No description available.

abstract: Background: Process mining (PM) using event log files is gaining popularity in healthcare to investigate clinical pathways. But it has many unique challenges. Clinical Pathways (CPs) are often complex and unstructured which results in spaghetti-like models. Moreover, the log files collected from the electronic health record (EHR) often contain noisy and incomplete data. Objective: Based on the traditional process mining technique of using event logs generated by an EHR, observational video data from rapid ethnography (RE) were combined to model, interpret, simplify and validate the perioperative (PeriOp) CPs. Method: The data collection and analysis pipeline consisted of the following steps: (1) Obtain RE data, (2) Obtain EHR event logs, (3) Generate CP from RE data, (4) Identify EHR interfaces and functionalities, (5) Analyze EHR functionalities to identify missing events, (6) Clean and preprocess event logs to remove noise, (7) Use PM to compute CP time metrics, (8) Further remove noise by removing outliers, (9) Mine CP from event logs and (10) Compare CPs resulting from RE and PM. Results: Four provider interviews and 1,917,059 event logs and 877 minutes of video ethnography recording EHRs interaction were collected. When mapping event logs to EHR functionalities, the intraoperative (IntraOp) event logs were more complete (45%) when compared with preoperative (35%) and postoperative (21.5%) event logs. After removing the noise (496 outliers) and calculating the duration of the PeriOp CP, the median was 189 minutes and the standard deviation was 291 minutes. Finally, RE data were analyzed to help identify most clinically relevant event logs and simplify spaghetti-like CPs resulting from PM. Conclusion: The study demonstrated the use of RE to help overcome challenges of automatic discovery of CPs. It also demonstrated that RE data could be used to identify relevant clinical tasks and incomplete data, remove noise (outliers), simplify CPs and validate mined CPs. / Dissertation/Thesis / Masters Thesis Computer Science 2020

The archaeological record indicates that there are differences in Viejo period (A.D. 700 or 900-1200/1250) and Medio period (A.D. 1200/1250-1400s) agricultural strategies and settlement distribution between the Casas Grandes River basin in northern Chihuahua and the Babícora Basin and upper Santa María River basin area in west central Chihuahua. During the Viejo period in the Casas Grandes region temporal, rainfed, agriculture is proposed and only a few settlements are associated with this system. In the Medio period irrigation and trincheras (stone terraces) were implemented increasing the land’s ability to support large populations and numerous settlements were aggregated around fields associated with these methods. For the latter two regions temporal agriculture is posited for both the Viejo and Medio periods. While populations thrived, the numerous settlements in each area are not aggregated but rather are dispersed across the landscape and on various topographic features. The objectives of this thesis were to investigate environmental and cultural influences as explanatory factors for the regional differences. Current environmental data indicate that the combinations of annual precipitation, soil types, and hydrology determine whether temporal or irrigation agriculture is possible. Temporal agriculture is not a viable option for the Casas Grandes region but irrigation is. The conditions in the Babícora Basin and the upper Santa María River basin are conducive to temporal farming while water for irrigation is not easily attainable. In that paleoenvironmental data demonstrate the antiquity of current environments then the agricultural options would have been similar in the past. Together, the archaeological and ethnographic data demonstrate the longevity of temporal agriculture in these areas. How temporal agriculture can be achieved and sustained is demonstrated in the tradition-based practices of modern farmers. The agency of modern farmers can be used as an analogy for agency in the past. When tested against the archaeological record the postulated temporal system and associated settlement patterns are indicative of a domesticated landscape structured for planting flexibility.

The archaeological record indicates that there are differences in Viejo period (A.D. 700 or 900-1200/1250) and Medio period (A.D. 1200/1250-1400s) agricultural strategies and settlement distribution between the Casas Grandes River basin in northern Chihuahua and the Babícora Basin and upper Santa María River basin area in west central Chihuahua. During the Viejo period in the Casas Grandes region temporal, rainfed, agriculture is proposed and only a few settlements are associated with this system. In the Medio period irrigation and trincheras (stone terraces) were implemented increasing the land’s ability to support large populations and numerous settlements were aggregated around fields associated with these methods. For the latter two regions temporal agriculture is posited for both the Viejo and Medio periods. While populations thrived, the numerous settlements in each area are not aggregated but rather are dispersed across the landscape and on various topographic features. The objectives of this thesis were to investigate environmental and cultural influences as explanatory factors for the regional differences. Current environmental data indicate that the combinations of annual precipitation, soil types, and hydrology determine whether temporal or irrigation agriculture is possible. Temporal agriculture is not a viable option for the Casas Grandes region but irrigation is. The conditions in the Babícora Basin and the upper Santa María River basin are conducive to temporal farming while water for irrigation is not easily attainable. In that paleoenvironmental data demonstrate the antiquity of current environments then the agricultural options would have been similar in the past. Together, the archaeological and ethnographic data demonstrate the longevity of temporal agriculture in these areas. How temporal agriculture can be achieved and sustained is demonstrated in the tradition-based practices of modern farmers. The agency of modern farmers can be used as an analogy for agency in the past. When tested against the archaeological record the postulated temporal system and associated settlement patterns are indicative of a domesticated landscape structured for planting flexibility.

In the light of the twofold mission of Swedish schools, that is to say enabling pupils to develop both subject knowledge and a democratic attitude, the purpose of this thesis is to investigate to what extent adult higher education students from different language and social backgrounds, studying Swedish as a second language, are able to carry out joint writing assignments with the aid of deliberative discourse, and to what extent they thereby also develop a deliberative attitude. The twofold mission of education applies to them too. While there already exists a certain amount of research into deliberative discourse relating to education in schools, the perspective of higher education didactics in this research is still lacking. The present study is to be viewed as a first contribution to this research. The theoretical starting point of this study includes previous research into deliberative discourse by further developing an existing model regarding criteria for deliberative discourse, for example that there is a striving towards agreement, although the consensus may be temporary, that diverging opinions can be set against each other, that tolerance and respect for views other than one’s own are shown, and that traditional outlooks can be questioned. This model is supplemented by designations for a number of disruptive behaviours, such as ridiculing, ignoring, interrupting people and engaging in private conversations. The thus further developed model will thereafter act as a lens in the analysis of students’ discussions when writing joint texts. Another theoretical starting point is the view of education as communication, and of the possibility of communication creating a third place, thereby developing democracy in the here and now-situation. For this study, comprising 18 hours of observation of nine students, that is to say the discussions of three groups in connection with writing texts on different occasions, various ethnographic data collection methods have been employed, for example video recordings, participant observations, field notes and interviews in conjunction with the discussions. The analysis clarifies that the three groups developed their deliberation as the discussions about the joint assignment proceeded, and that most of the nine students furthermore expressed at least an openness towards a deliberative attitude for further discussions in the future. The disruptive behaviours mentioned in connection with the analytical model that could be identified in the discussions, for example interruptions and private conversations, proved not to constitute real disturbances; on the contrary they actually contributed towards the discussions developing, enabling them to continue. On the other hand, other and not previously identified disturbances occurred, for example a focus on grades, the lack of time and lacking language ability, which all in different ways affected the students’ attitudes towards their work. For any future didactical work on deliberative discourse in Swedish as a second language within higher education, these disturbances would need to be highlighted and made aware of for both teachers and students. Keywords: higher education didactics, communication, deliberative discourse, deliberative attitude, John Dewey, Tomas Englund, heterogeneity, ethnographic data collection methods. / Mot bakgrund av den svenska skolans dubbla uppdrag, det vill säga att möjliggöra för elever att utveckla både ämneskunskaper och ett demokratiskt förhållningssätt, är syftet med denna avhandling att undersöka i vad mån vuxna högskolestudenter med olika språklig och kulturell bakgrund under sin utbildning i svenska som andraspråk förmår lösa gemensamma skrivuppgifter med hjälp av deliberativa samtal, och i vad mån de därigenom också utvecklar ett deliberativt förhållningssätt. Utbildningens dubbla uppdrag är giltigt också för dem. Samtidigt som det redan finns viss forskning om deliberativa samtal när det gäller undervisning i skolan, saknas fortfarande ett högskoledidaktiskt perspektiv i denna forskning. Föreliggande studie ska ses som ett första högskoledidaktiskt bidrag till denna forskning. Studien tar sin teoretiska utgångspunkt bland annat i tidigare forskning om deliberativa samtal genom att vidareutveckla en befintlig modell när det gäller kriterier för deliberativa samtal, till exempel att det föreligger en strävan efter att komma överens, även om konsensus är temporär, att skilda uppfattningar kan ställas mot varandra, att tolerans och respekt för andra åsikter än de egna kommer till uttryck, och att traditionella synsätt kan ifrågasättas. Studien omfattar 18 timmars observationer av nio studenters, det vill säga tre gruppers samtal i samband med gemensam textskrivning vid olika tillfällen. Olika etnografiska datainsamlingsmetoder har använts, till exempel videoinspelningar, deltagande observationer, fältanteckningar och intervjuer i anslutning till samtalen. Av analysen framgår att de tre grupperna utvecklade sin deliberation allteftersom samtalen kring den gemensamma uppgiften pågick, och att de flesta av de nio studenterna dessutom gav uttryck för en deliberativ beredskap inför fortsatta samtal. Studenternas fokus på sina betyg påverkade emellertid i viss utsträckning deras deliberation och kan betecknas som störningar i samtalen. Inför ett eventuellt framtida didaktiskt arbete med deliberativa samtal inom svenska som andraspråk på högskolan skulle dessa störningar behöva lyftas fram och medvetandegöras både för lärare och studenter.

The archaeological record indicates that there are differences in Viejo period (A.D. 700 or 900-1200/1250) and Medio period (A.D. 1200/1250-1400s) agricultural strategies and settlement distribution between the Casas Grandes River basin in northern Chihuahua and the Babícora Basin and upper Santa María River basin area in west central Chihuahua. During the Viejo period in the Casas Grandes region temporal, rainfed, agriculture is proposed and only a few settlements are associated with this system. In the Medio period irrigation and trincheras (stone terraces) were implemented increasing the land’s ability to support large populations and numerous settlements were aggregated around fields associated with these methods. For the latter two regions temporal agriculture is posited for both the Viejo and Medio periods. While populations thrived, the numerous settlements in each area are not aggregated but rather are dispersed across the landscape and on various topographic features. The objectives of this thesis were to investigate environmental and cultural influences as explanatory factors for the regional differences. Current environmental data indicate that the combinations of annual precipitation, soil types, and hydrology determine whether temporal or irrigation agriculture is possible. Temporal agriculture is not a viable option for the Casas Grandes region but irrigation is. The conditions in the Babícora Basin and the upper Santa María River basin are conducive to temporal farming while water for irrigation is not easily attainable. In that paleoenvironmental data demonstrate the antiquity of current environments then the agricultural options would have been similar in the past. Together, the archaeological and ethnographic data demonstrate the longevity of temporal agriculture in these areas. How temporal agriculture can be achieved and sustained is demonstrated in the tradition-based practices of modern farmers. The agency of modern farmers can be used as an analogy for agency in the past. When tested against the archaeological record the postulated temporal system and associated settlement patterns are indicative of a domesticated landscape structured for planting flexibility. / Graduate Studies, College of (Okanagan) / Graduate

In the light of the twofold mission of Swedish schools, that is to say enabling pupils to develop both subject knowledge and a democratic attitude, the purpose of this thesis is to investigate to what extent adult higher education students from different language and social backgrounds, studying Swedish as a second language, are able to carry out joint writing assignments with the aid of deliberative discourse, and to what extent they thereby also develop a deliberative attitude. The twofold mission of education applies to them too. While there already exists a certain amount of research into deliberative discourse relating to education in schools, the perspective of higher education didactics in this research is still lacking. The present study is to be viewed as a first contribution to this research. The theoretical starting point of this study includes previous research into deliberative discourse by further developing an existing model regarding criteria for deliberative discourse, for example that there is a striving towards agreement, although the consensus may be temporary, that diverging opinions can be set against each other, that tolerance and respect for views other than one’s own are shown, and that traditional outlooks can be questioned. This model is supplemented by designations for a number of disruptive behaviours, such as ridiculing, ignoring, interrupting people and engaging in private conversations. The thus further developed model will thereafter act as a lens in the analysis of students’ discussions when writing joint texts. Another theoretical starting point is the view of education as communication, and of the possibility of communication creating a third place, thereby developing democracy in the here and now-situation. For this study, comprising 18 hours of observation of nine students, that is to say the discussions of three groups in connection with writing texts on different occasions, various ethnographic data collection methods have been employed, for example video recordings, participant observations, field notes and interviews in conjunction with the discussions. The analysis clarifies that the three groups developed their deliberation as the discussions about the joint assignment proceeded, and that most of the nine students furthermore expressed at least an openness towards a deliberative attitude for further discussions in the future. The disruptive behaviours mentioned in connection with the analytical model that could be identified in the discussions, for example interruptions and private conversations, proved not to constitute real disturbances; on the contrary they actually contributed towards the discussions developing, enabling them to continue. On the other hand, other and not previously identified disturbances occurred, for example a focus on grades, the lack of time and lacking language ability, which all in different ways affected the students’ attitudes towards their work. For any future didactical work on deliberative discourse in Swedish as a second language within higher education, these disturbances would need to be highlighted and made aware of for both teachers and students. Keywords: higher education didactics, communication, deliberative discourse, deliberative attitude, John Dewey, Tomas Englund, heterogeneity, ethnographic data collection methods. / Mot bakgrund av den svenska skolans dubbla uppdrag, det vill säga att möjliggöra för elever att utveckla både ämneskunskaper och ett demokratiskt förhållningssätt, är syftet med denna avhandling att undersöka i vad mån vuxna högskolestudenter med olika språklig och kulturell bakgrund under sin utbildning i svenska som andraspråk förmår lösa gemensamma skrivuppgifter med hjälp av deliberativa samtal, och i vad mån de därigenom också utvecklar ett deliberativt förhållningssätt. Utbildningens dubbla uppdrag är giltigt också för dem. Samtidigt som det redan finns viss forskning om deliberativa samtal när det gäller undervisning i skolan, saknas fortfarande ett högskoledidaktiskt perspektiv i denna forskning. Föreliggande studie ska ses som ett första högskoledidaktiskt bidrag till denna forskning. Studien tar sin teoretiska utgångspunkt bland annat i tidigare forskning om deliberativa samtal genom att vidareutveckla en befintlig modell när det gäller kriterier för deliberativa samtal, till exempel att det föreligger en strävan efter att komma överens, även om konsensus är temporär, att skilda uppfattningar kan ställas mot varandra, att tolerans och respekt för andra åsikter än de egna kommer till uttryck, och att traditionella synsätt kan ifrågasättas. Studien omfattar 18 timmars observationer av nio studenters, det vill säga tre gruppers samtal i samband med gemensam textskrivning vid olika tillfällen. Olika etnografiska datainsamlingsmetoder har använts, till exempel videoinspelningar, deltagande observationer, fältanteckningar och intervjuer i anslutning till samtalen. Av analysen framgår att de tre grupperna utvecklade sin deliberation allteftersom samtalen kring den gemensamma uppgiften pågick, och att de flesta av de nio studenterna dessutom gav uttryck för en deliberativ beredskap inför fortsatta samtal. Studenternas fokus på sina betyg påverkade emellertid i viss utsträckning deras deliberation och kan betecknas som störningar i samtalen. Inför ett eventuellt framtida didaktiskt arbete med deliberativa samtal inom svenska som andraspråk på högskolan skulle dessa störningar behöva lyftas fram och medvetandegöras både för lärare och studenter.