, or more accurately the lack of understanding about what capabilities are critical to our future success. The second one is concerned with the evaluative aspects of capability development. Using safety management as a study platform, this research introduced a contingency model of “strategic capability development” (SCD) as a plausible alternative to some of the well-established approaches. To address the evaluation issues, an innovative method for assessing capability maturity was constructed. The key variables were based on people’s pro-activeness and their self-efficacy beliefs. Through meta-analysis, a set of critical capabilities or indicators was identified and used as the key variables for designing the survey instrument, the Safety Management Efficacy Scale (SMES). These variables included goal-setting, risk management, safety training, risk communication, and operation/administration capabilities. Hypotheses regarding the interactive effects of each of these critical capabilities were then derived and tested. The results suggest that a high degree of coherency among the key variables does exit. There is a positive and significant association between critical capabilities and goal-setting capability. The positive effects of risk management capability on safety pro-activeness are strong. In regards to how goal-setting capability influences pro-activeness, no conclusion can be drawn. Having taking the pulse, the capability maturity profile of the safety profession is examined. The proposed SCD framework and SMES instrument together provide a point of departure for conducting similar research, including but not limited to human resources development, people capability maturity assessment, training/curriculum development, and performance evaluation.

Australia has come to a critical point in its identity as a nation, that is, acknowledging its Aboriginal peoples - Australia's first people - as an intrinsic part of what it is to be Australian. That means respecting Australia's history which includes Australia's first people's histories in our studies, and in the fabric of who we are. It also includes Aboriginal students, achieving educational outcomes commensurate with their non-Aboriginal peers. The New South Wales Department of Education and Training (NSW DET) Aboriginal education policies, along with the national Aboriginal education policies and a whole host of reports, have identified that for a complexity of reasons, non-Aboriginal Australian's have nurtured prejudices and out-dated misconceptions about Aboriginal Australians. These reports and policies have therefore recommended that all Australian school students be taught the truth about Australia's Aboriginal past from colonisation to the present, to learn how the past shaped the present, and to walk together to shape the future. Teaching Aboriginal Studies and integrating Aboriginal perspectives by incorporating Aboriginal history, culture, and values into the school's curriculum has been a challenge for NSW DET. Whilst teachers are expected to teach Aboriginal Studies and integrate Aboriginal perspectives, many lack knowledge about Aboriginal history and culture, many have never met an Aboriginal person, and many pre-service teachers have not been taught the knowledge, skills, and understandings to effectively teach Aboriginal Studies and Aboriginal students as a component of their teacher education courses. Of the pre-service teachers who have experienced Aboriginal Studies teacher education core courses, a paucity of research has been conducted to explicate the nature, value, and impact of these courses. The overarching purpose of this thesis was to assemble an evidence-based rationale, which includes the voices of multiple stakeholders, to test the extent to which core Aboriginal Studies subjects in primary teacher education courses are vital to improving educational outcomes for Aboriginal children, advancing reconciliation, and creating a more socially just society. To address this purpose, the present investigation critically analysed multiple stakeholders' self-perceptions of the value, nature, success, and impact of core Aboriginal Studies subjects in primary teacher education courses.

The maize leaf has three main axes of growth, with an asymmetric distribution of tissue types along each axis. This study focuses on three mutants, Wavy auricle in blade1-R (Wab 1-R), liguleless1-R (lg1-R) and milkweed pod1-R (mwp1-R) that disrupt axial patterning of maize leaves. Dominant Wab1 mutations disrupt both medial-lateral and proximal-distal patterning. Wab1 leaf blades are narrow and ectopic auricle and sheath-like tissues extend into the leaf blade. Previous analyses have shown that Lg1 acts cell-autonomously to specify ligule and auricle tissues. The current study reveals additional roles in defining leaf shape. The recessive lg1-R mutation exacerbates the Wab1-R phenotype; in the double mutants, most of the proximal blade is deleted and sheath tissue extends along the residual blade. A mosaic analysis of Wab1-R was conducted in Lg1 and lg1-R backgrounds to determine if Wab1-R affects leaf development in a cell-autonomous manner. Normal tissue identity was restored in all wab1/- sectors in a lg1-R mutant background, and in three quarters of sectors in a Lg1 background. These results suggest that Lg1 can influence the autonomy of Wab1-R. In both genotypes, leaf-halves with wab1/- sectors were significantly wider than non-sectored leaf-halves, suggesting that Wab1-R acts cell-autonomously to affect lateral growth. mwp1-R is a recessive mutation that specifically affects patterning of sheath tissue. Characterisation of the mwp1-R phenotype revealed that mwp1-R husk leaves and the sheaths of vegetative leaves develop pairs of outgrowths on the abaxial surface associated with regions of adaxialised tissue. In situ hybridisation confirmed that disruptions to adaxial-abaxial patterning are correlated with misexpression of leaf polarity genes. Leaf margins and fused organs such as the prophyll are most severely affected by mwp1-R. The first two husk leaves normally fuse along adjacent margins to form the bi-keeled prophyll. In the most severe cases the mwp1-R prophyll is reduced to an unfused, two-pronged structure and keel outgrowth is significantly reduced. We speculate that the adaxial-abaxial patterning system has been co-opted during evolution to promote outgrowth of the keels in normal prophyll development. The results of this study place Mwp1, wab1 and Lg1 in a network of genes that regulate leaf polarity and axial patterning.

The natural environment is in focus as never before in human history. Concerns about exploitation of the planet’s resources and the need for sustainability in all aspects of human endeavour are daily features of news and current affairs programs and of syllabi in education settings for children of all ages.This research project draws on the principles of ecopsychology, deep ecology, ecofeminism and biophillia. It is predicated on the view that in order to interact with the natural world in a sustainable and meaningful way, we have to develop a connection with the natural world that speaks to all domains of our human makeup, and that includes the cognitive, psychological, affective and physical. This is necessary in order for us to integrate sustainable interactions as an everyday, constructive way of living. This thesis reports on collaborative, action research studies implemented throughout 2009, and demonstrates the value of positive, creative programs infused with content about the natural world and based on the arts, in assisting early childhood educators and 3 to 5 year old children to develop a greater understanding of, and connection with, their local natural environment. It highlights this approach as an important and innovative way of developing educational curricula for young children in its own right, and attempts to provide a pedagogical alternative to what are often fear-based messages in environmental education that can negatively affect children’s abilities to connect with the natural world. The creative, arts based pedagogy used throughout the study is also a positive motivational model and brings into focus the wonder-filled reality that we are part of what makes up our planet, not separate to it. Monthly field visits were conducted in four early childhood sites throughout the academic year of 2009. During this time the researcher modelled and conducted self developed creative arts experiences for the educators and the children. These experiences were newly created for each visit in collaboration with the educators in the settings, and were based on the local natural flora and fauna and the interests of the children. The natural environment was the basis for new stories, songs, verses, drawings, paintings, sculpture, and music and drama experiences. As the year progressed, the educators gradually took on the role of researcher and transformed the outcomes of their research into their local natural environments, into the types of creative experiences listed above. They experimented with their emerging environmental/creative awareness by writing songs, stories, and verses that focused on the natural world. The content of these self-generated artefacts became the basis for drama and visual arts experiences that reflected the natural environment. This thesis also reports on the effect this had on the way in which the educators viewed the natural world, the programs they presented to the children, and the effect this had on the children.

Despite being different cultivars of the same plant species (Zea mays L.), maize and sweet corn have contrasting P fertiliser recommendations in New Zealand, that are reflected in different target Olsen P values of 10-15 mg P/kg soil for optimum maize growth and 26-35 mg P/kg soil for optimum sweet corn growth. Three key hypotheses were developed in this study to explain why these differences may exist: i) maize and sweet corn differ in their responsiveness to P fertiliser i.e. maize is more internally P efficient and requires less P than sweet corn to grow, ii) both cultivars differ in external P efficiency i.e. their ability to take P up from soil iii) both cultivars differ in external P efficiency because they have different root system structure. Two field experiments evaluated the growth and yield responses of maize and sweet to different rates of P fertiliser application. The first experiment was conducted in Hawke's Bay (2001-02) and second in the Manawatu (2002-03) with P application rates of 0, 100 and 200 kg P/ha in the Hawke's Bay and 0, 15 and 70 kg P/ha in the Manawatu. Both experiments were conducted on soils of low available P status. The Olsen P test values of 13 mg P/kg soil in the Hawke's Bay and 11 mg P/kg soil in the Manawatu were far below the recommended values for sweet corn (25-35 mg P/kg soil). In both experiments and across all P treatments maize produced significantly higher dry matter yields than sweet corn during all sampling stages. In the Hawke's Bay experiment at 100 days after sowing (DAS), the maize (87719 plants/ha, 20.9 t/ha) produced 43% more dry matter than sweet corn (71124 plants/ha, 14.6 t/ha), whereas, in the Manawatu experiment (140 DAS), maize (71124 plants/ha, 15.2 t/ha) had a 39% higher dry matter yield than sweet corn (71124 plants/ha, 10.9 t/ha). In both the field experiments, the sweet corn fresh cob yield of 27 and 28 t/ha in the Hawke's Bay and the Manawatu regions and maize grain yields of 16 and 10 t/ha, respectively, were within the range of the reported commercial yields for each region. In both experiments, the P fertiliser application raised the soil P status (Olsen P test values) but caused no significant increases in either maize or sweet corn yields (total dry matter, sweet corn fresh cob or maize grain). Commercially viable yields of both cultivars were able to be achieved without P fertiliser application with Olsen P soil test in the range of 10-15 mg P/kg soil. Sweet corn reached harvestable maturity at 115 DAS in the Hawke's Bay and 140 DAS in the Manawatu experiments. By this time maize had produced 4-6 t/ha more total dry matter yield than sweet corn, yet maize and sweet corn had achieved similar total P uptake (32-37 kg P/ha at 100 DAS in the Hawke's Bay and 18-19 kg P/ha at 140 DAS in the Manawatu). At silking (after 75 DAS in the Hawke's Bay and approximately 110 DAS in the Manawatu), both cultivar's total leaf P concentrations (0.21-0.25%) were within the sufficiency range values for maize crops in New Zealand (0.18-0.33 %). Maize, however was more internally P efficient growing more dry matter per unit P taken up, which was more noticeable in the drier season. Fertiliser P application increased P uptake with both cultivars under moist conditions in the Hawke's Bay experiment (2001-02). However, the dry conditions in the Manawatu (2002-03) limited P uptake as well as restricted dry matter yields with both cultivars. Further, there were no significant differences between maize and sweet corn P uptake efficiency (kg P/kg root) despite significant differences in the root system structure (biomass) for both cultivars at all stages, which lead to different temporal patterns of P uptake. The lack of maize yield response to fertiliser P in both field experiments is consistent with the New Zealand recommendations for growing a maize grain crop (because soil Olsen P was in the range of 10-15 mg P/kg). However, the lack of sweet corn yield response in both field experiments does not support the New Zealand recommendations for growing sweet corn (which assume optimal Olsen P values are 26-35 mg P/kg).