Дисертації з теми "Failure knowledge"
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Masters, R. S. W. "Implicit knowledge, stress and skill failure." Thesis, University of York, 1992. http://etheses.whiterose.ac.uk/2501/.
Повний текст джерелаFairow, Deborah J. "Disordered eating, stress, failure, and nutrition knowledge among college women /." View online, 1989. http://repository.eiu.edu/theses/docs/32211998880255.pdf.
Повний текст джерелаHermansson, Frida, and Ulrika Kilnes. "Knowledge transfer from expatriates : A study of MNCs’ exploitation of expatriates’ knowledge." Thesis, Uppsala University, Department of Business Studies, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-9431.
Повний текст джерелаThis paper investigates how expatriates experience that their knowledge gained from international assignments is transferred and exploited by the MNC. The results from 93 expatriates from eleven Large Cap companies suggest that knowledge is not exploited trough formal mechanisms. Instead informal mechanisms of knowledge transfer such as networks and own initiatives seem to be a more common way of transferring and exploiting knowledge in the investigated MNCs. The findings indicate that the knowledge that the expatriates that failed their mission abroad gained is not exploited to the same extent as the expatriates that successfully completed their assignments.
Andrews, Michael McMillan. "Knowledge-based debugging : matching program behaviour against known causes of failure." Thesis, University of Kent, 2003. https://kar.kent.ac.uk/14017/.
Повний текст джерелаMoore-Jervis, Sharnee. "Improving Nursing Knowledge of African American Heart Failure Self-Care Management." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7703.
Повний текст джерелаKnopp, Anna Marie. "Nurses' knowledge of heart failure education guidelines in a Western Montana hospital." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/knopp/KnoppA0509.pdf.
Повний текст джерелаAngelo, Raymond Fontana. "Collaborative Group Learning and Knowledge Building to Address Information Systems Project Failure." NSUWorks, 2011. http://nsuworks.nova.edu/gscis_etd/79.
Повний текст джерелаTam, Karen, and Karen Tam. "Examining Productive Failure Instruction in Dental Ethics." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624532.
Повний текст джерелаAl-Karaghouli, Wafi Yousif Ramadaan. "Information systems failure : a business-led knowledge requirements framework for modelling business requirements." Thesis, Brunel University, 2005. http://bura.brunel.ac.uk/handle/2438/6302.
Повний текст джерелаARAUJO, THIAGO PINHEIRO DE. "USING RUNTIME INFORMATION AND MAINTENANCE KNOWLEDGE TO ASSIST FAILURE DIAGNOSIS, DETECTION AND RECOVERY." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2014. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=28702@1.
Повний текст джерелаCONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
Mesmo sistemas de software desenvolvidos com um controle de qualidade rigoroso podem apresentar falhas durante seu ciclo de vida. Quando uma falha é observada no ambiente de produção, mantenedores são responsáveis por produzir o diagnóstico e remover o seu defeito correspondente. No entanto, em um serviço crítico este tempo pode ser muito longo, logo, se for possível, a assinatura da falha deve ser utilizada para gerar um mecanismo de recuperação automático capaz de detectar e tratar futuras ocorrências similares, até que o defeito possa ser removido. Nesta tese, a atividade de recuperação consiste em restaurar o sistema para um estado correto, que permita continuar a execução com segurança, ainda que com limitações em suas funcionalidades. Para serem eficazes, as tarefas de diagnóstico e recuperação requerem informações detalhadas sobre a execução que falhou. Falhas que ocorrem durante a fase de testes em um ambiente controlado podem ser depuradas através da inserção de nova instrumentação e re-execução da rotina que contem o defeito, tornando mais fácil o estudo de comportamentos inesperados. No entanto, falhas que ocorrem no ambiente de produção apresentam informações limitadas à situação específica em que ocorrem, além de serem imprevisíveis. Para mitigar essa adversidade, informações devem ser coletadas sistematicamente com o intuito de detectar, diagnosticar para recuperar e, eventualmente, diagnosticar para remover a circunstância geradora da falha. Além disso, há um balanceamento entre a informação inserida como instrumentação e a performance do sistema: técnicas de logging geralmente apresentam baixo impacto no desempenho, porém não provêm informação suficiente sobre a execução; por outro lado, as técnicas de tracing podem registrar informações precisas e detalhadas, todavia são impraticáveis para um ambiente de produção. Esta tese propõe uma abordagem hibrida para gravação e extração de informações durante a execução do sistema. A solução proposta se baseia no registro de eventos, onde estes são enriquecidos com propriedades contextuais sobre o estado atual da execução no momento em que o evento é gravado. Através deste registro de eventos com informações de contexto, uma técnica de diagnóstico e uma ferramenta foram desenvolvidas para permitir que eventos pudessem ser filtrados com base na perspectiva de interesse do mantenedor. Além disso, também foi desenvolvida uma abordagem que utiliza estes eventos enriquecidos para detectar falhas automaticamente visando recuperação. As soluções propostas foram avaliadas através de medições e estudos conduzidos em sistemas implantados, baseando-se nas falhas que de fato ocorreram enquanto se utilizava o software em um contexto de produção.
Even software systems developed with strict quality control may expect failures during their lifetime. When a failure is observed in a production environment the maintainer is responsible for diagnosing the cause and eventually removing it. However, considering a critical service this might demand too long a time to complete, hence, if possible, the failure signature should be identified in order to generate a recovery mechanism to automatically detect and handle future occurrences until a proper correction can be made. In this thesis, recovery consists of restoring a correct context allowing dependable execution, even if the causing fault is still unknown. To be effective, the tasks of diagnosing and recovery implementation require detailed information about the failed execution. Failures that occur during the test phase run in a controlled environment, allow adding specific code instrumentation and usually can be replicated, making it easier to study the unexpected behavior. However, failures that occur in the production environment are limited to the information present in the first occurrence of the failure. But run time failures are obviously unexpected, hence run time data must be gathered systematically to allow detecting, diagnosing with the purpose of recovering, and eventually diagnosing with the purpose of removing the causing fault. Thus there is a balance between the detail of information inserted as instrumentation and the system performance: standard logging techniques usually present low impact on performance, but carry insufficient information about the execution; while tracing techniques can record precise and detailed information, however are impracticable for a production environment. This thesis proposes a novel hybrid approach for recording and extracting system s runtime information. The solution is based on event logs, where events are enriched with contextual properties about the current state of the execution at the moment the event is recorded. Using these enriched log events a diagnosis technique and a tool have been developed to allow event filtering based on the maintainer s perspective of interest. Furthermore, an approach using these enriched events has been developed that allows detecting and diagnosing failures aiming at recovery. The proposed solutions were evaluated through measurements and studies conducted using deployed systems, based on failures that actually occurred while using the software in a production context.
Silva, FlÃvio Roberto Vieira da. "School Failure and the Relationship to Knowledge: the Mobilizing Education in Bernard Charlot." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=13316.
Повний текст джерелаPesquisa bibliogrÃfica sobre o conceito de relaÃÃo com o saber como base teÃrica para constituiÃÃo de uma sociologia do sujeito. Articula-se com pesquisas de Bernard Charlot sobre o fracasso escolar, cujo ponto de partida metodolÃgico exige a superaÃÃo da leitura negativa, ou seja, aquela anÃlise em termos de falta, de carÃncia: falta de competÃncias, falta de habilidades, falta de saberes. Nesse viÃs, a sociologia da reproduÃÃo, de autores como Pierre Bourdieu e Jean-Claude Passeron, relaciona estatisticamente a origem social e o desempenho escolar, que, em geral, se apresenta deficitÃrio entre estudantes dos meios populares. PorÃm, esta correlaÃÃo estatÃstica nÃo pode ser analisada em termo de causa. A instituiÃÃo escolar nÃo à apenas espaÃo de diferenciaÃÃo social. Constatam-se, tambÃm, os chamados Ãxitos paradoxais: crianÃas pobres que obtÃm sucesso escolar e outras, de estratos mais ricos, que fracassam na escola. Para Charlot, à necessÃrio que desenvolvamos uma leitura positiva do fracasso e do Ãxito escolar, superando o objetivismo das sociologias sem sujeito (reprodutivismo). A teoria da relaÃÃo com o saber (e com a escola) permite compreender, atravÃs de metodologias qualitativas adequadas, como os prÃprios estudantes se constroem como sujeitos a partir de relaÃÃes de identidade, sentido, expectativas com relaÃÃo à vida e ao futuro profissional. No mundo globalizado e informatizado, a escola vem perdendo poder e forÃa como instituiÃÃo socializadora, de sorte que, a partir da relaÃÃo com o saber, podemos identificar processos mobilizadores na escola e em relaÃÃo à escola. Contudo, observa-se que a sociologia do sujeito proposta por Charlot como uma espÃcie de sociologia do Ãxito e do fracasso escolar â ou, ainda, como proposta de uma educaÃÃo mobilizadora â nÃo pode levantar pretensÃo de exclusividade nesse ramo de estudo. Outras propostas teÃricas como a sociologia da experiÃncia escolar, de FranÃois Dubet, ou a sociologia do indivÃduo, de Bernard Lahire, trazem importantes contribuiÃÃes para as novas condiÃÃes e formas de socializaÃÃo intra e extraescolar em sociedades diferenciadas. O que hà em comum entre esses autores à uma fixaÃÃo pela microssociologia, que, em Charlot, conduz a um neomarxismo (conforme ele mesmo se define) e, em Dubet e Lahire, leva-nos a um ecletismo pluralista e multifacetado.
Bibliographical research on the concept of relationship with knowledge as a theoretical basis for the formation of a sociology of the subject, which is articulated in the polls Bernard Charlot about school failure, whose theoretical and methodological point of departure requires overcoming the negative reading, that analysis in terms of lack of lack: lack of skills, lack of skills, lack of knowledge. This bias, the sociology of reproduction, by authors such as Pierre Bourdieu and Jean-Claude Passeron, statistically related to social background and school performance, which usually presents deficit among students of popular media. But this statistical correlation canot be analyzed in terms of cause. The school is not only a space of social differentiation. Realize, also called paradoxical success: poor children who get academic success and other wealthier strata who fail in school. Charlot is necessary for us to develop a positive reading failure and school success, surpassing the objectivism of sociology without a subject (reproductivism). The theory of the relationship to knowledge (and school) allows understanding, through appropriate qualitative methodologies, as students construct themselves as subjects from relationships of identity, meaning, expectations about life and future career. In the globalized and computerized world, the school is losing power and strength as a socializing institution, so that from the relationship with knowledge we can identify mobilizing processes in school and about school. However, it is observed that the proposed subject of sociology by Charlot as a kind of sociology of success and failure in school â or even as a proposal for a mobilizing education â canot raise claims of exclusivity in that branch of study. Other theoretical proposals such as the sociology of school experience FranÃois Dubet or sociology of the individual Bernard Lahire make important contributions to the new conditions and forms of intra- and extra-school socialization in diverse societies. What's common between these authors is a fixation with microsociology, which Charlot leads to neo-Marxism (as he defines himself), and Dubet Lahire and leads to a pluralistic and multifaceted eclecticism.
D, Fleming Anne H. "The effect of nutritional knowledge on nutritional intake in individuals with heart failure." Connect to this title online, 2004. http://hdl.handle.net/1811/182.
Повний текст джерелаTitle from first page of PDF file. Document formatted into pages; contains 23 p.; also includes graphics Includes bibliographical references (p. 22-23 ). Available online via Ohio State University's Knowledge Bank.
Rahayu, Puji. "Productive Failure in Virtual Language Learning for English." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/25939.
Повний текст джерелаGwadry-Sridhar, Femida Guyatt Gordon Henry. "Educating patients with heart failure /." [Hamilton, Ont.] : McMaster University, 2005.
Знайти повний текст джерелаVolk, Sarah Brender. "Education on Sodium Monitoring for New Heart Failure Patients." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612586.
Повний текст джерелаSaenz, Mia Nicole, and Mia Nicole Saenz. "Home Care Nurse Practitioner Knowledge of Self-Care Management in Patients with Heart Failure." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/622940.
Повний текст джерелаCao, Lu. "Learning Genetics in Game-Based Learning Environments: Productive Failure and the Transfer of Knowledge." Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/23423.
Повний текст джерелаHarris, Kelly, and Kelly Harris. "Cardiac Rehabilitation for Heart Failure Patients: An Evaluation of Knowledge and Practice Patterns of Nurse Practitioners." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621285.
Повний текст джерелаTam, Kenneth B. L. "Experiments in high-level robot control using CONGOLOG, reactivity, failure handling, and knowledge-based search." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ33511.pdf.
Повний текст джерелаEde, David E. Jr. "Self-Care Confidence Predicts Less Depression in Heart Failure." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1624135356324155.
Повний текст джерелаAbruzzo, Vincent G. "Content and Contrastive Self-Knowledge." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/philosophy_theses/108.
Повний текст джерелаMathew, Anu. "A knowledge based system to predict the lateral failure pressure of masonry panels under biaxial bending." Thesis, University of Edinburgh, 1999. http://hdl.handle.net/1842/12606.
Повний текст джерелаIves, Christopher K. "Knowledge and strategy operational innovation and institutional failure, U.S. Army Special Forces in Vietnam 1961-1964 /." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1101160767.
Повний текст джерелаDocument formatted into pages; contains 294 p. Includes bibliographical references. Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2009 Nov. 23.
Maggio, Nancy J. "THE EFFECT OF HEART FAILURE EDUCATION ON NURSING STAFFS KNOWLEDGE AND CONFIDENCE IN A SKILLED NURSING FACILITY." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1492024614598638.
Повний текст джерелаAlbert, Nancy M. "PREDICTORS OF PERCEIVED DIET SELF-EFFICACY IN PATIENTS WITH HEART FAILURE." Kent State University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=kent1120753474.
Повний текст джерелаKeller, Rachel Elizabeth. "Failure to Reject the p-value is Not the Same as Accepting it: The Development, Validation, and Administration of the KPVMI Instrument." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/100743.
Повний текст джерелаDoctor of Philosophy
Gorsh, Jay Anthony. "Enhancing background knowledge for students at risk for failure: the effects of preteaching essential terminology and concepts using explicit instruction." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6747.
Повний текст джерелаBoychev, Aleksandar, and Muhammad Tariq Khan. "Social Networking Services: A Case Study in the Failure to Facilitate Knowledge Sharing in Organizations : A Case Study of Enterprise 2.0 Taolin Platform." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Informatik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-17915.
Повний текст джерелаGhafouryan, Gomish Bashi Nazli. "Evaluating a web-based self-management intervention in patients with heart failure: A pilot study." Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/82285/1/Nazli_Ghafouryan%20Gomish%20Bashi_Thesis.pdf.
Повний текст джерелаBarber, Mark. "Skills, rules, knowledge and Three Mile Island : accounting for failure to learn in individuals with profound and multiple learning disabilities." Thesis, Manchester Metropolitan University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310620.
Повний текст джерелаReed, Hillary Nicole. "Failing, Falling, Flying, and the Knowledge “Gap”." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492005385494479.
Повний текст джерелаHosch, Alex. "Epistemic Skills Deficiency in the Project Management Body of Knowledge." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2659.
Повний текст джерелаObeso, Ida Selena, and Ida Selena Obeso. "Assessing Knowledge of Heart Failure Education in Nurses and Nurse Practitioners Throughout the Transition of Care Period in the Rural Health Setting." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621820.
Повний текст джерелаMonteiro, Francisca Paula Toledo. "Fracasso escolar : o discurso do sujeito que fracassa. Fracassa?" [s.n.], 2008. http://repositorio.unicamp.br/jspui/handle/REPOSIP/252011.
Повний текст джерелаDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-10T22:43:03Z (GMT). No. of bitstreams: 1 Monteiro_FranciscaPaulaToledo_M.pdf: 1096449 bytes, checksum: 131ce4cc29110868b0b27f92899df48f (MD5) Previous issue date: 2008
Resumo: A expressão fracasso escolar põe em jogo diversas representações daquilo que podemos reconhecer hoje como um mal-estar na educação. Embora o fracasso sempre tenha existido, foi somente a partir da década de 60 que passou a ocupar a cena escolar e a preocupar os especialistas das áreas ligadas à educação, especialmente à educação infantil. Este trabalho constitui uma abordagem do fracasso escolar pela via de estudos psicanalíticos e filosóficos, com ênfase no sujeito de desejo. Com base em um retorno à minha história de vida e constituição como professora-pesquisadora e no relato de casos de crianças que me procuram para atendimento pedagógico como suporte para suas ¿dificuldades¿ de aprender, busco intervir nas ordens de discurso que o fracasso escolar patrocina. Discorro, então, sobre as relações de saber e poder constitutivas da sociedade disciplinar de controle, sob a ótica de Michel Foucault, e sobre os conceitos de transferência, desejo e saber na relação professor/aluno, à luz dos escritos de Sigmund Freud e de seus comentadores. Nessa direção, e apoiada em minhas experiências como alfabetizadora no exercício do magistério, busco demonstrar que o fracassado não existe. Existe, sim, um sujeito (de desejo) que não é compreendido em sua demanda escolar porque previamente classificado em uma nomenclatura que o aguarda a priori ¿ o fracassado, o indisciplinado, o anormal
Abstract: The phrase school failure puts at risk various representations of what can be currently understood as a state of disquiet in the field of education. Although failure has always existed, it was only in the 60s of the twentieth century that it entered the school scenario and started troubling education specialists, mainly those connected with children¿s education. This paper focuses on school failure by means of psychoanalytical and philosophical studies, with an emphasis on the subject of desire. Based on my past history and formation as a teacher/researcher and on reports of case studies of children who come to me in search of pedagogical support for their learning ¿difficulties¿, I try to intervene in the discourse sponsored by school failure. Thus, I discuss the relations between knowledge and power, which constitute the disciplinary control society, following Michel Foucault¿s views, and the concepts of transference, desire and knowledge in the relation teacher/pupil, following Sigmund Freud¿s theories, and his commentators as well. In this respect, and supported by my experience as a literacy 8teacher, I try to show that a failure does not exist. What does exist is a subject (of desire) whose school demands are not satisfied, once this subject has already been a priori classified by a special nomenclature: a case of failure, indiscipline, abnormality
Mestrado
Educação, Conhecimento, Linguagem e Arte
Mestre em Educação
Hunt, Ginny. "The effect of the Texas student success initiative on grade 5 Texas Assessment of Knowledge and Skills (TAKS) failures." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
Повний текст джерелаBlomqvist, Evelina, and Camilla Larsson. "Upplevelsen av egenvård hos patienter som har ett hjärta som sviktar : En kvalitativ litteraturöversikt." Thesis, Högskolan i Jönköping, Hälsohögskolan, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-47584.
Повний текст джерелаBackground: In Sweden, there are approximately 250,000 living with heart failure and the disease continues to increase worldwide. Heart failure is a chronic disease condition that today cannot be cured and is associated with morbidity and premature death. But through good adherence to self-care, the disease can become more manageable. Aim: The purpose was to describe the experiences of heart failure patient’s self-care. Method: A qualitative method with a deductive approach has been used for the literature review. A total of 10 scientific articles were reviewed according to Friberg's five-step model. All articles have been quality checked. Results: Two main themes together with three subthemes were designed. Main themes were resources and support as well as understanding information. Sub-themes became social support and professional support as well as patient education. The result describes the importance of patients receiving personalized information that can be given both orally and in writing about their heart failure as well as how patients experience their self-care. Conclusion: Information is an important source of motivation and participation in patients' self-care. Patient education from the nurse as well as support from family and close relatives increases motivation for adherence to self-care in heart failure patients. Knowledge and understanding of the patient's inner feelings for their illness are important to have when this patient group meets in the community. The information should be provided individually and preferably with the support of close relatives.
RUBBIO, Iacopo. "HEALTHCARE RESILIENCE: A DYNAMIC CAPABILITIES VIEW FOR EXPLORING THE ROLE OF DIGITAL TECHNOLOGIES AND KNOWLEDGE ABSORPTION IN MANAGING OPERATIONAL FAILURES." Doctoral thesis, Università degli Studi di Palermo, 2020. http://hdl.handle.net/10447/395183.
Повний текст джерелаEkberg, Helena, and Jenny Lindström. "Problem med mat och kostråd hos personer med kronisk hjärtsvikt : en litteraturstudie." Thesis, Högskolan Kristianstad, Sektionen för hälsa och samhälle, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-9869.
Повний текст джерелаBackground: Heart failure is the leading cause of hospitalization of older people. Up to 50% of these patients are malnourished. This may be partly caused by the gastrointestinal symptoms caused by the disease, as early satiety, loss of appetite and nausea. Aim: From patient’s perspective highlight problems with food and dietary advice in chronic heart failure. Method: A literature review where ten qualitative or quantitative scientific papers were included. Results: People with heart failure did not always understand that they had a chronic illness and that this would affect their food intake for the rest of their lives. To follow a low salt diet could cause difficulties in the daily life. The food could give both positive and negative emotions. They could feel limited at social occasions, feasts or when visiting restaurants, when the food they were invited to often included too much salt. Many patients developed strategies to follow the dietary recommendations more easily. Discussion: Patients and their relatives have a great need for information about the disease and the impact in daily life. They may need support and encouragement from the environment to implement lifestyle changes. It is important to understand the relationship between salty food and increased symtoms. Person-centred care could reduce the length of stay and maintain or improve the patient´s daily resources and reduce re-admission.
Ardito, Vera Lúcia Casagrande. "Psicanálise e educação: algumas questões acerca do saber." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-19112015-132026/.
Повний текст джерелаThis paper proposes a discussion between the concepts of knowledge and know, in the field of Philosophy, Education and Psychoanalysis for a reflection on the school learning of six students of elementary school, three students considered good ones, and three underperforming. Thus, based on the psychoanalytic approach, shows that unlike Philosophy and Education, Psychoanalysis understands the knowledge located in the unconscious and understood as signifying chain, that is to say, the correlation from signifier to signifier. Meanwhile, the knowledge, as seen by science, it is postulated reciprocity between signifier and signified, trying to establish a fixed relationship between them. Within this reasoning, learning happens when the subject (re)construct the knowledge for themselves and the Other itself, and thus, it is constructed as a desiderative and intelligent subject. The survey had the intent to perceive similarities and differences between the good students and those with poor school performance. It was noted that, in both cases, there is no building to knowledge. It can be seen therefore, that any of the participants, that learning is not occurring, then get to the impasse that installs between the school and the subject.
Rahn, Verena Konstanze [Verfasser], Peter [Akademischer Betreuer] Presek, Ursula [Akademischer Betreuer] Müller-Werdan, and Florian [Akademischer Betreuer] Dreyer. "Medication adherence, self-care behaviour and knowledge on heart failure in urban South Africa / Verena Konstanze Rahn. Betreuer: Peter Presek ; Ursula Müller-Werdan ; Florian Dreyer." Halle, Saale : Universitäts- und Landesbibliothek Sachsen-Anhalt, 2012. http://d-nb.info/102535253X/34.
Повний текст джерелаFreitas, Maria Teresa Silva de. "Conhecimento e significado da doença: as expressões de pessoas com insuficiência cardíaca." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/7/7139/tde-04012011-113830/.
Повний текст джерелаIntroduction and Objectives: The objective of this study was to characterize a group of people with Heart Failure (HF), followed in an outpatient hospital of high complexity in cardiology, according to socio-demographic profile, health profile and treatment; to identify peoples knowledge about HF regarding pharmacological and non-pharmacolocical treatment and analyze this knowledge and meaning that they attribute to the disease. Methods: This was a qualitative study where forty two (42) patients were interviewed who each met the inclusion criteria, using a semi-structered questionairre, and data was analyzed using content analysis and discussed in light of the theoretical framework of health education and meaningful learning. This research project was approved by the HCFMUSP Ethics Commission. Results: The following three (3) categories emerged during content analysis of the interviews: the Knowledge of the disease, the Knowledge of the Treatment and the Meaning of Having and Living with HF. In the category, the Knowledge about the Disease, a range of meanings emerged, attributed to the disease, that had surpassed the knowledge, since the fact of being asked about the disease was the channel required in order to express the meaning of HF in their lives. With respect to, the Knowledge about the Treatment, responses are suffused with an inner necessity to be careful, to avoid decomposition of the disease and sustain life motivated by faith, family and the professionals. And finally, the Significance of Having and Living with HF, has brought changes in the lives of the respondents from physical, emotional and social development , which creates uncertainty and projects an interrupted life. In general, these changes are laden with meanings and emotions generated by changes of habits and lifestyle, characterized by the limitations related to the clinical manifestations of heart failure, depression, fear of death and changes in social life and work. Final Considerations: The results of this study open perspectives for the reframing of nursing practices in monitoring patients with HF, since educational interventions performed in a systematic way, beginning with the Knowledge and the Meaning of the Disease, expressed by people with HF, may contribute to better coping and managment of the disease by the individuals involved, professionals and patients.
Leite, Tânia Maselli Saldanha. "Entre alunos, seus professores e o fracasso escolar: reflexões sobre o conflito de sentidos na escola pública contemporânea." Universidade do Estado do Rio de Janeiro, 2010. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=3646.
Повний текст джерелаThis research presents some issues related to school failure inside the universe of the municipal schools, especially in the Rio de Janeiro city, assuming that the difficulties the teachers have been finding nowadays in performing their functions interfere in their students academic lives. The following questions will be present: In what does it consist being a student in the fundamental school? In what does it consist being a teacher in the fundamental school? How does it explain the school in the pos-modernity? How does it explain the contemporary subject? How does the knowledge construction happen in face of all these facts? In order to theoretically substantiate these investigation themes, this research is articulated among Piaget as defining the knowledge subject of the learning-teaching process, Vygotsky as explaining the contemporary subject, Stuart Hall as interpreting the cultural identity in the contemporaneity and Luiz Antonio Gomes Senna in his studies and theories about the contemporary public school, its subjects and how the knowledge construction occurs. The research involved bibliographic data about the themes contemporaneity, identity, school, contemporary subject, knowledge subject, the relation teacher/student/learning and the knowledge construction.
Meraz, Lotta, and Lina Zaar. "Att leva med svår hjärtsvikt i livets slutskede : En litteraturöversikt inriktad på personers upplevelser." Thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ, Avd. för omvårdnad, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-35687.
Повний текст джерелаMoore, Wendy M. "Preventing early literacy failure: A case study of embedded-explicit instruction in vocabulary, print knowledge and phonemic awareness for pre-primary students with oral language impairments." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/239.
Повний текст джерелаFakroun, Abubaker A. "The Development of a Knowledge-Based Wax Deposition, Three Yield Stresses Model and Failure Mechanisms for Re-starting Petroleum Field Pipelines. Building on Chang and Boger’s Yield Stresses Model, Bidmus and Mehrotra’s Wax Deposition and Lee et al.’s Adhesive-Cohesive Failure Concepts to better Underpin Restart Operation of Waxy Crude Oil Pipelines." Thesis, University of Bradford, 2017. http://hdl.handle.net/10454/16792.
Повний текст джерелаMinistry of Higher Education of the Libyan Government
Bonin, Christiani Decker Batista. "Construção e validação do questionário de conhecimentos da doença para pacientes com insuficiência cardíaca." Universidade do Estado de Santa Catarina, 2013. http://tede.udesc.br/handle/handle/259.
Повний текст джерелаCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
A educação do paciente sobre a percepção da sua doença surge como uma tendência de buscar alternativas para incrementar o conhecimento do paciente sobre a sua doença. Ainda que não haja estudos de avaliação das necessidades de informação dos pacientes com insuficiência cardíaca participantes de programas de reabilitação, constata-se a carência de ferramentas capazes de avaliar as necessidades educacionais destes pacientes. Objetivos: Desenvolver um questionário para avaliar o conhecimento sobre a doença em pacientes portadores de insuficiência cardíaca participantes de programas de reabilitação cardiopulmonar e metabólica e avaliar a clareza e a confiabilidade do questionário. Métodos: O instrumento foi construído através da análise da literatura específica da área de insuficiência cardíaca para posterior apresentação dos itens a uma equipe multidisciplinar da área da saúde com experiência em reabilitação cardíaca, que responderam a validação de clareza e conteúdo do instrumento. Posteriormente foi gerada a versão testada em um estudo-piloto. O instrumento denominado Questionário de conhecimento da doença para pacientes com insuficiência cardíaca foi testado em 96 pacientes com insuficiência cardíaca classes funcionais I III, com média de idade de 60,22±11,6 anos e participantes de programas de reabilitação cardíaca. A reprodutibilidade foi obtida através do coeficiente de correlação intraclasse, utilizando-se das situações do método de teste-reteste, considerando um valor superior a 0,8. A consistência interna foi obtida pelo Alpha de Cronbach e a validade do construto através da análise fatorial exploratória. Foi realizada a análise comparando os escores totais do instrumento em função das características da população e entre os grupos de reabilitação cardíaca público e privado. Resultados: A versão final apresentou 19 questões dispostas em áreas de importância para a educação do paciente. O instrumento proposto apresentou um índice de clareza de 8,94±0,83 e tempo médio de preenchimento de 15,3±1,6 minutos. O coeficiente de correlação intraclasse foi de 0,856 e o Alpha de Cronbach confirmou um valor de 0,749. A análise fatorial indicou cinco fatores, abrangendo uma diversidade de itens, revelando a heterogeneidade de elementos envolvidos na insuficiência cardíaca. Quando comparados os escores finais com as características da população do estudo, confirmou-se que pacientes participantes de instituições públicas apresentaram menores níveis de conhecimento sobre a doença, visto que pacientes com baixa escolaridade e baixa renda demonstraram escores finais baixos, quando comparados a sujeitos com renda e escolaridade superiores. Conclusão: O estudo demonstrou que o instrumento apresentou índices satisfatórios de clareza e validade adequados, podendo ser utilizado em programas de reabilitação cardíaca. Salienta-se a necessidade da elaboração de estudos em profundidade no que concerne às estratégias educacionais destes pacientes.
Lööv, Julia, and Beilul Tesfai. "Erfarenheter av egenvård när hjärtat sviktar: En litteraturöversikt." Thesis, Hälsohögskolan, Jönköping University, HHJ, Avd. för omvårdnad, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49166.
Повний текст джерелаBackground: Heart failure is a disease prevalent throughout the world's population and affect both physiological and psychological aspects. Symptoms of heart failure limit the person’s quality of life and lead to a negative effect on the person’s general well-being. Heart failure is an unpredictable disease that can not be cured. The symptoms can be alleviated through medication, treatment and self-care maintenance. Aim: To describe people’s experiences of performing self-care when living with heart failure. Method: A qualitative method was used with an inductive approach where twelve articles were reviewed and analysed using the five steps approach according Friberg. Findings: Self-care was complex and required a lot of adjustments to their daily lives. A lack of information was experienced among people living with heart failure. Different aspects of motivation to perform self-care were identified with fear being a major contributing factor. The result was presented in two main themes: Perform self-care to maintain health and perform self-care to maintain autonomy. Conclusion: People were found to experience difficulties in performing self-care due to a lack of information and knowledge. The complexity of self-care actions and the room for individual interpretation caused incomplete self-care maintenance strategies. It caused disruption to the balance that is required to maintain self-care according to Orem.
SILVA, Flávio Roberto Vieira da. "Fracasso escolar e relação com o saber: a educação mobilizadora em Bernard Charlot." www.teses.ufc.br, 2014. http://www.repositorio.ufc.br/handle/riufc/10471.
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Bibliographical research on the concept of relationship with knowledge as a theoretical basis for the formation of a sociology of the subject, which is articulated in the polls Bernard Charlot about school failure, whose theoretical and methodological point of departure requires overcoming the negative reading, that analysis in terms of lack of lack: lack of skills, lack of skills, lack of knowledge. This bias, the sociology of reproduction, by authors such as Pierre Bourdieu and Jean-Claude Passeron, statistically related to social background and school performance, which usually presents deficit among students of popular media. But this statistical correlation canot be analyzed in terms of cause. The school is not only a space of social differentiation. Realize, also called paradoxical success: poor children who get academic success and other wealthier strata who fail in school. Charlot is necessary for us to develop a positive reading failure and school success, surpassing the objectivism of sociology without a subject (reproductivism). The theory of the relationship to knowledge (and school) allows understanding, through appropriate qualitative methodologies, as students construct themselves as subjects from relationships of identity, meaning, expectations about life and future career. In the globalized and computerized world, the school is losing power and strength as a socializing institution, so that from the relationship with knowledge we can identify mobilizing processes in school and about school. However, it is observed that the proposed subject of sociology by Charlot as a kind of sociology of success and failure in school – or even as a proposal for a mobilizing education – canot raise claims of exclusivity in that branch of study. Other theoretical proposals such as the sociology of school experience François Dubet or sociology of the individual Bernard Lahire make important contributions to the new conditions and forms of intra- and extra-school socialization in diverse societies. What's common between these authors is a fixation with microsociology, which Charlot leads to neo-Marxism (as he defines himself), and Dubet Lahire and leads to a pluralistic and multifaceted eclecticism.
Pesquisa bibliográfica sobre o conceito de relação com o saber como base teórica para constituição de uma sociologia do sujeito. Articula-se com pesquisas de Bernard Charlot sobre o fracasso escolar, cujo ponto de partida metodológico exige a superação da leitura negativa, ou seja, aquela análise em termos de falta, de carência: falta de competências, falta de habilidades, falta de saberes. Nesse viés, a sociologia da reprodução, de autores como Pierre Bourdieu e Jean-Claude Passeron, relaciona estatisticamente a origem social e o desempenho escolar, que, em geral, se apresenta deficitário entre estudantes dos meios populares. Porém, esta correlação estatística não pode ser analisada em termo de causa. A instituição escolar não é apenas espaço de diferenciação social. Constatam-se, também, os chamados êxitos paradoxais: crianças pobres que obtêm sucesso escolar e outras, de estratos mais ricos, que fracassam na escola. Para Charlot, é necessário que desenvolvamos uma leitura positiva do fracasso e do êxito escolar, superando o objetivismo das sociologias sem sujeito (reprodutivismo). A teoria da relação com o saber (e com a escola) permite compreender, através de metodologias qualitativas adequadas, como os próprios estudantes se constroem como sujeitos a partir de relações de identidade, sentido, expectativas com relação à vida e ao futuro profissional. No mundo globalizado e informatizado, a escola vem perdendo poder e força como instituição socializadora, de sorte que, a partir da relação com o saber, podemos identificar processos mobilizadores na escola e em relação à escola. Contudo, observa-se que a sociologia do sujeito proposta por Charlot como uma espécie de sociologia do êxito e do fracasso escolar — ou, ainda, como proposta de uma educação mobilizadora — não pode levantar pretensão de exclusividade nesse ramo de estudo. Outras propostas teóricas como a sociologia da experiência escolar, de François Dubet, ou a sociologia do indivíduo, de Bernard Lahire, trazem importantes contribuições para as novas condições e formas de socialização intra e extraescolar em sociedades diferenciadas. O que há em comum entre esses autores é uma fixação pela microssociologia, que, em Charlot, conduz a um neomarxismo (conforme ele mesmo se define) e, em Dubet e Lahire, leva-nos a um ecletismo pluralista e multifacetado.
Cohen, Josef. "Outcomes of a marketing knowledge intervention using a metaphoric story-line approach : a mixed-methods study of 5 Israeli SMEs." Thesis, University of Derby, 2017. http://hdl.handle.net/10545/621618.
Повний текст джерелаDalfó, Pibernat Artur. "Insuficiencia Cardiaca e Hipertensión: nuevos retos por parte de Enfermería en la Atención Primaria." Doctoral thesis, Universitat Autònoma de Barcelona, 2020. http://hdl.handle.net/10803/670466.
Повний текст джерелаIntroducción. La Monitorización Ambulatoria de la Presión Arterial (MAPA) es fundamental en el diagnóstico y seguimiento de la hipertensión arterial (HTA) El grado de conocimiento en la interpretación y la efectividad de actividades formativas es desconocido. Objetivo. Evaluar el grado de conocimiento de la MAPA antes y después de una actividad formativa en profesionales de salud. Metodología. Estudio de intervención antes y después sobre un total de 116 profesionales. Se recogieron la edad, el género, el ámbito de trabajo, tipo de profesional, años de antigüedad en el trabajo y si tenían experiencia previa en la MAPA. El conocimiento de la MAPA se recogió mediante un cuestionario, previamente validado, que evaluó los principales aspectos de lectura e interpretación de la MAPA. Resultados. El análisis de regresión multivariante mostró antes de la intervención que tener experiencia de más de 20 años (OR: 5,9; IC 95%: 1,3-33,9; p=0,049) y ser médico (OR: 5,7; IC 95%: 1,8-18,3; p=0,004), estaban asociados a un mayor conocimiento deseable de la MAPA. Antes de la actividad sólo 31 (26,7%) profesionales obtuvieron un conocimiento deseable y después aumentó a un 85,3%. La puntuación media antes de recibir la formación fue de 6,3 (DE: 2,2) y después de 9 (DE: 2,2) (p<0,05). De los 116 profesionales incluidos, 105 (90,5%) obtuvieron una puntuación mayor después de la intervención con una media de mejora de 3 puntos (DE: 1,7). La magnitud de la intervención fue más elevada en las mujeres, en los mayores de 45 años y con mayor experiencia asistencial, en Enfermería, los profesionales de AP y los que tenían experiencia previa en la MAPA. Conclusiones. El grado de conocimiento de la MAPA actualmente es insuficiente nuestro medio y puede mejorarse con una actividad formativa. Ésta es más efectiva en AP y en el personal de enfermería. INSUFICIENCIA CARDIACA Introducción: el personal de enfermería tiene un papel importante en la educación de pacientes con IC. Para preparar bien a los pacientes en el autocuidado, las enfermeras deben tener conocimiento de los principios básicos del autocuidado de estos pacientes. Objetivo del estudio: determinar el grado de conocimiento de las enfermeras de Atención Primaria (AP) en los principios de autocuidado de la IC y las variables asociadas con éste. Metodología: estudio descriptivo, observacional, transversal, realizado en 2014, en la ciudad de Barcelona (Cataluña). Para determinar el conocimiento de las enfermeras sobre la insuficiencia cardíaca se utilizó el cuestionario de Principios de Educación (NKHFEP), previamente validado, que evalúa los principios de la educación de autocuidado de la IC, sobre 5 temas: dieta, líquidos/peso, empeoramiento de signos o síntomas, medicamentos y ejercicio. Se analizaron los factores relacionados con un conocimiento adecuado. Resultados: 216 enfermeras de AP, completaron el cuestionario. La puntuación promedio fue de 15,6 (DE: 2,2). 36 (16,7%) obtuvo un nivel adecuado de conocimiento, definido como un valor ≥ 18 puntos. En el análisis de regresión logística multivariante, los factores asociados con un adecuado conocimiento de los principios de autocuidado de la IC fueron: tener el doctorado (OR: 36,4; IC 95%: 2,8-468,2, p = 0,006) y formación específica previa en IC (OR: 19,8; IC 95%: 1,4-279,3, p = 0,026). Conclusiones: El grado de conocimiento de las enfermeras en AP en los principios de autocuidado en la IC fueron mayores entre las enfermeras que habían completado el doctorado y en enfermeras que habían recibido formación específica previa en IC.
Introduction: Ambulatory blood pressure monitoring (ABPM) is fundamental to diagnosing and monitoring arterial hypertension yet it is not known how effective training could be in improving knowledge of ABPM. Purpose: The purpose of this study was to evaluate ABPM knowledge before and after a training activity. Methodology: A before-and-after intervention study of 116 professionals. Data was collected on age, sex, occupational category, work setting, and work experience. ABPM knowledge was determined by a questionnaire to evaluate expertise in understanding and interpreting ABPM results. Results: Multivariate regression analysis showed that, pre-intervention, having more than 20 years’ experience (odds ratio (OR): 5.9; 95% confidence interval (CI): 1.3-33.9; p = 0.049) and being a doctor (OR: 5.7; 95% CI: 1.8-18.3; p = 0.004) were associated with greater ABPM knowledge. Training increased the number of professionals with adequate ABPM knowledge: 85.3% after training vs 26.7% before training. Training increased the questionnaire mean (SD) score by almost 3 (1.7) points: 9 (2.2) after training vs 6.3 (2.2) before training (p < 0.05). Of the 116 professionals, 90.5% achieved a higher overall score after training. The impact of the intervention was greatest on women nurses older than 45 years and with more years of experience, employed in primary care, and with prior experience of ABPM. Conclusions: Knowledge of ABPM is deficient but can be easily improved by training that is most effective in primary care and among nurses. Introduction: Nurses play an important part in the education of patients with HF. To prepare patients with HF for self-care maintenance behaviours, nurses must have knowledge of basic self-care maintenance principles. HEART FAILURE Aim study: The aim of this study was to determine the degree of knowledge of primary care (PC) nurses on the principles of self-management of HF and variables associated with this. Methodology: This is an observational, cross-sectional descriptive study, carried out in 2014, in the city of Barcelona (Catalonia). Nurses’ Knowledge of Heart Failure Education Principles questionnaire (NKHFEP) was used to assess the principles of HF self-care education. Instrument items assess knowledge of nurses on 5 themes: diet, liquids/weight, worsening signs or symptoms, medication and exercise. Factors related to adequate knowledge were evaluated. Results: Of 216 PC nurses, who completed the questionnaire, the average score was 15.6 (SD: 2.2). Only 36 (16.7%) obtained an adequate level of knowledge and defined as a score ≥ 18 points. In multivariate logistic regression, nurse factors associated with an adequate knowledge of principles of self-care of HF were having achieved a PhD degree (OR: 36.4, 95% CI: 2.8-468.2, p = 0.006) and previous specific training in HF (OR: 19.8, 95% CI: 1.4-279.3, p = 0.026). Conclusions: The degree of knowledge of PC nurses in the principles of self-care in HF was higher among nurses who had completed the doctorate and in nurses who had received specific training in HF.