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Reiersen, C. S. "The acquisition and retention of control panel fault diagnostic skill." Thesis, Cardiff University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372353.
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Zhang, Zhidong 1957. "Cognitive assessment in a computer-based coaching environment in higher education : diagnostic assessment of development of knowledge and problem-solving skill in statistics." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102853.
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Diagnostic cognitive assessment (DCA) was explored using Bayesian networks and evidence-centred design (ECD) in a statistics learning domain (ANOVA). The assessment environment simulates problem solving activities that occurred in a web-based statistics learning environment. The assessment model is composed of assessment constructs, and evidence models. Assessment constructs correspond to components of knowledge and procedural skill in a cognitive domain model and are represented as explanatory variables in the assessment model. Explanatory variables represent specific aspects of student's performance of assessment problems. Bayesian networks are used to connect the explanatory variables to the evidence variables. These links enable the network to propagate evidential information to explanatory model variables in the assessment model. The purpose of DCA is to infer cognitive components of knowledge and skill that have been mastered by a student. These inferences are realized probabilistically using the Bayesian network to estimate the likelihood that a student has mastered specific components of knowledge or skill based on observations of features of the student's performance of an assessment task.The objective of this study was to develop a Bayesian assessment model that implements DCA in a specific domain of statistics, and evaluate it in relation to its potential to achieve the objectives of DCA. This study applied a method for model development to the ANOVA score model domain to attain the objectives of the study. The results documented: (a) the process of model development in a specific domain; (b) the properties of the Bayesian assessment model; (c) the performance of the network in tracing students' progress towards mastery by using the model to successfully update the posterior probabilities; (d) the use of estimates of log odds ratios of likelihood of mastery as a measure of "progress toward mastery;" (e) the robustness of diagnostic inferences based on the network; and (f) the use of the Bayesian assessment model for diagnostic assessment with a sample of 20 students who completed the assessment tasks. The results indicated that the Bayesian assessment network provided valid diagnostic information about specific cognitive components, and was able to track development towards achieving mastery of learning goals.
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Bourrier, Yannick. "Diagnostic et prise de décision pédagogique pour la construction de compétences non-techniques en situation critique." Thesis, Sorbonne université, 2019. http://www.theses.fr/2019SORUS002/document.
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Les compétences non-techniques (CNT) sont un panel de capacités métacognitives complémentant les compétences techniques, et garantissant la réalisation d’une activité technique sûre. Elles jouent un rôle particulièrement important dans la gestion de situations critiques, et ce dans de nombreux domaines, comme la conduite automobile, ou la médecine d’urgence. Les travaux de cette thèse ont eu pour but de contribuer à la construction d’un environnement virtuel pour l’apprentissage humain (EVAH) de ces compétences non-techniques, via l’expérience de situations critiques. Les travaux se sont focalisés sur deux aspects fondamentaux pour la mise en place d’un EVAH. Dans un premier temps, nous nous sommes focalisés sur la conception d’une architecture de diagnostic des compétences non-techniques de l’apprenant, un problème complexe, « mal-défini » au regard du faible degré de formalisation du domaine, de la nature en temps réel de cet apprentissage, et des relations, propres à chaque individu, entre criticité, compétences techniques et compétences non-techniques. Cette architecture associe connaissances du domaine, apprentissage machine et un réseau bayésien, afin de franchir l’important gap sémantique séparant l’activité perceptivo-gestuelle de l’apprenant produite au sein d’un environnement virtuel, de l’évaluation épistémique de ses compétences. Dans un second temps, nous avons consacré nos efforts à la conception d’un module pédagogique capable de raisonner sur la base du module de diagnostic pour proposer à chaque apprenant un voyage à travers la criticité qui lui soit adapté, personnalisé, et à même de renforcer ses CNT. Ce module associe connaissances issues du réseau bayésien, à un algorithme d’apprentissage par renforcement de type « bandit manchot », pour guider l’apprenant vers une maîtrise toujours plus grande de ses compétences non-techniques. Les expérimentations ont eu pour but de valider les choix de modélisation. Elles se sont basées sur des données réelles, obtenues au cours de sessions d’apprentissage réalisées sur un simulateur « grande échelle » de conduite automobile, pour mettre en évidence la robustesse et la capacité de couverture de l’architecture de diagnostic. Nous avons ensuite conçu un jeu de données synthétiques pour évaluer les capacités du module pédagogique à proposer des situations d’apprentissage adaptées aux singularités de chaque apprenant, et à mêmes de contribuer au renforcement de ses CNTNon-technical skills (NTS) are a set of metacognitive abilities that complement technical skills and allow for a safe and efficient technical activity. They play an important role during the handling of critical situations, in many domains, including driving or acute medicine. This thesis work focused on the building of a virtual environment for learning (VEL), dedicated to the training of these non-technical skills, through the experience of critical situations. The main contributions target two fundamental aspects with regards to the construction of such a VEL. First, we focused our efforts on the conception of an architecture able to diagnose a learner’s NTS. This is an ill-defined problem, given the low degree of domain knowledge, the real time aspects of this learning process, and the unique relations between criticality, technical, and non-technical skills. This architecture combines domain knowledge, machine learning, and a Bayesian network, to cross the semantic gap between the learner’s perceptual-gestural activity inside the VEL, and the diagnostic of high level, cognitive, NTS. Second, we built a pedagogical module, able to make decisions based on the diagnostic module, in order to build a « journey through criticality » adapted to each of our learners’ characteristics, in order to strengthen said their NTS. This module associates the knowledge about the learner obtained by the Bayesian network, with a reinforcement-learning « multi-armed bandit » algorithm, to reinforce the learner’s NTS through time. Experiments were conducted in order to validate our modelling choices. These experiments were first conducted on real user data, obtained during training sessions performed on a « large scale » driving simulator, in order to evaluate the robustness of the Bayesian network as well as its ability to provide varied diagnostics given its inputs. We then built a synthetic dataset in order to test the pedagogical module, more specifically its capabilities to provide adapted learning situations to learners of different profiles, and to contribute to these learner’s acquisition of NTS through time
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Dabulskienė, Aušra. "STATISTIKOS ELEMENTAI MATEMATINIŲ GEBĖJIMŲ DIAGNOSTIKOJE." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090827_103924-12150.
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Magistro darbe analizuojami statistikos elementai matematinių gebėjimų diagnostikoje, išskirta pagrindinė darbo problema: ar olimpiados uždaviniai atitinka standartus? D. ir A. Kiseliovai teigia, jog matematika, kaip ir kalba, yra neatsiejama žmogaus gyvenimo dalis. Olimpiada yra aktuali dėl to, kad stiprina moksleivių valią, savarankiškumą, mąstymo lankstumą bei tikslumą, ryžtą nugalėti kliūtis. Tyrimo objektas – statistikos elementai matematinių gebėjimų diagnostikoje. Šio magistro darbo tikslas yra panaudoti statistikos elementus matematinių gebėjimų diagnostikoje. Tyrimo hipotezė, kad sprendžiant olimpiadinius uždavinius, svarbiausia yra loginis mąstymas ir žinios. Darbe iškelti penki uždaviniai, t. y. nagrinėjama įvairių Lietuvos ir užsienio autorių literatūra apie statistikos elementus, analizuojamos pagrindinės statistikos elementų sąvokos, nagrinėjami moksleivių matematiniai gebėjimai kaip didaktinės diagnostikos objektas, apibūdintas šalies ketvirtų klasių moksleivių matematikos mokėjimo lygmuo pagal pradinio ir pagrindinio ugdymo bendrąsias programas, išanalizuotos ketvirtos klasės, olimpiadinių uždavinių sąlygos ir sprendimai pradinio ir pagrindinio ugdymo bendrųjų programų kontekste ir pateikti rezultatai, rekomendacijos bei išvados.
Buvo atliktas tyrimas Lietuvos mastu. Tyrimui atsitiktinai iš kiekvieno šalies miesto bei rajono atrinkti 354 ketvirtų klasių moksleivių olimpiadiniai darbai ir analizuojami. Atlikus tyrimą, hipotezė pasitvirtino, kad šie... [toliau žr. visą tekstą]The thesis paper analyzes the elements of statistics in diagnostics of mathematical skills as well as the main problem of the paper whether the tasks of a Mathematics contest coincides with the standards of teaching has been distinguished. Mr. and Mrs. Kiseliovai affirm that Mathematics the same as the language is an inherent part of human being life. The contest of Mathematics is relevant as it reinforces students’ will, independence, flexibility and precision of thinking as well as ability to overcome different obstacles. The object of the research is the elements of statistics in diagnostics of mathematical skills. The aim of the thesis paper is to use the elements of the statistics in diagnostics of mathematical skills. The hypothesis of the research is logical thinking and knowledge when dealing with the tasks of the Mathematics contest. Five goals have been distinguished in the paper which analyze various literatures concerning the elements of statistics by Lithuanian and foreign authors and the main concepts of the elements of statistics. It also analyzes the mathematical skills of students as the object of didactic diagnostics. The paper describes the level of Mathematics knowledge of the primary school students according to Educational program, analyzes the Mathematical contest assignments in the context of Educational program of primary and basic school and provides its results, recommendations and conclusions. The research has been carried out throughout Lithuania... [to full text]
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Su, Yu-Lan. "Cognitive diagnostic analysis using hierarchically structured skills." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2640.
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This dissertation proposes two modified cognitive diagnostic models (CDMs), the deterministic, inputs, noisy, "and" gate with hierarchy (DINA-H) model and the deterministic, inputs, noisy, "or" gate with hierarchy (DINO-H) model. Both models incorporate the hierarchical structures of the cognitive skills in the model estimation process, and can be used for situations where the attributes are ordered hierarchically. The Trends in International Mathematics and Science Study (TIMSS) 2003 data are analyzed to illustrate the proposed approaches. The simulation study evaluates the effectiveness of the proposed approaches under various conditions (e.g., various numbers of attributes, test lengths, sample sizes, and hierarchical structures). The simulation study attempts to address the model fits, items fit, and accuracy of item parameter recovery when the skills are in a specified hierarchy and varying estimation models are applied. The simulation analysis examines and compares the impacts of the misspecification of a skill hierarchy on various estimation models under their varying assumptions of dependent or independent attributes. The study is unique in incorporating a skill hierarchy with the conventional DINA and DINO models. It also reduces the number of possible latent classes and decreases the sample size requirements. The study suggests that the DINA-H/ DINO-H models, instead of the conventional DINA/ DINO models, should be considered when skills are hierarchically ordered. Its results demonstrate the proposed approaches to analyzing the hierarchically structured CDMs, illustrate the usage in applying cognitive diagnosis models to a large-scale assessment, and provide researchers and test users with practical guidelines.
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Elieson, S. Willard (Sanfred Willard). "Development of an Expert System to Teach Diagnostic Skills." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc331448/.
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The primary purpose of the study was to develop an expert system that could C D perform medical diagnoses In selected problem areas, and C2) provide diagnostic Insights to assist medical students In their training. An expert system Is a computer-based set of procedures and algorithms that can solve problems In a given domain. Two research questions were proposed. The first was "Given a problem space defined by a matrix of diseases and symptoms, can a computer-based model be derived that will consistently perform accurate and efficient diagnoses of cases within that problem area?" The second question was "If the techniques derived from the model are taught to a medical student, is there a subsequent improvement of diagnostic skill?" An expert system was developed which met the objectives of the study. It was able to diagnose cases in the two problem areas studied with an accuracy of 94-95%. Furthermore, it was able to perform those diagnoses in a very efficient manner, often using no more than the theoretical minimum number of steps. The expert system employed three phases: rapid search by discrimination, confirmation by pattern matching against prototypes, and elimination of some candidates (impossible states) by making use of negative information. The discrimination phase alone achieved accuracies of 73-78%. By comparison, medical students achieved mean accuracies of 54-55% in the same problem areas. This suggests that novices could improve their diagnostic accuracy by approximately 20% by following the simple rules used in the first phase of the expert system. Curricular implications are discussed. When 49 first-year medical students at the Texas College of Osteopathic Medicine were exposed to some of the insights of the expert system by means of a videotaped 10- minute lecture, their diagnostic approach was modified and the accuracy of their diagnoses did improve. However, the degree of Improvement was not statistically significant. Recommendations for further research are made.
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Raišutytė, Laima. "Matematinių gebėjimų diagnostikos instrumentų kūrimas ir taikymo rezultatų vertinimo optimizavimas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060612_181145-81659.
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The school is in the social, cultural and political contest which is complexical and changeable. Our society’s democratization and education reforms obligate us to look at the education aspects newly. One of them is the students abilities’ diagnostic. There are talking about mathematical abilities in this work. But, of course, such diagnostic principles can be used in other subjects, too.
The main education’s mission is to develop the person’s forces, to formulate a human for the life in the society which is changing very fast in the sociocultural condition. The training is becoming orientated into the process but not into the results. But it’s very important to reach positive changes in each student’s studies. So, it’s very important to know every pupil, to understand his/her person’s features, addictions and faculties. The primary school had refused to value students’ knowledge and abilities in marks. But after some time there had risen necessity to create a new estimation system, which can mach purposes and goals in the training. The teachers need objective and reliable estimation’s instrument. Such instrument can be the standardized learning gains’ tests. There are talking about the tests’ information (which is necessary), perfection, administration, the forthcoming results’ interpretation in this work.
The subject of the research is primary class pupils’ mathematical abilities as the diagnostic construct. The aim of the research is to open methodological, theoretical... [to full text]
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Sherwood, Julia E. "Delivering effective training electrical diagnostic skills retention of automotive technicians /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003sherwoodj.pdf.
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Lin, Shu-Chuan. "Robust estimation for spatial models and the skill test for disease diagnosis." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/26681.
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Thesis (Ph.D)--Industrial and Systems Engineering, Georgia Institute of Technology, 2009.Committee Chair: Lu, Jye-Chyi; Committee Co-Chair: Kvam, Paul; Committee Member: Mei, Yajun; Committee Member: Serban, Nicoleta; Committee Member: Vidakovic, Brani. Part of the SMARTech Electronic Thesis and Dissertation Collection.
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Bögels, Susan Maria. "Teaching and assessing diagnostic interviewing skills an application to the mental health field /." Maastricht : Maastricht : Universitaire Pers Maastricht ; University Library, Maastricht University [Host], 1994. http://arno.unimaas.nl/show.cgi?fid=6844.
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Tolomiczenko, George S. "Narrative skills and time sense in the discourse of psychotic inpatients: diagnostic differences." Thesis, Boston University, 1991. https://hdl.handle.net/2144/38105.
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Thesis (Ph.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The current study devised two instruments for rating autobiographical free speech samples with the aim of assessing narrative construction skills. 38 inpatients assigned to schizophrenic, schizoaffective and affective diagnostic groups were also subdivided for comparisons based on level and type of formal thought disorder. Covariate analyses designed to control for differences in verbal productivity, intelligence, thought disorder and educational level were used to contrast diagnostic groups and thought disorder subtypes. In addition, an attempt was made to assess links between these findings and subjective time sense as reflected in the subjects' use of verbs. One narrative measure used was "transformational capacity." Raters used this instrument to score subjects' level of predicate elaboration. A menu of such transformations (Todorov, 1977) was implemented to determine an overall score. The second narrative measure assessed subjects' use of spoken language to perform operations upon the listener. Inspired by "speech act theory" (Austin, 1962; Searle, 1969), this instrument was used to categorize action qualities of discourse as contextually accurate/appropriate or inaccurate/inappropriate. Finally, time, aspect and voice of predicates were evaluated and used as well to contrast groups defined by thought disorder subtypes. Thought disorder subtyping was done by dividing the sample along two separate dimensions severe/non-severe and positive/negative formal thought disorder. Results were consistent with the hypothesis that schizophrenic subjects would show impaired narrative skills. Subjects with higher narrative skills in one comparison and subjects with a positive formal thought disorder in another showed a trend toward greater flexibility in subjective time sense. Unexpectedly, subjects who were rated as severely thought disordered displayed more accurate speech acts in addition to a predicted excess of inaccurate speech acts. These results demonstrate the potential utility of narrative level language assessment. The concluding discussion considers how narrative skills reflect a combination of socialization and neurodevelopmental effects and offers suggestions for further research.
2031-01-01
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Lee, Shannon. "An investigation of the effects of visual diagnostic skills development on the instruction and acquisition of basic conducting skills for beginning conductors." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392715405.
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Scott, David Edmund. "An investigation of the effects of visual diagnostic skills development on the instruction and acquisition of basic conducting skills for beginning conductors /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487777170404737.
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Doerksen, Paul Frederic. "A study of the aural-diagnostic and prescriptive skills of preservice and expert instrumental music teachers /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487850665557913.
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Carroll, Meredith. "EMPIRICAL EVALUATION OF THE EFFECTIVENESS OF EYE TRACKING-BASED SEARCH PERFORMANCE DIAGNOSIS AND FEEDBACK METHODS." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2986.
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In today s complex combat environments, troops are often faced with increasingly challenging tasks different from those experienced in the past. Warfighters must be trained in adaptive perceptual skill sets, such as search strategies that enable them to detect threats across any number of environmental, cultural, and situational conditions. The goal of the present study was to explore how advanced technology, specifically eye tracking, can be used to increase understanding of perceptual processes such as search and detection and provide tools that can be used to train search skills. Experiment 1 examined a method of diagnosing perceptual performance in order to be able to identify the perceptual root cause of target detection deficiencies and how these impact overall target detection performance. Findings indicate the method can be used to pinpoint where in the perceptual process a target miss originated, whether due to ineffective search strategy, inability to detect the subtle cues of the threat or inability to recognize these cues as indicative of a threat. Experiment 2 examined the training effectiveness of providing trainees with process level tailored feedback which incorporates elements of expert and trainee scan patterns. Findings indicate that providing trainees with elements of either expert or trainee scan patterns has the ability to significantly improve the search strategy being employed by the trainee. This work provides strong support for the use of eye tracking based perceptual performance diagnosis methods and training strategies in improving trainee search performance for complex target detection tasks.Ph.D.
Department of Psychology
Sciences
Psychology PhD
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Matanin, Marcia J. "Effects of performance principle training on correct analysis and diagnosis of motor skills /." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487843688960007.
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Bents, Fafani M. "Concurrent validity of the Group Reading Assessment and Diagnostic Evaluation and Dynamic Indicators of Basic Early LIteracy Skills." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007bentsf.pdf.
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Thomas, Paul Simon Public Health & Community Medicine Faculty of Medicine UNSW. "Vertical and horizontal methods of peer learning in clinical examination skills." Awarded by:University of New South Wales. School of Public Health and Community Medicine, 2003. http://handle.unsw.edu.au/1959.4/19370.
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Peer-learning enhances the learning experience of students, but little research in this area has studied medical students developing their clinical physical examination skills. This thesis describes two peer-learning processes to aid this skill development: peer???learning from advanced beginners to novices (vertical); and peer-to-peer learning (horizontal). The hypothesis was that the process would be effective and acceptable to tutors and tutees. Vertical Peer Teaching: After a successful pilot scheme using junior doctors to tutor medical students, senior medical students were engaged as tutors as the junior doctors were too busy. Following instruction in tutoring and defining teaching topics, they taught a group of junior students. Evaluation of both groups was by summative clinical examination scores, by interviews and questionnaires. Scores were compared with non-participating control subjects. Tutors showed a significantly superior examination performance compared with the control group. Tutees showed a non-significant improvement. Tutors considered their skills had improved, with increased confidence in both performance and teaching, particularly in the communication and metacognitive domains. Tutees indicated the process to be very useful, with increased opportunity for feedback and questioning. There was little evidence of a reduction in the barriers between the years, perhaps because the student tutors were viewed in the traditional role of 'experts' . Horizontal Peer Teaching: Same-level dyads using a videotaped examination skill and script were assessed by summative examination and subjectively. These skills showed a significant improvement when compared to a control group. Despite this effect and many positive aspects reported, there were some concerns with the process. Students felt that a videotape and a peer instead of an ???expert??? was not as good as a traditional tutorial. In conclusion, the peer-learning was successful in several domains. Vertical peer-learning was accepted by both tutors and tutees, and horizontal-peer learning had a positive influence upon examination results. Vertical peer-learning appears to conform to students??? expectations of the inequality between beginners and tutors who are advanced beginners or experts, while horizontal peer-learning is more challenging, even though it is effective. The latter may need careful introduction for the process to be acceptable to students.
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Hein, Jakob. "The specific disorder of arithmetical skills." Doctoral thesis, Humboldt-Universität zu Berlin, Medizinische Fakultät - Universitätsklinikum Charité, 2000. http://dx.doi.org/10.18452/14549.
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Die Rechenstörung ist definiert als Unfähigkeit, trotz normaler Intelligenz und angemessener Beschulung grundlegende Rechenfertigkeiten zu erwerben. Über dieses Störungsbild gibt es nur wenige wissenschaftliche Daten. Die vorliegende Studie hatte zum Ziel, epidemiologische sowie klinische und neuropsychologische Daten zur Rechenstörung zu erheben. In einem ersten Abschnitt wurden 182 zufällig ausgewählte Drittklässler einer Großstadtpopulation mit standardisierten Leistungstests untersucht. Probanden mit einem erheblich schlechteren Ergebnis in Mathematik als in Rechtschreibung wurden als solche mit dem Verdacht auf eine Rechenstörung identifiziert. Wir fanden eine Prävalenz von 6,59 % (n=12). Der zweite Teil der Studie hatte eine umfassende klinisch-neurologische und neuropsychologische Diagnostik zur Überprüfung der Verdachtsdiagnose der Probanden zum Inhalt. Nur fünf der Eltern der zwölf identifizierten Probanden stimmten dieser weiterführenden Diagnostik zu. Von diesen fünf Probanden konnten bei vier umschriebene Störungen der Rechenfertigkeiten diagnostiziert werden. Jedoch nur einer erfüllte die diagnostischen Kriterien der ICD-10 für eine Rechenstörung. Die erhobenen Daten werden verglichen mit denen einer anderen Studie der Arbeitsgruppe mit einer repräsentativen Stichprobe aus einem ländlichen Raum. Zwar finden sich aufgrund zeitlicher Unterschiede und unterschiedlicher zur Anwendung gebrachter Testinstrumente erhebliche Unterschiede in den Ergebnissen der standardisierten Leistungstests, die Prävalenz für Rechenstörungen ist jedoch in beiden Studien gleich. Auf der Grundlage einer Übersicht bisher veröffentlichter Forschungsergebnisse und der erhobenen Daten wird die Diagnose der Rechenstörung diskutiert. Es wird geschlussfolgert, dass sie trotz teilweise unscharfer Definition als medizinische Entität valide ist. Der Vorzug der Verwendung von deskriptiv-qualitativen diagnostischen Kriterien an Stelle von quantitativen Differenzen in standardisierten Leistungstests wird betont, ebenso wie die Erfordernis einer international einheitlichen Terminologie. Die Notwendigkeit weiterer Forschung auf dem Gebiet wird unterstrichen.The Specific disorder of arithmetical skills is defined as an individual's unability to acquire arithmetical skills in spite of normal intelligence and adequate mathematical education. There is a considerable lack of data on the condition. The present study attempts to collect epidemiological as well as clinical and neuropsychological data. In a first step, randomly chosen 182 third-graders of a city population were screened for a suspected Specific disorder of arithmetical skills, defined by a significantly worse mathematics compared to spelling achievement. We found the prevalence of the condition to be 6.59 % (n=12). In the second step we attempted to validate the suspected Specific disorder of arithmetical skills with a thorough clinico-neurological and neuropsychological test battery. Only five of the parents of the twelve probands agreed to further testing. Of those five, four showed below-average performances in at least one area of mathematical abilities. However, only one proband met the diagnostic criteria for the condition of the ICD-10. The study compares our data with those of another study by our group of a rural population sample. Due to temporal differences and different screening instruments, the screening test results are quite dissimilar, yet the prevalence rate for the condition is equal in both studies. Considering a review of the literature on the field as well as our own data the diagnosis of the Specific disorder of arithmetical skills is discussed. It is concluded that it has validity as a medical condition, but that is currently ill-defined. Diagnostic criteria employing qualitative aspects of the condition rather than quantitative discrepancies in standardized tests are proposed. An universal terminology of the condition is suggested and the need for further research emphasized.
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Bienert, Helen. "Diagnosis-specific social skills training with peer-nominated aggressive-disruptive and sensitive-isolated preadolescents." Thesis, University of Ottawa (Canada), 1991. http://hdl.handle.net/10393/7938.
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The differential response of peer-nominated aggressive-disruptive and sensitive-isolated preadolescents to social skills training was investigated. In addition, two forms of intervention were compared: diagnosis-specific treatment (training tailored to the needs identified as characteristics of the particular diagnosis, aggressive or withdrawn) and crossover treatment (training tailored to the needs of the opposite diagnosis). Ninety low social status preadolescents were identified by screening 455 grade six students with self- and peer-ratings. Teacher ratings were then used to determine areas of specific skill deficit in the two populations of peer-nominated socially rejected preadolescents (aggressive-disruptive versus sensitive-isolated), and intervention programs were developed to address those deficits. Following diagnosis-specific treatment the peer-rated likeability and the social self-perception of both the aggressive-disruptive and the sensitive-isolated targets showed significant improvement. These improvements were effectively maintained at follow-up by the aggressive-disruptive targets but not by the sensitive-isolates. Similarly, following diagnosis-specific treatment, the peer-rated aggression score of the aggressive-disruptive targets, and the peer-rated social withdrawal score of the sensitive-isolated targets improved (i.e., diminished) significantly. Both groups effectively maintained these changes at follow-up. Crossover treatment effects were significantly weaker. Neither the peer-rated aggression sore of the aggressive-disruptive targets nor the peer-rated social withdrawal score of the sensitive-isolated targets changed significantly following crossover treatments. As well, while significant improvements were recorded immediately following crossover treatment in the peer-rated likeability of the aggressive-disruptive targets, and in the social self-perception of the sensitive-isolates, in neither case were the changes maintained to follow-up. The findings indicated that the benefits derived in social skills training were largely maintained at one year follow-up, despite the change of setting and peer group. Further, the results provide support for the hypothesis that subgroups of socially rejected preadolescents benefit differentially from social skills training. Support for tailoring intervention to meet the needs of these subgroups remains somewhat more tentative but nonetheless is evident. As well, the findings suggest that social withdrawal may be more refractory to intervention than studies conducted with younger participants with this diagnosis would suggest. (Abstract shortened by UMI.)
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Francis, Charmine 1978. "The discriminative validity of the McGill Ingestive Skills Assessment (MISA) /." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=111570.
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Introduction: Stroke is associated with a high prevalence of dysphagia in the elderly population. Hence, dysphagia evaluation and management are key issues in stroke rehabilitation. The McGill Ingestive Skills Assessment (MISA) is a recently developed mealtime observational tool aimed at evaluating the functional aspects of the oral phase of ingestion. Objective: To determine the discriminative validity of the MISA by assessing known/extreme groups of elderly individuals presenting with stroke, who have been admitted to an acute-care-hospital or a rehabilitation center. Participants were allocated to one of two groups: 1) individuals with stroke and no dysphagia, who are on a regular diet and 2) individuals with stroke and dysphagia, who are permitted only purees. Methods: Participants were evaluated with the MISA and a comprehensive chart review was conducted. Analysis: Groups were compared on socio-demographic and clinical characteristics. Univariate tests were performed to test the significance of between-group differences. Conclusion and significance: The results of the study are satisfactory, and enhance the clinical usefulness of the tool for dysphagia management. These results also support future studies addressing the responsiveness of the MISA.
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Majaji, Sara. "S'approprier l'Ecrit autrement ? : du diagnostic à la remédiation chez des enfants en difficulté sur l'Ecrit." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20149/document.
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Dans une perspective de psychologie développementale appliquée à l’objet Écrit, la recherche présentée dans cette thèse s’articule autour de deux grands temps et notions : l’évaluation des compétences à l’Écrit d’une part et la remédiation des difficultés sur l’Écrit d’autre part. Le concept d’appropriation de l’Écrit développé par Besse constitue la base de ce travail et permet de faire le lien entre ces deux dimensions, en prenant en compte le rapport à l’Écrit dans sa globalité (aspects cognitifs, sociaux ou plus personnels). Dans un premier temps, les compétences et représentations de l’Écrit de 159 enfants scolarisés à l’école élémentaire sont mises en évidence à l’aide des outils DMA-Enfants (rencontres individuelles autour d’activités sur le lire-écrire-parler). Les analyses et observations alors conduites ont permis de suivre le développement des compétences en lecture-écriture et le cheminement sur l’Écrit des enfants du CP au CM2. Différents profils sur l’Écrit ont également été identifiés, venant notamment souligner les particularités des enfants en difficulté sur l’Écrit. Dans un second temps, 21 enfants de CM2 ont participé pendant trois mois à des ateliers de remédiation sur l’Écrit autour du Journal Scolaire, visant à les accompagner vers une autre réflexion et appropriation de l’Écrit. Les résultats obtenus sont encourageants et témoignent d’une certaine influence de la remédiation sur les représentations et les comportements face à l’Écrit des enfants concernésThis doctoral research on the Written language takes place in the field of developmental psychology. It can be focused on two main concepts and two main steps: reading and writing skills assessment on one hand, remediation of difficulties on the other hand. The reading and writing appropriation concept developed by Besse is used to link assessment and remediation and the Written language in all its dimensions (cognitive, social and more personal aspects) is taken into account. Based upon the use of the DMA method, 159 children from 1st to 5th grade were first met individually and activities relating to reading, writing and oral skills were proposed to highlight their Written language skills and representations. We were able to monitor the progress and we could analyze the development of reading and writing skills throughout elementary school. Different profiles of reading and writing skills were also identified, especially to differentiate children having problems with Written language.In a second step, remediation workshops were set up for three months with 21 5th grade children. The purpose was writing articles for the school newspaper in order to support children to another thought and appropriation of the Written language. The results are encouraging : they show some influence of remediation on representations and behaviors about reading and writing
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DeVault, Rebecca S. "Children at risk for reading failure in rural settings the effectiveness of kindergarten diagnostics for prediction of reading skills /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1148335039.
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Menani, Noureddine. "Diagnostic d'une externalisation sous forme de partenariat public-privé : Cas du Centre National des Sports de la Défense." Thesis, Lille 2, 2018. http://www.theses.fr/2018LIL2D010/document.
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Recourir à l'externalisation représente paradoxalement une opportunité, un enjeu et un risque. À ce titre, il est pertinent de comprendre en profondeur le phénomène. Il s'agit, par ce travail, d'analyser les différentes phases du processus, pourquoi externaliser et comment s'y prendre pour palier à tout éventuel effet pervers. La personne publique, sous contrainte budgétaire, choisie de faire appel au secteur privé afin de maîtriser les coûts. Nous observons cependant que cet objectif n’est pas atteint. Ce travail tente de rechercher la vraie légitimité d’un partenariat public-privé. Une triangulation de quatre sources d’information a donné lieu au constat suivant : un intérêt pour les compétences émerge au détriment de la réduction budgétaire. En s’appuyant sur la littérature et l’observation de plusieurs projets, nous constatons, dans le cadre d’une vision socio-philosophique que les partenariats public-privé s’inscrivent dans un nouveau monde de consommation, la société liquideOutsourcing, paradoxically represents an opportunity, an issue and a risk. In fact, it is relevant to understand the phenomenon in depth. The purpose of this thesis is to analyze the different phases of the process, why outsource and how to deal with any possible perverse effect. The public person, under a budget constraint, chooses to call on the private sector to control costs. We observe, however, that this objective is not achieved. This thesis tries to look for the real legitimacy of a public-private partnership. A triangulation of four information sources has given rise to the following report: an interest for the skills emerges to the detriment of the budget cut. Relying on the literature and several projects observation, we find out, within the framework of a more socio-philosophical vision, that public-private partnerships are part of a new world of consumption, liquid society
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Wilson, Odell D. "An Automated Diagnostic Test and Tutorial Package for Basic Skills of Mathematics in Post Secondary Vocational Education of Kentucky: Construction and Validation." Digital Commons @ East Tennessee State University, 1987. https://dc.etsu.edu/etd/2996.
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The purpose of this research study was to determine characteristics of entering vocational students in Kentucky Area/State vocational schools and to develop a computerized diagnostic instrument and tutorial package for assisting students in the mastery of necessary basic skills in mathematics. After specific math skills were identified in which proficiency is required of vocational education students, item pools were constructed for each skill. The skill item pools were validated using approximately 500 public school students throughout the grades of four through eight in public schools of Harlan County, Kentucky, Lee County, Virginia, and Washington County, Tennessee. The items within each item pool were found to be statistically equivalent. Computer programs were coded in the BASIC language using the item pools to randomly select and generate a diagnostic instrument and tutorial program relevant to the basic math skills. Three randomly generated forms of the diagnostic instrument were sent to 100 students in twenty area state vocational schools of Kentucky for normalization and form validation. The diagnostic instrument showed a strong positive coefficient of reliability with an average of.95 over the three forms used in the normalization process. There was no significant difference between the mean raw scores of the three forms. A 67 percentile score was found to be the norm which was to be statistically equivalent to the Tests of Adult Basic Education (TABE) at the 8.75 grade equivalent. An experiment was conducted using vocational students at Hazard State Vocational School as subjects to determine the affects of the tutorial package on basic math skill mastery using equivalent forms of the diagnostic instrument for pretesting and posttesting. Results of the experiment indicated that the computer managed instruction tutorial package had a significant affect in increasing posttest scores of the experimental group over the control group. It was concluded that the problem of constructing a computerized diagnostic math instrument and tutorial package capable of enhancing mastery of basic math skills to assist vocational students in gaining entrance into vocational school was achieved. A recommendation was made for further research and development to use the random item pool model for other development of computer assisted instruction (CAI) software.
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Peters, Michael S. "Social cognitive skills in socio-emotional and marital adjustment following the diagnosis and treatment of breast cancer." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280641.
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The main purpose of this study was to examine the role of specific social cognitive skills in psychosocial and relational adjustment to a chronic illness. The particular chronic illness investigated in this study was female breast cancer, and 30 married heterosexual couples facing the onset and treatment of breast cancer volunteered to be participants. The study was founded on the premise that chronic illness often presents as much of a social and relational challenge as it does a physical challenge. Based on this premise, the study's central argument was that persons equipped with relatively more sophisticated interpersonal communication skills would receive higher ratings of their communication functioning by their partners, express higher levels of marital satisfaction, and (in the case of wives) exhibit better psychosocial adjustment than would persons with less sophisticated communication skills. A significant association was revealed between participants' construct differentiation and message design logic. Contrary to predictions, no relationship was found between participants' social cognitive skills and partners' ratings of participants' communication functioning, or between participants' social cognitive skills and partners' assessments of global relationship satisfaction. A positive trend for wives and a significant positive association for husbands were found for the predicted relationship between participants' assessments of their partners' communication functioning and their own global relationship satisfaction. Partial support was provided for the predicted associations between wives' social cognitive skills and their own psychosocial adjustment to breast cancer, and between wives' social cognitive skills and their assessments of partners' communication functioning. Additional analyses revealed that wives' global relationship satisfaction was significantly associated with time since diagnosis and disease stage, whereas husbands' global relationship satisfaction was significantly associated with time since diagnosis only. Supplemental analyses also indicated several hypothesis-disconfirming negative associations between participants' social cognitive skills and participants' assessments of partners' communication functioning, global relationship satisfaction, and wives' psychosocial adjustment to breast cancer. These associations were found, however, only for couples wherein partners had highly discrepant construct differentiation scores. Despite providing only mixed support for the study's central argument, the study's results present several interesting findings that warrant further investigation. Intervention implications are also identified.
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LoPresti, James. "The Effects of Vocational Skills Training on the On-Task Participation of Individuals With a Dual Diagnosis." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/790.
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TITLE: The Effects of Vocational Skills Training on the On-Task Participation of Individuals With a Dual Diagnosis MAJOR PROFESSOR: Brandon F. Greene, Ph.D The present study was conducted to determine the effects of vocational skills training on the on-task participation and comments made by individuals with dual diagnoses during treatment sessions. The study began with a Vocational Skills/Cleaning group (treatment phase) in which researchers tracked on-task and off-task comments made by group members during the first and last ten minutes of vocational skills training. For the remaining time, participants were presented with a cleaning activity and the degree of participation in the identified activity was recorded. Next, the researcher measured the on-task and off-task comments made during the Typical Group/Psycho Social Rehab (PSR) phase involving the usual group discussions that were the common habilitative approach at the facility. Results showed that both on-task comments and on-task participation increased and were maintained above the normative levels during vocational skills training. The study also assessed two specific target behaviors for one group member who engaged in elopement and door slamming at high rates during typical group sessions. Both elopement and door slamming decreased during the treatment phase of the intervention providing additional support for the use of vocational skills training in congregate settings for adults with dual diagnoses.
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Cass, Susan B. "A journey along the road to "Model 2" : an in-depth study of one practitioner's experience in learning the diagnostic skills of action science." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0006/MQ40161.pdf.
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Codreanu, Elias Julian [Verfasser], Christina [Akademischer Betreuer] Seidel, Christina [Gutachter] Seidel, and Andreas [Gutachter] Obersteiner. "Approximating practice: Developing a video-based simulation for measuring preservice teachers' diagnostic skills / Elias Julian Codreanu ; Gutachter: Christina Seidel, Andreas Obersteiner ; Betreuer: Christina Seidel." München : Universitätsbibliothek der TU München, 2021. http://d-nb.info/1239812558/34.
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MAZZEO, JOHN, and JOHN MAZZEO. "AN EVALUATION OF THE LEVEL OF SKILL REQUIRED OF OPERATORS OF A COMPUTER-ASSISTED RADIOLOGIC TOTAL LUNG CAPACITY MEASUREMENT SYSTEM (RELIABILITY, VALIDITY)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188124.
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This research was conducted to obtain information regarding the feasibility of using non-medical personnel to obtain measurements of radiologic total lung capacity (TLC). Operators from each of four groups (general undergraduates, nursing students, medical students, radiologists) differing in the amount of medical training and/or experience reading x-rays, performed each of two tasks. The first task was the measurement of radiologic TLC for a set of twenty x-rays. The second task consisted of tracing the outline of the anatomical structures that must be identified in the execution of the radiologic TLC measurement task. Data from the radiologic TLC measurement task were used to identify possible group differences in the reliability and validity of the measures. The reliability analyses were performed within the framework of Generalizability Theory. While the results are not conclusive, due to small sample sizes, the analyses suggest that group differences in reliability of the measures, if they exist, are small. The concurrent validity of the measures was assessed by obtaining, for each experience level, the correlation between the group mean radiologic TLC for a film set and the TLC for that patient, obtained from a body plethysmograph. Only small differences in the group correlation coefficients were observed. A liberal test of these differences indicated they were not statistically significant. Additionally, two experience level by film sets ANOVAs were performed to determine possible group differences in how well the actual magnitudes of the radiologic TLC measures approximated those obtained with the body plethysmograph. These analyses indicated that the magnitude of the differences between radiologic and plethysmographic TLC measures were smaller for the undergraduates than for the nursing students and radiologists. Lastly, a number of analyses of the anatomical structure tracings were performed. Few interpretable group differences were found.
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Mkuyamba, Veronica. "An investigation of the knowledge and skills of health care providers on early infant diagnosis of HIV in Mzuzu, Malawi." University of the Western Cape, 2016. http://hdl.handle.net/11394/5248.
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Magister Curationis - MCurEarly infant diagnosis (EID) programmes offer diagnosis of HIV, which facilitates provision of life-saving care to infants infected with HIV. Implementing programmes for EID and treatment has proved challenging in Malawi. Many infants access EID late or not at all. Previous studies have shown that lack of knowledge among health care providers (HCPs) is a challenge to effective EID. Little is known on the knowledge and skills of health care providers in Malawi. Aim: The aim of the study was to investigate the knowledge and skills of HCPs on EID of HIV in Mzuzu, Malawi. Objectives: (i) to examine the knowledge of HCPs on EID of HIV; and (ii) to determine the skills of HCPs on EID of HIV. Methods: A descriptive cross-sectional survey design with a quantitative approach was used. The study was conducted in three hospitals in Mzuzu, Malawi. The population was HCPs (doctors, nurses/midwives, clinical officers and medical assistants) working in maternity, paediatric wards and under-five clinics. A total of 68 HCPs participated in the study. A closed-ended self-administered questionnaire was used to collect data. Data were analysed using the Statistical Package for Social Science version 23. Descriptive statistics were used to present the frequency tables of observations. Ethical approval was sought from the University of the Western Cape Senate Research Committee and Malawi National Health Research Council. Results: The results on the knowledge of HCPs demonstrate that 38% of them had a score of <69% (poor), 25% scored within 70–79% (fair), and 37% scored >80% (good). Results on the skills showed that 69% of the HCPs scored <69% (poor), 15% scored within 70–79% (fair), and 16% scored >80% (good). The results also showed a correlation between the knowledge of HCPs and their level of education achievement (certificate, diploma and degree) as well as the skills of HCPs and their department of work. Conclusion: The study found that more than one-third of the HCPs lacked knowledge and skills on EID of HIV. These findings reflect the need to address the practical challenges of EID service delivery. Recommendations: There is a need to increase the efforts that are being put in place to train HCPs on EID of HIV in order to scale up EID. Training should assess the needs of HCPs regarding the knowledge and skills required in the delivery of EID services.
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Hlavaty, Laura Elizabeth. "Understanding Developmental Differences in ADHD: Exploring Patterns of Symptoms, Impairment, Risk, and Compensatory Skills Based on Age of Initial Diagnosis." Case Western Reserve University School of Graduate Studies / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=case1568222347708541.
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Massaguer, Busqueta Lluc. "Construcció d’un dispositiu de diagnosi per determinar l’ajustament entre les compete ncies acade miques i les professionals dels titulats del grau de disseny." Doctoral thesis, Universitat Autònoma de Barcelona, 2018. http://hdl.handle.net/10803/665172.
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Els canvis en el perfil dels professionals i en el de les empreses, així com el contacte
entre tots dos, empeny, en l’actualitat, a traçar línies i fer valoracions del
que presenta el futur, tant en l’àmbit formatiu com en el professional. S’afegeix a
aquesta circumstància, que la immersió en l’Espai Europeu d’Educació Superior
demana una avaluació de la qualitat educativa i un major ajust de les titulacions a
les demandes del mercat laboral. Fer visibles els canvis entre l’àmbit professional
i l’acadèmic, en aquest cas dins un marc molt concret dels estudis universitaris de
Grau en Disseny, en la menció de Gràfic, és l’eix vertebrador de la recerca.
En aquest context, la present investigació s’articula mitjançant un estudi de cas a
EINA, Centre Universitari de Disseny i Art de Barcelona, que es formalitza en la
construcció d’un sistema de diagnosi que es pugui aplicar en diferents moments
i de manera periòdica, l’objectiu del qual és identificar el nivell d’encaix entre les
competències acadèmiques impartides en el centre formatiu i les competències
professionals requerides en l’àmbit laboral del disseny gràfic. Vol ser, doncs, una
eina que ajudi a conèixer les demandes de l’àmbit professional del sector, així com
a actualitzar les competències del Grau de Disseny.
Es tracta d’una recerca avaluativa de la transferència dels aprenentatges al lloc de
treball, que recorre a una proposta metodològica mixta, on les investigacions quantitativa
i qualitativa s’han aplicat de manera correlativa per obtenir diferents tipus
de resultats d’interès, entenent-les com a dues visions complementàries.
La triangulació de resultats, tant de dades, com metodològica i instrumental, se
segueix com a principi bàsic de reforç de la fiabilitat i validesa, aportant rigorositat
i credibilitat científica a la recerca. En la mateixa línia, l’ús d’una metodologia
sistemàtica, reproduïble i raonada, mitjançant el mètode Delphi, aporta una visió
col·lectiva de diferents grups d’experts mitjançant un consens intersubjectiu, que
aporta una informació bàsica per arribar a assolir els objectius de recerca.
S’arriba, així, a una visió panoràmica de l’encaix entre les competències acadèmiques
i les professionals en l’àmbit del disseny gràfic en l’actualitat, i a una previsió
del perfil de dissenyador gràfic del futur, aportant informació valuosa per preveure
les necessitats de l’àmbit professional i poder proposar canvis, tant curriculars com
metodològics, en el pla docent del Grau de Disseny.Los cambios en el perfil de los profesionales y en el de las empresas, así como el contacto entre ambos, empuja, en la actualidad, a trazar líneas y hacer valoraciones de lo que presenta el futuro, tanto en el ámbito formativo como en el profesional. Se añade a esta circunstancia, que la inmersión en el Espacio Europeo de Educación Superior pide una evaluación de la calidad educativa y un mayor ajuste de las titulaciones a las demandas del mercado laboral. Hacer visibles los cambios entre el ámbito profesional y el académico, en este caso dentro de un marco muy concreto de los estudios universitarios de Grado en Diseño, en la mención de Gráfico, es el eje vertebrador de la investigación. En este contexto, la presente investigación se articula mediante un estudio de caso en EINA, Centro Universitario de Diseño y Arte de Barcelona, que se formaliza en la construcción de un sistema de diagnóstico que se pueda aplicar en diferentes momentos y de manera periódica , cuyo objetivo es identificar el nivel de encaje entre las competencias académicas impartidas en el centro formativo y las competencias profesionales requeridas en el ámbito laboral del diseño gráfico. Quiere ser, pues, una herramienta que ayude a conocer las demandas del ámbito profesional del sector, así como a actualizar las competencias del Grado de Diseño. Se trata de una investigación evaluativa de la transferencia de los aprendizajes en el lugar de trabajo, que recurre a una propuesta metodológica mixta, donde las investigaciones cuantitativa y cualitativa se han aplicado de manera correlativa para obtener diferentes tipos de resultados de interés, entendiéndose como dos visiones complementarias. La triangulación de resultados, tanto de datos, como metodológica e instrumental, se sigue como principio básico de refuerzo de la fiabilidad y validez, aportando rigurosidad y credibilidad científica a la investigación. En la misma línea, el uso de una metodología sistemática, reproducible y razonada, mediante el método Delphi, aporta una visión colectiva de diferentes grupos de expertos mediante un consenso intersubjetivo, que aporta una información básica para llegar a alcanzar los objetivos de investigación. Se llega, así, a una visión panorámica del encaje entre las competencias académicas y las profesionales en el ámbito del diseño gráfico en la actualidad, y una previsión del perfil de diseñador gráfico del futuro, aportando información valiosa para prever las necesidades del ámbito profesional y poder proponer cambios, tanto curriculares como metodológicos, en el plan docente del Grado de Diseño.
Changes in the profiles of professionals and of businesses, and the contact between the two, now calls for the need to mark out lines and offer evaluations of what the future holds, both in terms of education and professionally. Added to this circumstance is the fact that immersion in the European Higher Education Area requires an assessment of educational quality and a greater match between qualifications and the demands of the job market. The cornerstone of this research is to make visible the changes between the professional and academic spheres, in this case within the very specific framework of the Bachelor’s Degree in Design university course, in the Graphics mention. In this context, this research is represented through a case study at EINA, University School of Design and Art of Barcelona, which is formalised in the construction of a diagnostics system that can be applied at different times and periodically, the aim of which is to identify the level of the match between the academic skills taught at the school and the professional skills required in the professional sphere of graphic design. It aims, therefore, to be a tool to help discover the demands of the professional sphere in the sector and to update the skills of the Bachelor’s Degree in Design. It is evaluative research of the transfer of learning to the workplace, which uses a mixed methodological proposal, where quantitative and qualitative research have been applied consecutively to obtain different types of results of interest, seeing them as two complementary visions. The triangulation of the results, both of data and methodologically and instrumentally, is used as the main principle for reinforcing reliability and validity, offering meticulousness and scientific credibility to the research. In the same vein, the use of a systematic, reproducible and reasoned methodology, through the Delphi method, offers a collective vision of different groups of experts through an inter-subjective consensus, which provides basic information for attaining the research aims. This way, it reaches an overview of the match between the academic and professional skills in the area of graphic design today, and a preview of the profile of the graphic designer of the future, offering valuable information to predict the needs of the professional sphere and be able to propose both curricular and methodological changes in the syllabus of the Bachelor’s Degree in Design.
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Lyon, Martha Elsa. "Early detection of autism is key in socializing children before entering the school setting." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3097.
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The project contributes to the significance of special education by providing information on how to identify early signs of autism in order to implement appropriate strategies as early as possible and by examining the effectiveness of early intervention programs. A quantitative and qualitative approach was used to measure the responses of parents and special educators regarding the importance of early detection of autism for early socialization of children before entering the school setting.
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Oliveira, Elaine Aparecida de. "Desenvolvimento e avaliação de uma ferramenta para diagnostico da literacia visual, contextualizada no estudo de vias metabolicas." [s.n.], 2010. http://repositorio.unicamp.br/jspui/handle/REPOSIP/314741.
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Orientador: Eduardo GalembeckDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Biologia
Made available in DSpace on 2018-08-15T17:08:58Z (GMT). No. of bitstreams: 1 Oliveira_ElaineAparecidade_M.pdf: 4028860 bytes, checksum: 12a75ba90b00d8eded4dc1107cc6168a (MD5) Previous issue date: 2010
Resumo: Representações externas são muito utilizadas no ensino de bioquímica. As vias metabólicas constituem um tipo de representação externa e envolvem habilidades visuais; estão, portanto, intimamente relacionados à literacia visual (capacidade de interpretar imagens). Há uma preocupação crescente em diagnosticar a dificuldade dos estudantes com a bioquímica. Este tipo de diagnóstico é importante para poder propor soluções pedagógicas que possam facilitar o aprendizado. O presente trabalho tem como objetivo descrever o desenvolvimento e a aplicação de um teste informatizado para diagnosticar a literacia visual, relacionada ao estudo de vias metabólicas, de estudantes de cursos das áreas biológica e da saúde. Inicialmente foram desenvolvidos testes piloto com itens (modelos e questões) que contemplavam habilidades visuais para a compreensão de vias metabólicas mais frequentemente representadas em livros didáticos de bioquímica. Os testes piloto foram aplicados em 2007 e 2008 com turmas de graduação de cursos da área biológica e da saúde. Os resultados obtidos serviram de subsídio para que alguns itens fossem reformulados e outros adicionados. Os resultados obtidos foram tratados com uso do modelo de Rasch, tanto no processo de equalização dos testes piloto (para definir os itens do teste final), como para o tratamento dos resultados obtidos com a calibração de itens-respondentes após as aplicações do teste final. Três grupos participaram da aplicação do teste final e compreenderam 79 estudantes distribuídos entre os cursos de educação física (UNICAMP), enfermagem (UNICAMP) e fisioterapia/nutrição (FAJ). A partir dos dados obtidos utilizou-se o processo de calibração de itens-respondentes, proposta pelo modelo de Rasch, obtendo-se a dificuldade dos itens e as habilidades visuais apresentadas pelos grupos. Os resultados observados sugerem que entre as dificuldades apresentadas pelos estudantes no aprendizado de metabolismo pode ser incluída a dificuldade em se compreender as representações externas de vias metabólicas. Essa dificuldade pode ser minimizada com explicações dos modelos antes de se entrar nos conteúdos específicos. O teste produzido permite o diagnóstico de estudantes ou de grupos. A necessidade de desenvolver práticas de visualização para melhorar a compreensão de conceitos bioquímicos pelos estudantes mostrou-se um aspecto importante no estudo de vias metabólicas
Abstract: External representations are used in teaching of biochemistry. The metabolic pathways are a type of external representation and involve visual skills, are therefore closely related to visual literacy (ability to interpret images). There is an increasing concern regarding the diagnosis of students with difficulty to the biochemistry, this type of diagnosis is important to be able to propose solutions that would facilitate learning. This paper aims to describe the development and implementation of a computerized test to diagnose the visual literacy, related to the study of metabolic pathways for undergraduate students enrolled in courses in the biological and health. Initially, pilot tests have been developed with (models and items) that looked visual skills for the understanding of metabolic pathways most often represented in textbooks of biochemistry. The pilot tests were applied in 2007 and 2008 on undergraduate classes of various courses in the biological and health. The results served as a subsidy for some items were reformulated and others added. The results are processed using the Rasch model, both in the process of equalizing the pilot tests (for set of the final test) and for the treatment of the results obtained with calibration of items-respondents the applications for the final test. Three groups participated in the implementation of the final test and included 79 students distributed among the courses of physical education (UNICAMP), nursing (UNICAMP) and physiotherapy/nutrition (FAJ). From the data we used the calibration of items-respondents proposed by Rasch model resulting in the difficulty of items and visual skills presented by the groups. The results suggest that among the difficulties presented by the students in the learning of metabolism may be included the difficulty in understanding the external representations of metabolic maps. This difficulty can be minimized with the explanations of the models before they enter the specific content. The test produced allows the diagnosis of students or groups. The need of developing imagery to improve the understanding of biochemical concepts by students were an important aspect in the study of metabolic pathways
Mestrado
Bioquimica
Mestre em Biologia Funcional e Molecular
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Cohen, Victoria. "Tracking the early number skills performance of 5- to 7-year-old students : a longitudinal study." Thesis, University of Exeter, 2010. http://hdl.handle.net/10036/3149.
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This longitudinal study tracks how 5- to 7-year-olds perform with early number skills. The aim of this study is to diagnose at-risk mathematics students by distinguishing the skills that, if not mastered by the end of Kindergarten, lead to greater difficulty in mathematics in 1st grade. This study’s methodology is mixed as it follows an exploratory and inductive path in light of its use of a hypothesis, an interpretive path in light of its interest in the individual student, and a positivist path in light of its focus on developing rules from analyzed data. An oral diagnostic test based on a comprehensive collection of early number skills was used to test students as Kindergarteners and again as 1st graders. The test results created benchmarks, revealing how the majority of the students performed with early number skills. The test results also revealed that each early number skill is highly, moderately, or minimally predictive in terms of student placement by the end of 1st grade. When comparing the individual skill scores of each Kindergarten student to his/her total test results of 1st grade, the predictive power of each skill emerged. Performing poorly with skills that are minimally predictive did not seem to have an impact on how the Kindergarten student finished in 1st grade; performing poorly with moderately predictive skills had a greater impact on 1st grade placement; performing poorly with highly predictive skills in Kindergarten increased the likelihood that the student would finish in the lower attaining group in 1st grade. A third result of the test showed that certain skills serve as preconditions for other skills; success with certain skills usually meant success with other skills. These connections between skills point to a learning model called in this study “simultaneous pathways,” indicating that there are connections between certain skills, and that students can be learning on several pathways simultaneously. The impact of the predictive power of early number skills is that diagnosis becomes more effective. Early diagnosis means early remediation which may prevent at-risk students from falling further behind their peers. The benchmarks developed by this research will help teachers assess their students because they will know the general skill level of Kindergarteners and 1st graders. This oral diagnostic test informs curriculum development. If test results show that students are missing the skills that are highly predictive, teachers can address those gaps in order to insure mastery.
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Fletcher, Emma. "Parents’ Adaptive Tasks and Coping Skills with Stimulant Titration and Shared Decision-Making Process Within the Context of a Child Living with an ADHD Diagnosis." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/38489.
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This study aimed to understand how parents’ experience of titration contributes to the adaptive tasks and coping skills associated with their child’s Attention Deficit/ Hyperactivity Disorder (ADHD) diagnoses. The primary research question asks: How does participation in the stimulant titration and Shared Decision-Making (SDM) process help parents create adaptive tasks and coping skills? The participants included 4 parents who have undergone the titration and SDM process as a part of treatment that addresses their child’s ADHD diagnosis. Analysis was conducted via an adapted grounded theory approach and resulted in 11 themes related to the core emergent theme of titration. Themes that were representative of the titration experience were related to the participant’s source of stress, cognitive appraisal of the ADHD diagnosis, adaptive tasks, coping skills, outcomes, and suggested improvements. The results have important implications for improving the titration process. The results also emphasize how titration has promoted adaptive tasks and coping skills which assisted participants to feel more in control and create a new sense of normalcy regarding their child’s ADHD diagnosis.
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Adderley, Zhivago Trevino. "Predicting Academic Outcomes for Third Grade Students: Examining the Reading Achievement of Diverse Students Using the Diagnostic Lens of the Dynamic Indicators of Basic Early Literacy Skills." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4624.
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Despite the billions of dollars spent in the last forty years, America's efforts toward closing the achievement gaps among diverse learners and their receptive counterparts have not been realized. Limitations noted in previous research discussed the need to examine the unique contributions of diverse learner variables as a way of determining their specific academic needs. The purpose of this study was to examine the intra- and inter-group growth trajectories of two diverse student groups (English Language Learners and Students with Specific Learning Disabilities) on reading achievement. The study employed a longitudinal, quasi-experimental research design utilizing archival data from 26,947 students' files to answer two research questions. The first research question examined growth relationships between 3rd grade English Language Learner student categories on reading achievement while holding gender and socio-economic variables constant. The second research question explored the extent to which the initial levels and slopes of 3rd grade students with specific learning disabilities differed across racial and ethnic groups. Growth curve analyses were employed to answer both research questions.
Findings revealed significant intercept and slope relationships for the two groups on reading fluency measures. Significant differences were found between the reference group (i.e., Non-ELL females who were ineligible for free and or reduced lunch) and two of the ELL subgroups. The slope relationships were only significant for ELL students (ELL-LY) who were in the currently enrolled (i.e., receiving some type of ELL instructional support or service) category. Gender and socio-economic variables were significant suggesting a negative influence on initial reading levels. Reading fluency (DORF) achievement findings relative to students with disabilities and their race and ethnic subgroups revealed White students' initial DORF scores were significantly different from Hispanic and Black students' scores. Race and ethnic slope variables were insignificant and homogeneous in nature. A discussion about these findings and their implications for closing the achievement gap for diverse students is provided in the document.
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Rupprecht, Beatrice. "Kompetenzorientierte Leistungsmessungen in der Erzieherausbildung des Freistaates Sachsen." Doctoral thesis, Universitätsbibliothek Leipzig, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-175273.
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Der Beruf der Staatlich anerkannten Erzieherin/des Staatlich anerkannten Erziehers hat in den vergangenen Jahrzehnten stark an gesellschaftlicher und bildungspolitischer Bedeutung gewonnen. Die angehenden ErzieherInnen sollen dementsprechend innerhalb der dreijährigen fachschulischen Ausbildung das Maximum an Kompetenzen aus verschiedenen Fachdisziplinen erwerben und im Berufsleben an wissenschaftlichen Erkenntnissen und Methoden ausgerichtet selbstständig handeln. Aktuelle Studien zeigen jedoch, dass die ErzieherInnen im Anschluss an die Ausbildung trotz umfangreicher ausbildungscurricularer Reformierungen und vielzähligen Qualitätsinitiativen seit Mitte der 1990er Jahre diesen Anforderungen zumeist nicht gerecht werden. Die Dissertation fokussiert die fachschulische Ausbildung und beleuchtet anhand von zwei Untersuchungen die Ausbildungssituation im Freistaat Sachsen. Dabei wird die mangelnde Kompetenzausrichtung von Lehre, Diagnostik und ministeriellen Vorgaben als Hauptursache identifiziert. Unter der Zielstellung ein Hilfsmittel für Dozenten als Lösungsansatz zu entwickeln, um die Lehre und Diagnostik kompetenzorientierter gestaltbar zu machen, wird ein innovatives umfassendes Kompetenzmodell entwickelt. Dieses Modell beschreibt berufsaufgabenbezogen präzise die erforderlichen Kompetenzen von ErzieherInnen in ihren Inhalts- und Verhaltensaspekten. Im Rahmen zweier empirischer Untersuchungen zeigt sich die Validität und Nützlichkeit des Kompetenzmodells der Erzieherausbildung.
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Zhou, Hong Verfasser], Thomas Ede [Akademischer Betreuer] Zimmermann, Pirmin [Akademischer Betreuer] [Stekeler-Weithofer, and Andre [Akademischer Betreuer] Fuhrmann. "Laws and skills - an inferential diagnosis and defense / Hong Zhou. Gutachter: Thomas Ede Zimmermann ; Pirmin Stekeler-Weithofer ; Andre Fuhrmann. Betreuer: Thomas Ede Zimmermann." Frankfurt am Main : Univ.-Bibliothek Frankfurt am Main, 2014. http://d-nb.info/1054399484/34.
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Seal, D. A. "The feasibility of a one day Dialectical Behavioural Therapy skills workshop for friends, relatives and partners of people with a diagnosis of Borderline Personality Disorder." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/1363588/.
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Background: People who have a diagnosis of Borderline Personality Disorder (BPD) experience a great deal of psychological distress. Their relationships with others can mediate their distress yet they find it difficult to maintain relationships. Method: This study examines the feasibility of a one day workshop teaching Dialectical Behaviour Therapy (DBT) skills to the friends, relatives and partners of people who have a diagnosis of BPD. A single group, repeated measures design was used to test the primary outcome hypothesis; that one month after the workshop, attendees’ emotion regulation and mindfulness skills will be improved. A single cohort pre-post design was used to test the secondary outcome hypothesis; that a month after the workshop, people with BPD will rate the environment between themselves and their friend or relative as more validating. The feasibility of the workshop was addressed, in part, through thematic analysis of semi-structured interviews with the participants at one month follow up. Results: Recruitment to the workshop was poorer than expected; 22 people, invited by 17 clients with BPD, participated. There was no change in mindfulness or emotion regulation skills as a result of the workshop but there was a significant difference between the perceived invalidating environment before (Mdn=1.93, IQR=1.29) and one month after (Mdn=1.64, IQR=0.82) the workshop (p=.023). Qualitative findings suggest that friends and family developed self-efficacy, coping skills, felt less isolated and gained compassion for the person with BPD. Conclusions: A larger scale study is feasible but protocol modifications are necessary. A three armed randomised controlled trial comparing the one day DBT skills workshop, with a wait list control group and a teaching and social support group is recommended.
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Collins, Heidi. "The Use of Data and Readability Analytics to Assist Instructor and Administrator Decisions in Support of Higher Education Student Writing Skills." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157590/.
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In 2016 employers hiring four-year college graduates indicate that 27.8% have deficiencies in written communication. Postsecondary learning objectives should focus on improving specific writing skills like grammar, sentence structure, and vocabulary usage for individual students and monitoring text readability as an overall score to measure learning outcomes. Web-based applications and the tools integrated into them have the potential to serve as a diagnostic solution for analyzing the text readability and writing skills of students. Organization and structuring of Canvas data was required before adding text readability and other writing skills analytics as part of the process to develop diagnostic learning analytics that interprets student writing skills in the learning management system. Decision modeling was used to capture and describe the specifics of literacy improvement decisions for instructors and administrators in a graphical notation and structured format.
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Bonnel, Galadriel. "L'évolution des infirmières de la pratique avancée et leur rôle dans le système de santé français : perspective internationale." Thesis, Aix-Marseille, 2012. http://www.theses.fr/2012AIXM5060.
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Objectifs: Etudier l'évolution de l'introduction du rôle de l'IPA et proposer des recommandations pour les études ultérieures.Méthodes: Une revue de la littérature française et internationale concernant l'IPA. Participation à un groupe de travail national concernant l'avancement de ce rôle et les réformes éducationnelles. Une étude rétrospective comparant la prise en charge de patients hypoglycémiques en milieu pré-hospitalier par infirmiers et physiciens. Un questionnaire étudiant les perceptions des premiers étudiants en cursus IPA.Résultats: Différents niveaux de transferts de compétence et de collaboration médecin/infirmière existent déjà en France. Dans l'étude rétrospective, la qualité de soin des infirmières a été similaire à celle des médecins. Dans l'étude sur l'IPA, la majorité des étudiants a indiqué que les autres infirmières et docteurs ne sont pas au courant du rôle de l'IPA, et que des barrières bloquent son développement.Conclusions: La création du rôle d'IPA et le développement de la formation des infirmières en France peuvent répondre aux défis de santé publique, telle l'incidence croissante des maladies chroniques et la pénurie de médecins. Les recommandations suivantes furent proposées pour le développement du rôle de l'IPA : définir et faire reconnaître le rôle de la pratique infirmière avancée et ses compétences, promouvoir le rôle plus largement dans les disciplines médicales, soutenir les efforts de communication entre l'état et les professionnels de santé, développer des programmes au niveau master et doctorat, et promouvoir des travaux de recherche infirmiers et interdisciplinairesBackground: In the context of public health challenges and health care reforms in France, the evolving advanced practice nurse (APN) role may be a solution. Objectives: To study the introduction of the ANP role and provide evidence-based recommendations for future research.Methods: A review of the international and French APN literature was performed. Participation in a national task force concerned advancement of the role and education reforms. In a retrospective study, nurses and physicians were compared in the pre-hospital management of hypoglycemic patients. Finally, a survey was administered to the first French APN Master's students to identify their perceptions of the APN role.Results: Variables levels of skill transfer and doctor-nurse collaboration currently exist in France. In the retrospective study, the pre-hospital quality of care of nurses was comparable to that of doctors. In the APN student survey, the majority indicated that other nurses and doctors were not aware of the APN role, and that barriers exist in role development. Conclusions: Creation of the APN role and advancement of nursing education in France can respond to public health challenges including the rising incidence of chronic diseases and an impending physician shortage. The following recommendations were proposed for APN role development: to define and recognize the advanced practice nurse role and related competencies, promote the role in a wider range of medical disciplines, facilitate clear communication between government and health care professionals, develop nursing Master's and Doctorate programs, and promote nursing and interdisciplinary research
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Liuti, Tiziana. "Morphological assessment of paranasal sinuses and teeth in the horse." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/33192.
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Sinonasal and dental diseases can be a serious disorder in horses due to the persistence of the former and the common extension of the latter to the supporting bones of the skull. The diagnosis of equine sinonasal and dental disease can be challenging due to the complexity of these and adjacent anatomical structures, and therefore the use of advanced imaging, including computed tomography (CT) has greatly increased recently. A major aim of this study was to improve the morphological characterization of the sinuses and cheek teeth in normal horses of different ages. These studies defined the volumes of the 7 different sinus compartments; showed that the volume of the different compartments increase with age; that in contrast to accepted findings, the Triadan 09 alveoli is located in the caudal maxillary sinus (CMS) in 13% of the youngest group and the Triadan 10 alveoli is fully within the rostral maxillary sinus (RMS) in 53% of cases. The infraorbital canal was found to be susceptible to apical infection-related damage in horses < 2 years of age (< 2 y.o.) due to the intimate relationship of this canal and the medial aspect of the maxillary cheek teeth alveoli. The mean positions of the clinical crowns and apices of the maxillary Triadan 11s were 2.48 cm (adjusted 5.2% of head height) and 2.83 cm (adjusted 6.2% of head height) more rostral, respectively in horses >16 y.o. compared to horses < 6 y.o., consistent with rostral dental drift. Measurements of dental drift could provide further objective radiographic guidelines on ageing horses by dental imaging and also help our understanding of the aetiopathogenesis of cheek teeth diastemata. This study also found that the reserve crown length decreased from a mean of 4.7 cm (adjusted 19.7% of head height) in the youngest (< 6y.o.) group of horses to a mean of 2.9 cm (adjusted 10.5% of head height) in the oldest group (>15y.o.), with the 06s and 09s having the shortest reserve crowns. These data are useful reference information for clinicians and radiologists in the diagnosis and treatment of equine sinonasal and dental disease. Morphological characterization of the ventral and dorsal conchal bullae in horses of different age using CT described the age-related difference in sizes of these structures (smaller in younger horses). In the ventral conchal bulla, this reduction in volume was probably related to protrusion of the large dental alveoli in young horses into the nasal cavity and bulla. Bullae linear measurements and volumes were also associated with head size. The anatomical position of both bullae was associated with specific maxillary cheek teeth, thus increasing the diagnostic value of conventional radiography in the investigation of bulla disease and providing landmarks for the surgical treatment of this disorder. Skull shape analyzed with the use of Procrustes statistical analysis showed landmark variability between different age groups and in particular, high landmark variability between young (< 5y.o.) and old (>16y.o.) horses and less landmark variability between adult (6-15y.o.) and old horses. Future studies could investigate changes in the equine skull in relation to genotype to characterize breed-related diseases affecting teeth and sinonasal compartments. In the second part of the study, 32 infected maxillary cheek teeth extracted from clinical cases were evaluated grossly and histologically and these pathological results were compared to the pre-extraction radiographic and CT imaging findings. This study showed a high sensitivity (97%) of CT in detecting changes in teeth affected by apical infection. In the third part of the study, 30 cheek teeth assessed as being abnormal based on oral, radiographic and CT examinations were extracted along with their alveoli from 27 cadaver heads. Gross and histological examination findings from these teeth and alveoli were compared to the pre-extraction imaging findings, again showed high sensitivity (96.4%) of CT in diagnosing cheek teeth apical infection. Additionally, CT showed a high correlation with histology in detecting dental infection related alveolar bone changes including alveolar bone lysis, sclerosis and bone thickening. This aspect of the study was also the second largest pathological study of equine apical infection published to date and thus has also improved our understanding of the pathogenesis of this disorder. In conclusion, CT was shown to be an excellent imaging modality for improving the morphological characterization of the sinuses and teeth in normal horses of different ages, and thus also improving the value of this modality in diagnosis and treatment of disease affecting sinonasal and dental structures. This study also objectively showed the high sensitivity of CT in detecting cheek teeth apical infection in horses as compared to radiography, including by assessment of alveolar bone changes. Overall, the results of this project improve morphological knowledge of the equine skull and teeth and will have direct clinical benefits by improving the diagnosis and thus the treatment of equine sinonasal and dental disease.
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Klop, Daleen. "The relationship between narrative skills and reading comprehension : when mainstream learners show signs of specific language impairment." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6755.
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Thesis (PhD (General Linguistics))--University of Stellenbosch, 2011.Bibliography
ENGLISH ABSTRACT: The attainment of literacy is crucial for survival in a modern industrialised, knowledge-driven society. Children with poor language skills are at risk for academic failure because of the differences between oral language used in daily interactions and the language skills needed to succeed in a formal school environment. The impact of poorly developed oral language skills on the successful acquisition of reading skills, particularly reading comprehension, is often underestimated in the education of young learners in South Africa. Narrative skills form the bridge between oral language and literacy by providing experience in using the extended and decontextualized discourse units that children will encounter in written language. This study investigated the relationship between narrative skills and reading comprehension skills in young learners who are developing literacy. Specific linguistic markers of literacy in the narratives of a group of Grade 3 learners from communities with low socio-economic status were examined. The main research questions this study attempted to answer were: “How do linguistic deficits of learners with poor reading comprehension and specific reading comprehension deficits manifest in their oral narratives?” and “Are there linguistic markers that decisively distinguish between learners with specific reading comprehension deficits and learners with general poor reading skills as compared to learners with normal reading comprehension?” In a quasi-experimental research design, the Grade 3 participants in this study were assigned to three groups: Readers who are competent at word level and comprehension (good reading comprehension group), readers who are competent at word level but poor at comprehension (specific comprehension disorder group) and readers who are poor at both word level and comprehension (poor reading comprehension group). Measurement protocols were used to assess the linguistic variables of interest, namely vocabulary, narrative micro- and macrostructure structure, cohesion, coherence and other aspects of oral language. The results of this study confirmed the relationships between language skills and reading comprehension. It was found that readers with general poor reading skills performed significantly poorer on a variety of linguistic measures than readers with good reading comprehension. The group identified as readers with specific reading comprehension disorders were, in general, not significantly different from the other two groups. This study therefore did not provide clear evidence that readers with specific reading comprehension disorders presented with linguistic markers that could differentiate them from the other groups. The clinical implications for speech-language therapists and educators with regards to assessment and intervention were highlighted.
AFRIKAANSE OPSOMMING: Die behaling van geletterdheid is noodsaaklik om te oorleef in ‘n moderne, geïndustrialiseerde en kennisgedrewe samelewing. Kinders met swak taalvaardighede loop die risiko om akademies te faal weens die verskille tussen die orale taal wat alledaags gebruik word en die taalvaardighede wat vereis word om sukses in formele skoolomgewings te behaal. Die impak van swak orale taalvaardighede op die suksesvolle aanleer van leesvaardighede, spesifiek leesbegrip, word dikwels onderskat in die onderrig van jong Suid-Afrikaanse leerders. Narratiefvaardighede vorm die oorgang tussen orale taal en geletterdheid omdat narratiewe ondervinding verskaf in die gebruik van uitgebreide en gedekontekstualiseerde diskoerseenhede wat kinders in skryftaal teëkom. Hierdie studie het die verband tussen narratiefvaardighede en leesbegrip in jong kinders wat besig is om gelettedheid te ontwikkel, ondersoek. Spesifieke linguistiese merkers vir geletterdheid in die narratiewe van ‘n groep Graad 3 leerders van lae sosio-ekonomiese status, is ondersoek. Die hoof navorsingsvrae van die studie was: “Hoe manifesteer die linguistiese gebreke van leerders met swak leesbegrip en spesifieke leesbegripsprobleme in hul orale narratiewe?” en “Is daar linguistiese merkers wat afdoende onderskei tussen leerders met spesifieke leesbegripsprobleme en leerders met algemene swak leesvaardighede?” In ‘n kwasieksperimentele ontwerp is die deelnemers aan hierdie studie toegeken aan drie groepe: Lesers wat bevoeg is op woordvlak en begripsvlak (groep met goeie leesbegrip), lesers wat bevoeg is op woordvlak, maar met swak begrip (groep met spesifieke leesbegripsprobleme) en lesers wat onbevoeg is op woordvlak en begripsvlak (groep met algemene swak leesvaardighede). Protokolle is gebruik om die linguistiese veranderlikes, naamlik woordeskat, narratief mikro- en makrostruktuur, kohesie, koherensie en ander aspekte van verbale taal, te meet. Die resultate van hierdie studie het die verband tussen taalvaardighede en leesbegrip bevestig. Daar is gevind dat lesers met algemene swak leesvaardighede, in vergelyking met lesers met goeie leesbegrip, beduidend swakker presteer het op verskeie linguistiese metings. Die groep wat geïdentifiseer is as lesers met spesifieke leesbegripsprobleme het, oor die algemeen, nie beduidend van die ander twee groepe verskil nie. Hierdie studie het dus nie duidelike bewyse gevind dat lesers met spesifieke leesbegripsprobleme linguistiese merkers vertoon het wat hulle van die ander twee groepe kon onderskei nie. Die kliniese implikasies vir spraak-taalterapeute en opvoeders met betrekking tot assessering en intervensie is toegelig.
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Watson-Butterworth, Gemma. ""People call me a nerd, that means they're saying I'm clever" : using Personal Construct Psychology to explore the self-awareness skills of pupils with a diagnosis of autism spectrum disorder." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/11606/.
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Research suggests that those with a diagnosis of autism spectrum disorder (ASD) may have increased levels of mental health difficulties (e.g. Simonoff et al, 2008), though there is a poor evidence base around how professionals might be able to support these needs (e.g. National Autistic Society, 2010).There is some suggestion that Personal Construct Psychology (PCP) might have some utility in addressing these issues (e.g. Attwood, 2007), though this lacks thorough investigation. In line with a pragmatic approach to research, I chose an action research methodology to investigate how I could use PCP to extend the self-awareness skills of pupils with a diagnosis of ASD, an area often linked to positive wellbeing. I used various PCP activities with secondary aged pupils, adapting and modifying the methods according to their responses, skills and areas of need. The data included my own reflections and observations from the sessions, transcripts and notes of session content, as well as evaluations from the pupils relating to the activities they completed. Template analysis, a matrix framework and thematic analysis were used to analyse the two cycles of data. Findings related to processes of application (practitioner skills), and use of PCP (how activities helped the pupils to make extensions to their self-awareness when made accessible). Compared to the range of comments pupils made during the first session, all pupils showed extensions to their self-awareness following PCP, though with a wide variation in the extent of complexity shown. This study therefore yields practical implications, both for my own practice as well as for the EP profession. There is a continuing need for pupils with ASD to access support towards enhancing their emotional wellbeing; this study serves as the basis for practitioners to trial PCP approaches in order to support the development of pupil self-awareness.
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Santos, Viviane Martins. "Avaliação do desenvolvimento motor de recém-nascidos pré-termo tardios até a idade gestacional corrigida de 40 semanas." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/5/5141/tde-24102014-123617/.
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INTRODUÇÃO: Os relatos do desenvolvimento motor de recém-nascidos prétermo (RNPT) extremo são razoavelmente bem documentados, mas pouco se sabe sobre o desenvolvimento de RNPT Tardios (RNPT T). OBJETIVOS: Analisar o desenvolvimento motor de RNPT T desde o nascimento até a idade corrigida de termo e comparar ao de recém-nascidos de termo (RNT) ao nascer. MÉTODOS: Foi realizado um estudo de coorte, prospectivo, com 29 RNPT Te 88 RNT de 4 hospitais credenciados à rede pública de saúde no município de Cuiabá/MT. OS RNPT T foram submetidos à avaliação motora através do Test of Infant Motor Performance (TIMP) ao nascer, realizaram US de crânio nas duas primeiras semanas de vida e repetiram o TIMP a cada duas semanas até a idade equivalente ao termo, bem como as medidas de peso, comprimento e perímetro cefálico. Ao termo, foi realizada uma avaliação neurológica pelo método de Dubowitz. Os RNT foram submetidos à avaliação motora pelo TIMP e neurológica de Dubowitz ao nascer. ANÁLISE ESTATÍSTICA: O tamanho da amostra definiu 29 crianças no grupo RNPT T, considerando um poder de teste de 80% e nível de significância de 5%. As análises basearam-se nos testes Exato de Fisher e Qui Quadrado e para comparação das variáveis quantitativas, os testes t de Student para duas amostras pareadas e teste t de Student para duas amostras independentes. Para análise dos fatores preditores do TIMP ao T foi realizada Regressão Múltipla Linear. RESULTADOS: Dos 29 RNPT T avaliados, 23 (79,3%) apresentaram US de crânio dentro da normalidade, 2 (6,9%) hemorragia intracraniana (HIC) grau I e 4 (13,8%) HIC grau I bilateral. O escore total do TIMP aumentou significativamente a partir de 38 - 39 semanas no grupo RNPT T (51,9 ± 5,8 às 34-35 sem, 53,6 ± 6,4 às 36-37 sem, 57,7 ± 7,3 às 38-39 sem e 62,6 ± 5,2 às 40 sem) (p < 0,05). As médias dos escores do TIMP de RNPT T em idades equivalentes às dos RNT ao nascer foram, às 38- 39 sem, de 57,7 ± 7,3 e 59,8 ± 6,4 e, às 40 sem, de 62,6 ± 5,2 e 61,7 ± 5,0,respectivamente, sem diferenças estatísticas entre estes. Por análise de regressão múltipla linear foram identificados a idade materna e o perímetro cefálico como preditores do TIMP em RNPT T em idade equivalente ao termo. Não foram encontradas diferenças ao comparar os escores das avaliações neurológicas pelo método Dubowitz de RNPT T aos de termo ao nascer. CONCLUSÃO: RNPT T de baixo risco podem apresentar evolução motora com aumento significante a partir de 38-39 semanas pós-termo, alcançando desempenho motor em idade equivalente ao termo, semelhante ao de RNT ao nascer. A idade materna e o PC foram identificados como preditores do escore do TIMP em RNPT T à idade corrigida de termoINTRODUCTION: Reports on the motor development of extremely preterm infants are frequent in the literature, but little is known about the development of late preterm infants (LPI). OBJECTIVES: To analyze the motor development of LPI from birth until term-corrected age, and compare with that of term infants (TI) at birth. METHODS: A cohort study was performed, in which the Test of Infant Motor Performance (TIMP) was administered to 29 LPI at birth and repeated every two weeks until term-corrected age, as well as the anthropometric measures of weight, length and head circumference. A cranial ultrasound (US) in the first two weeks of age and a Dubowitz neurological assessment were administered to LPI at term corrected age. The TIMP and the Dubowitz neurological examination were administered to TI at birth. STATISTICAL ANALYSIS: The sample size was defined as 29 LPI, considering a test power of 80 % and a significance level of 5. Qualitative variables were compared using the Fisher exact test and Chi Square and Student\'s t test for two samples and paired Student\'s t test for two independent samples for quantitative variables. The multiple linear regression was performed for analysis of predictors of TIMP at term time. RESULTS: Among the 29 LPI evaluated, 23 (79.3%) had a cranial US within normal limits, 2 (6.9%) intracranial hemorrhage (ICH) grade I, and 4 (13.8%) bilateral ICH grade I. The mean TIMP score and standard deviation of LPI was 51.9 ± 5.8 at 34-35 weeks and 62.6 ± 5.2 at 40 weeks. There was a significant increase at 38-39 weeks in the LPI group (p < 0.05). There were no significant differences in the motor evaluations between LPI at the age equivalent to TI at birth (38-39 weeks and 40 weeks). The growth of LPI until term was adequate in relation to Alexander curve. After multiple linear regression we found that maternal age and head circumference were predictors of TIMP in LP at term age. No differences were found when comparing the scores of neurological assessments by Dubowitz between LPI and T infants. CONCLUSION: Low risk LPI presented a gradual progression of motor development until the term-corrected age, but differences with TI at birth were not detected. Maternal age and head circumference were identified as predictors of TIMP score at term in LPI
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Harwell, Marsha Armstrong. "Scholarly Writing Among Graduate Students: A Qualitative Project Study." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1894.
Full textAbstract:
This project study focused on scholarly writing skills of adult students enrolled in a private graduate institution in the West Indies. The institution provided writing instruction, but scholarly writing skills remained inadequate for some students when they began their final projects. The project study provided insight into the most pervasive writing skill deficits and the positive and negative influences on writing skill development among graduate students. The research design was an applied qualitative case study using data collected from a purposeful sample of convenience within a bounded system of current students, faculty members, and administrators in one institution. Open-ended questionnaires (n = 5), interviews (n = 14), and qualitative assessments of student writing samples (n = 10) provided data for thematic qualitative analysis. Findings indicated a wide range of individual needs for writing development and guided the formation of a writing improvement project. The theory of andragogy provided the theoretical foundation for both the study and the project. Enrollment in the institution was limited to adults over 25 years of age; therefore, consideration of andragogical assumptions about how adults learn helped in understanding students' writing deficits and influences on their writing skill development. The project, called the Writing Suite, is an integrated curriculum aimed at developing students' scholarly writing skills throughout their graduate programs. When paired with the institution's emphasis on social change, the development of proficient writing skills will increase each student's potential for effecting positive change in his or her community and workplace.
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Villalba, Moreno Óscar Jesús. "La fisura petrotimpánica. Estudio anatómico y radiológico en cadáver humano." Doctoral thesis, Universitat de Barcelona, 2014. http://hdl.handle.net/10803/275976.
Full textAbstract:
La fisura petrotimpánica (FPT), que se establece entre la porción timpánica y petrosa del hueso temporal, se sitúa en la región posteromedial de la fosa mandibular y representa una vía de comunicación entre el oído medio y la ATM. Actualmente esta relación anatómica ha adquirido gran importancia por su posible implicación en la fisiopatología de la otitis media y de los procesos inflamatorios y degenerativos (artritis inflamatoria y artrosis) que afectan a la ATM.
Objetivos: Los objetivos del estudio fueron estudiar las características morfométricas de la FPT desde un punto de vista anatómico y radiológico, correlacionar las imágenes sagitales de la FPT por tomografía computarizada multicorte helicoidal (TCMH) con la criosección anatómica correspondiente, analizar las relaciones existentes entre las mediciones de las variables y presentar la FPT como posible vía de propagación de procesos infecciosos o inflamatorios entre el oído medio y la ATM.
Material y métodos: Hemos utilizado 15 especímenes cadavéricos a los que hemos realizado un estudio radiológico mediante un tomógrafo computarizado multidetector de 16 coronas y un estudio anatómico a partir de criosecciones en el plano sagital. Se han anotado las principales características morfométricas y morfodescriptivas obteniendo 52 registros para cada espécimen. El método estadístico para analizar los resultados incluye análisis bivariado para determinar la variabilidad intra y entre observadores así como el coeficiente de correlación intraclase, la concordancia entre los observadores y la correlación y concordancia entre las variables del estudio anatómico y radiológico.
Resultados: Los resultados indican que la FPT es un conducto óseo a partir del cual se establece una relación anatómica por continuidad entre la ATM y el oído medio. La TCMH permite identificar la FPT en los planos sagital, axial y coronal oblicuo, siendo las imágenes sagitales comparables a la anatomía seccional correspondiente ya que no existen diferencias estadísticamente significativas entre las variables morfométricas del estudio radiológico y anatómico, presentando además una correlación significativa.
Conclusiones: Las dimensiones que presenta la FPT la habilitan como una posible vía de propagación por continuidad de procesos infecciosos o inflamatorios entre el oído medio y la ATM, especialmente en fisuras cortas y anchas.Vestigial foramen and fissures between the TMJ and the middle ear account for possible reciprocal spread of infection between these two anatomical regions. The petrotympanic fissure represents an important anatomical feature that connects the mandibular fossa and the middle ear. Purpose: The purpose of this study was to evaluate the morphology of petrotympanic fissure with multislice helical computed tomography (MHCT) and frozen sagittal anatomic sections. Material and methods: we selected 15 unoperated cadaver temporal bones for the study. All of these bones had intact middle ear and mandibular fossa. Imaging was performed with fresh preparations. Subsequent the specimens were frozen and sectioned on the sagittal plane. The sagittal anatomy of the mandibular fossa and the petrotympanic fissure were correlated with MHCT images. Results: The petrotympanic fissure is a tunnel-shaped structure that connects the mandibular fossa and the middle ear. The study found that the sagittal frozen sectional anatomy correlated with MHCT images coincidentally to describe the petrotympanic fissure. Conclussions: The course and the dimensions of the petrotympanic fissure represents a possible pathway for spread of infection from the middle ear to the temporomandibular joint, specially in short and wide open fissures.
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Steinwandel, Ulrich. "Ultrasound measurements on the inferior vena cava by renal nursing staff for assessment and management of intravascular volume status in haemodialysis patients." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2018. https://ro.ecu.edu.au/theses/2152.
Full textAbstract:
Title: Ultrasound measurements on the inferior vena cava (IVC-US) by renal nursing staff for assessment and management of intravascular volume status in haemodialysis patients.
Aims: The primary aim of this thesis was to provide evidence that renal nurses could safely and efficiently perform IVC-US on haemodialysis patients to obtain objective assessment of intravascular volume status and potentially reduce adverse events and morbidity. The secondary aims for this study were: (1) conduct a systematic literature review to identify evidence if renal nurses have previously used this method for intravascular volume assessment; (2) teach a renal nurse through a staged educational programme, guided by a medically trained ultrasonographer, a sonologist, to gain competency in ultrasound image acquisition and interpretation of the scans; (3) measure the prevalence of any form of intradialytic hypotension in a satellite haemodialysis clinic over a three-month period and (4) attain concurrent IVC-US and bioimpedance spectroscopy measurements on 30 patients during their haemodialysis treatment and to compare these findings with their intravascular volume status using the traditional clinical nursing assessment method.
Materials and Methods: To achieve this primary aim, this thesis was separated into multiple phases. First, a systematic literature review of medical and nursing databases was performed to summarise the use of IVC-US in haemodialysis patients by renal nurses. The second phase involved a retrospective data analysis, where the prevalence rate of nurse-documented fluid related intradialytic hypotensive events was measured and a Generalised Estimating Equation (GEE) model was used to predict the likelihood of any form of intradialytic hypotension or postdialytic overhydration. In the next phase a four-step educational programme was developed in collaboration with an expert sonologist, guiding the renal nurse through the process of skill acquisition and accurate fluid assessment based on nurse-performed IVC-US scans. Following this phase, and after receiving theoretical training and performing 100 proctored scans, the renal nurse then performed 60 IVC-US scans independently, which were subsequently assessed by two sonologists, resulting in a cross-sectional interrater study, confirming competency. The final phase of the thesis consisted of a simulative pilot study, where 30 haemodialysis patients were assessed during three intradialytic moments of a single session on their intravascular volume status with IVC-US.
Results: The systematic literature review revealed that there is a paucity of knowledge regarding renal nurses and IVC-US. The 3-month data analysis has shown that intradialytic hypotension (IDH) was still the most common adverse intradialytic event with 13.1% of all treatments affected. The renal nurse mastered the educational programme and was deemed competent by the experts. Finally, the simulative pilot study revealed that if IVC-US had been performed and indicated intravascular hypovolemia, patients had a 14-fold chance to experience subsequent IDH events. An algorithm using IVC-US combined with bioimpedance spectroscopy (BIS) and mean arterial pressure (MAP) revealed a sensitivity of 95% and a specificity of 100% for the prevention of IDH.
Conclusions: This thesis demonstrates the obvious need for more objective and reliable fluid assessment methods in the haemodialysis population to improve clinical outcomes. Most importantly, it has been shown that renal nurses can master the skill to perform IVC-US and that IVC-US is a useful and reliable method of fluid assessment. Performing IVC-US is a transferrable skill and has potential to be preventative for intradialytic hypotension if added to the clinical fluid assessment routine by renal nurses. It has potential to change clinical practice and policy in future, but further research studies are needed to provide evidence for this.