The technology for storing and using big data is evolving rapidly and those that can keep pace are likely to garner additional competitive advantages. One approach to uncovering existing practice in a manner that provides insights for building theory is the use of grounded theory. The current research employs qualitative research following a grounded theory approach to explore gap in understanding the relationship between big data (BD) and the supply chain (SC). In this study eight constructs emerged: Organizational and environmental factors, big data and supply chain analytics, alignment, data governance, big data capabilities, cost of quality, risk analysis and supply chain performance. The contribution of this research resulted in a new theoretical framework that provides researchers and practitioners with an ability to visualize the relationship between collection and use of BD and the SC. This framework provides a model for future researchers to test the relationships posited and continue to extend understanding about how BD can benefit SC practice. While it is anticipated that the proposed theoretical framework will evolve as a result of future examination and enhanced understating of the relationships shown the framework presented represents a critical first step for moving the literature and practice forward.

With increased degradation of natural resources due to land use decisions and the subsequent loss of biodiversity across large spatial scales, there is a need for a Spatial Decision Support System (SDSS) which showcases the impacts of developments on terrestrial and aquatic ecosystems. The Gap Analysis Program (GAP) and a Bayesian Belief Network (BBN) were used to assess the impacts of an impoundment in the Bienville National Forest, Smith County, Mississippi on landcovers, threatened and endangered species, species richness and fish populations. A test impoundment site was chosen on Ichusa Creek and using GAP data, landcovers, species and species richness were compared with those of Bienville National Forest, Smith County, Mississippi. For the aquatic analysis, a BBN model was developed for each fish so that population probabilities could be calculated using a given configuration of available habitats and compared to current fish population.

No description available.

Os novos currículos das escolas médicas brasileiras privilegiam em seu plano de ensino o cuidado com o paciente, conhecimento médico e do sistema de saúde, profissionalismo, prática baseada em problemas e habilidades interpessoais de comunicação. Um dos métodos para avaliar as habilidades de comunicação é, a partir da observação de situações clínicas simuladas, associar a opinião de múltiplos avaliadores e a análise de gaps com base nos itens do Consenso Kalamazoo ampliado. O objetivo final é produzir feedback construtivo para o aluno na relação com a equipe multiprofissional, os pacientes e seus familiares. O instrumento Gap-Kalamazoo Communication Skills Assessment Form (GKCSAF) foi traduzido, adaptado culturalmente para a língua portuguesa do Brasil e validado. Foram avaliadas na validação qualidade, confiabilidade e análise fatorial exploratória dos itens. A versão final em português foi aplicada a médicos residentes, equipe multiprofissional, facilitadores e atores nas áreas de Oncologia, UTI Neonatal e UTI Pediátrica. As opiniões dos avaliadores foram associadas a análise de gaps utilizando-se estatística descritiva e o resultado final foi oferecido como feedback por escrito para cada participante. O produto das duas traduções iniciais conciliadas foi retrotraduzido e avaliado pelo autor do método que sugeriu ajuste em 3 termos. Cinco das 86 sentenças avaliadas durante as 4 rodadas do método Delphi modificado mantiveram-se discordantes. 21 participantes responderam ao pré-teste e 9 sugestões de adaptação cultural foram reescritas, gerando a versão final. Dos 37 participantes do processo de validação, 84% eram do sexo feminino e 76% não receberam formação em comunicação em saúde. Todos os participantes consideraram o instrumento de fácil compreensão. A consistência interna (AlfaCronbach = 0,818) e a confiabilidade do teste-reteste (coeficiente de correlação intraclasse = 0,942) foram adequadas. A análise fatorial exploratória verificou a unidimensionalidade da escala. Foram realizadas 8 cenas simuladas, com duração média de 7 minutos, totalizando 104 avaliações. Todas as cenas possuem padrões diversos de correlação entre as médias de avaliação dos grupos de observadores e 75% tinham pontuação na escala Likert maior ou igual a 3 nos nove itens de comunicação. Houve destaque para a adequada transmissão de informações precisas e os itens que necessitam melhorar variaram em cada simulação. Nas auto-avaliações, as sub-avaliações foram frequentes, com 43 apontamentos. Em duas cenas houveram itens com super avaliações, uma com 8 itens e outra com 1 item. Destes 52 apontamentos, 10 (19%) são coincidentes com a opinião dos observadores. A tradução em etapas originou versão adequada para a língua portuguesa do ponto de vista linguístico e técnico. As propriedades psicométricas foram semelhantes às do instrumento original. Os dados obtidos no ambiente simulado puderam identificar lacunas da comunicação interpessoal em questões específicas, abordadas em momento de feedback formativo e auto-reflexão. Este método envolve toda a equipe de saúde, é prático e reproduzível em instituições de ensino brasileiras. Sua inclusão no currículo atual pode aprimorar de maneira continuada a relação médico-paciente-cuidador-equipe / The priorities of brazilian medical schools in the planning of their new curricula are: patient care, medical knowledge and the health care system, professionalism, practice based on problems and interpersonal communication skills. One method used to assess communication skills is based on the observation of simulated clinical situations, associating multi-rater assessments and gap analysis based on items of the extended Kalamazoo Consensus. The final objective is to produce a constructive feedback for students in their relationship with the interdisciplinary team, patients and their families. The Gap-Kalamazoo Communication Skills Assessment Form (GKCSAF) was translated into Brazilian Portuguese, culturally adapted to the Brazilian society and validated. In the validation, the assessments included quality, reliability and exploratory factor analyzes of the items. The final Portuguese version was applied to resident physicians, interdisciplinary team and actors in the fields of Oncology, Neonatal ICU and Pediatric ICU. The assessments of raters were associated to gap analysis using descriptive statistics, and the final result was given as written feedback to each participant. The outcome of the two initial reconciled translations was back translated and assessed by the researcher who developed the method who suggested adjustments to 3 words. Disagreement persisted in five of the 86 sentences assessed during the 4 rounds of modified Delphi method. Twenty-one (21) participants answered the pretest and 9 suggestions of cultural adaptation were rewritten, leading to the final version. Of the 37 participants in the assessment process, 84% were women and 76% had no training in health communication. All participants considered the instrument logistically feasible. The internal consistency (Cronbach\'s alpha = 0.818) and test-retest reliability (intraclass correlation coefficient = 0.942) were adequate. Exploratory factor analysis was used to assess the unidimensionality of the scale. Eight simulated scenes were performed, with an average duration of 7 minutes, totaling 104 assessments. All scenes had different patterns of correlation between the means of assessments of the groups of observers and 75% had scores greater than or equal to 3 in Likert scale, in the nine communication-related items. Emphasis was given to the appropriate transmission of accurate information, and the items that needed to be changed differed in each simulation. Self-under-appraisal were frequent with 43 remarks. Two scenes had items with self-over-appraisal, one with 8 items and the other with 1 item. Of these 52 remarks, 10 (19%) are consistent with the assessments of the observers. The use of translation in stages resulted in a suitable version in the Portuguese language, from the linguistic and technical views. The psychometric properties were similar to those of the original instrument. The data obtained in the simulated environment allowed the identification of interpersonal communication gaps regarding specific issues during formative feedback and critical self-reflection. This method involves the entire health care team, is practical and reproducible in Brazilian teaching institutions. Its inclusion in the current curriculum may improve on a continuous basis the doctor-patient-caregiver-team relationship

No description available.

Os novos currículos das escolas médicas brasileiras privilegiam em seu plano de ensino o cuidado com o paciente, conhecimento médico e do sistema de saúde, profissionalismo, prática baseada em problemas e habilidades interpessoais de comunicação. Um dos métodos para avaliar as habilidades de comunicação é, a partir da observação de situações clínicas simuladas, associar a opinião de múltiplos avaliadores e a análise de gaps com base nos itens do Consenso Kalamazoo ampliado. O objetivo final é produzir feedback construtivo para o aluno na relação com a equipe multiprofissional, os pacientes e seus familiares. O instrumento Gap-Kalamazoo Communication Skills Assessment Form (GKCSAF) foi traduzido, adaptado culturalmente para a língua portuguesa do Brasil e validado. Foram avaliadas na validação qualidade, confiabilidade e análise fatorial exploratória dos itens. A versão final em português foi aplicada a médicos residentes, equipe multiprofissional, facilitadores e atores nas áreas de Oncologia, UTI Neonatal e UTI Pediátrica. As opiniões dos avaliadores foram associadas a análise de gaps utilizando-se estatística descritiva e o resultado final foi oferecido como feedback por escrito para cada participante. O produto das duas traduções iniciais conciliadas foi retrotraduzido e avaliado pelo autor do método que sugeriu ajuste em 3 termos. Cinco das 86 sentenças avaliadas durante as 4 rodadas do método Delphi modificado mantiveram-se discordantes. 21 participantes responderam ao pré-teste e 9 sugestões de adaptação cultural foram reescritas, gerando a versão final. Dos 37 participantes do processo de validação, 84% eram do sexo feminino e 76% não receberam formação em comunicação em saúde. Todos os participantes consideraram o instrumento de fácil compreensão. A consistência interna (AlfaCronbach = 0,818) e a confiabilidade do teste-reteste (coeficiente de correlação intraclasse = 0,942) foram adequadas. A análise fatorial exploratória verificou a unidimensionalidade da escala. Foram realizadas 8 cenas simuladas, com duração média de 7 minutos, totalizando 104 avaliações. Todas as cenas possuem padrões diversos de correlação entre as médias de avaliação dos grupos de observadores e 75% tinham pontuação na escala Likert maior ou igual a 3 nos nove itens de comunicação. Houve destaque para a adequada transmissão de informações precisas e os itens que necessitam melhorar variaram em cada simulação. Nas auto-avaliações, as sub-avaliações foram frequentes, com 43 apontamentos. Em duas cenas houveram itens com super avaliações, uma com 8 itens e outra com 1 item. Destes 52 apontamentos, 10 (19%) são coincidentes com a opinião dos observadores. A tradução em etapas originou versão adequada para a língua portuguesa do ponto de vista linguístico e técnico. As propriedades psicométricas foram semelhantes às do instrumento original. Os dados obtidos no ambiente simulado puderam identificar lacunas da comunicação interpessoal em questões específicas, abordadas em momento de feedback formativo e auto-reflexão. Este método envolve toda a equipe de saúde, é prático e reproduzível em instituições de ensino brasileiras. Sua inclusão no currículo atual pode aprimorar de maneira continuada a relação médico-paciente-cuidador-equipe / The priorities of brazilian medical schools in the planning of their new curricula are: patient care, medical knowledge and the health care system, professionalism, practice based on problems and interpersonal communication skills. One method used to assess communication skills is based on the observation of simulated clinical situations, associating multi-rater assessments and gap analysis based on items of the extended Kalamazoo Consensus. The final objective is to produce a constructive feedback for students in their relationship with the interdisciplinary team, patients and their families. The Gap-Kalamazoo Communication Skills Assessment Form (GKCSAF) was translated into Brazilian Portuguese, culturally adapted to the Brazilian society and validated. In the validation, the assessments included quality, reliability and exploratory factor analyzes of the items. The final Portuguese version was applied to resident physicians, interdisciplinary team and actors in the fields of Oncology, Neonatal ICU and Pediatric ICU. The assessments of raters were associated to gap analysis using descriptive statistics, and the final result was given as written feedback to each participant. The outcome of the two initial reconciled translations was back translated and assessed by the researcher who developed the method who suggested adjustments to 3 words. Disagreement persisted in five of the 86 sentences assessed during the 4 rounds of modified Delphi method. Twenty-one (21) participants answered the pretest and 9 suggestions of cultural adaptation were rewritten, leading to the final version. Of the 37 participants in the assessment process, 84% were women and 76% had no training in health communication. All participants considered the instrument logistically feasible. The internal consistency (Cronbach\'s alpha = 0.818) and test-retest reliability (intraclass correlation coefficient = 0.942) were adequate. Exploratory factor analysis was used to assess the unidimensionality of the scale. Eight simulated scenes were performed, with an average duration of 7 minutes, totaling 104 assessments. All scenes had different patterns of correlation between the means of assessments of the groups of observers and 75% had scores greater than or equal to 3 in Likert scale, in the nine communication-related items. Emphasis was given to the appropriate transmission of accurate information, and the items that needed to be changed differed in each simulation. Self-under-appraisal were frequent with 43 remarks. Two scenes had items with self-over-appraisal, one with 8 items and the other with 1 item. Of these 52 remarks, 10 (19%) are consistent with the assessments of the observers. The use of translation in stages resulted in a suitable version in the Portuguese language, from the linguistic and technical views. The psychometric properties were similar to those of the original instrument. The data obtained in the simulated environment allowed the identification of interpersonal communication gaps regarding specific issues during formative feedback and critical self-reflection. This method involves the entire health care team, is practical and reproducible in Brazilian teaching institutions. Its inclusion in the current curriculum may improve on a continuous basis the doctor-patient-caregiver-team relationship

This dissertation is a treatise on spatially-explicit resource selection on two very different vertebrate species. The North Atlantic right whale (Eubalaena glacialis) is the most endangered large whales in the world. Ship strikes and fishing gear entanglement are impediments to recovery. The gopher tortoise (Gopherus polyphemus) is an imperiled species whose upland habitats are shrinking from urban and agricultural development. Determining spatial distribution of important resources is important for conservation strategies. Historical and modern thinking of habitat selection theory and analytical techniques are reviewed and applied to these species. Fine-scale resource selection of sea surface temperature (SST), derived from AVHRR imagery, is evaluated for right whales in the southeastern U. S. calving grounds. Aerial survey data (December-March, 1991-1998) including survey tracklines and right whale locations were entered into a Geographic Information Systems (GIS) for comparing whale use of SST to availability based on search effort. Using Monte Carlo techniques, mean and standard deviation for SSTs and latitudes of whale-sightings were compared to sampling distributions derived from available SSTs and latitudes. From these data, it was concluded that the North Atlantic right whale uses SSTs and latitudes non-randomly. Broad-scale habitat selection for gopher tortoises was evaluated from the 2003 Land Cover/Land Use map (Florida Fish and Wildlife Conservation Commission). Based on land cover and ancillary data, potential gopher tortoise habitat was developed for northeast Florida.

No description available.

No description available.

This study attempts to understand how domestic CITES policies are translated into action and what effect actions and processes have on compliance. In doing so, this study provides insight into the implementation and enforcement pitfalls of national legislation that explain CITES violations in Nepal. Primarily, I used key informants interviews to learn opinions of experts, and the grounded theory approach for further qualitative data analysis. In addition, I used Najman’s (1995) policy implementation analysis framework to explain gaps. Many interrelated variables in the content of the policy, commitment and capacity of the agencies, the roles of clients and coalitions and contextual issues were observed. Variables that emerged suggest pitfalls in the regulatory policy represented by low probability of detection, arrest and punishment. Moreover, redistributive policies in buffer zones of protected areas are needed into perpetuity to benefit locals. Also, conservation organizations’ support for building public and political salience is imperative.