Children’s confidence in their own knowledge and their understanding of other’s intentions may influence their willingness to learn novel information from others. Two studies investigated whether 24-month-old children take into account these different sources of information when learning novel labels. In Study 1, children interacted with a speaker who referred to familiar objects in either a knowledgeable (e.g., the speaker confidently stated, “I know what that is”) or an ignorant manner (e.g., the speaker doubtfully stated, “I don’t know what that is.”). The previously knowledgeable or ignorant speaker then provided a novel label for either a novel or a familiar object. Children were less willing to apply a novel label to a familiar object from a speaker who previously had expressed ignorance than one who previously had expressed confidence in his/her knowledge of object labels. In contrast, when objects were novel, children were equally willing to learn a novel label regardless of the level of knowledge portrayed by the speaker. In Study 2, children interacted with a speaker who provided either accurate or inaccurate labels for familiar objects in a manner that expressed uncertainty about the information being offered (e.g., “I think that’s a …”). Children’s willingness to accept second labels for familiar objects was examined. Children were equally likely to learn the novel label for a familiar object from the accurate and the inaccurate speaker. In contrast to past findings which present differences in willingness to learn from accurate and inaccurate speakers, children in this study may have taken into account the speaker’s lack of confidence when deciding whether to accept or reject the novel information being provided. Young children are not naïve observers accepting novel label information from any source. They attend to cues about the speaker’s level of knowledge by 24 months. They also are capable of comparing their knowledge with the information being presented by an adult speaker and deciding whether to rely on their own knowledge or accept the information being provided. Both reliability cues from the speaker and children’s prior knowledge influence their willingness to learn novel information. / text

The study investigated the knowledge levels of clients on long-term tuberculosis (TB) treatment at Kwekwe General Hospital, Zimbabwe. A quantitative, descriptive research design was chosen and data was collected using a structured questionnaire with a convenience sample of 60 clients on TB treatment and 10 professional nurses. The major findings of the study were that although clients had some knowledge about their condition, there was a lack of knowledge regarding critical aspects such as information on drug-resistant TB and the Directly Observed Therapy Short Course. The professional nurses experienced constraints such as insufficient time for appropriate health education and home visits. Based on the study findings and conclusions, several recommendations were made. / Health Studies / Thesis(M.A(Health Studies))

The study investigated the knowledge levels of clients on long-term tuberculosis (TB) treatment at Kwekwe General Hospital, Zimbabwe. A quantitative, descriptive research design was chosen and data was collected using a structured questionnaire with a convenience sample of 60 clients on TB treatment and 10 professional nurses. The major findings of the study were that although clients had some knowledge about their condition, there was a lack of knowledge regarding critical aspects such as information on drug-resistant TB and the Directly Observed Therapy Short Course. The professional nurses experienced constraints such as insufficient time for appropriate health education and home visits. Based on the study findings and conclusions, several recommendations were made. / Health Studies / Thesis(M.A(Health Studies))

Made available in DSpace on 2016-04-27T17:13:01Z (GMT). No. of bitstreams: 1 Carlos Costa.pdf: 988409 bytes, checksum: 864664783df7aef64bc7d5a4991c1002 (MD5) Previous issue date: 2005-10-27 / Made available in DSpace on 2016-08-25T17:25:34Z (GMT). No. of bitstreams: 2 Carlos Costa.pdf.jpg: 1943 bytes, checksum: cc73c4c239a4c332d642ba1e7c7a9fb2 (MD5) Carlos Costa.pdf: 988409 bytes, checksum: 864664783df7aef64bc7d5a4991c1002 (MD5) Previous issue date: 2005-10-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / That dissertation analyzed and it compared the contents Reasons and Proportions among three didatic books, the books and the proposal course corresponding to the decade of his/her publication, it classified and it compared the proposed exercises using the levels of the students' expected knowledge according to Aline Robert. Initially, it was devoted to describe the topics and to classify the proposed exercises regarding the contents Reasons and Proportions in the three text books, for besides the description of these contents in the official documents of the governmental bodies, because the same ones are present in the students daily students and the text book is one of the main sources of the teacher's research. Therefore after it was made an analyse and comparison of those descriptions and analyses with objective of answering to the following subjects: 1) are the arrangement of the contents Reasons and Proportions in the text books in agreement with the one what is suggested in the documents of the governmental bodies? 2) were there modifications in the way of making the arrangement of these contents in the text books? 3) do the exercises favor the teacher's work as for the levels of the students' expected knowledge according to Aline Robert? The work was closed suggesting new researches with those contents and/or other contents in other types of documents, after a panorama of the contents Reasons and Proportions in the text books as for the subjects approached in the foregoing topics with the following conclusions: the didatic books are partially joined to the suggestions of the official documents of the governmental bodies of the time were published, there were modifications in the manners of making the arrangement of these contents, that is, the theoretical part was reduced, only the book of the years 60/70 makes the arrangement of the demonstrations and concern with the relationship between geometry and algebra, the lists of proposed exercises favor the teacher's work partially, that is, there aren t in all topics exercises with the three knowledge levels (technician, mobilizável and available) / Essa dissertação analisou e comparou os conteúdos Razões e Proporções entre três livros didáticos, os livros e a proposta curricular correspondente à década de sua publicação, classificou e comparou os exercícios propostos utilizando os níveis de conhecimento esperado dos alunos segundo Aline Robert. Inicialmente, dedicou-se a descrever os tópicos e classificar os exercícios propostos referentes aos conteúdos Razões e Proporções nos três livros didáticos, para além da descrição destes conteúdos nos documentos oficiais dos órgãos governamentais, visto que os mesmos estão presentes no cotidiano dos alunos e o livro didático é uma das principais fontes de pesquisa do professor. Logo após foi feita a análise e comparação dessas descrições e análises com objetivo de responder às seguintes questões: 1) A disponibilização dos conteúdos Razões e Proporções nos livros didáticos está de acordo com o que é sugerido nos documentos dos órgãos governamentais? 2) Houve modificações quanto ao modo de disponibilizar estes conteúdos nos livros didáticos? 3) Os exercícios favorecem o trabalho do professor quanto aos níveis de conhecimento esperado dos alunos segundo Aline Robert? O trabalho encerrou-se sugerindo novas pesquisas com esses conteúdos e/ou outros conteúdos em outros tipos de documentos, depois de um panorama dos conteúdos Razões e Proporções nos livros didáticos quanto aos assuntos abordados nos tópicos supracitados com as seguintes conclusões: os livros didáticos estão parcialmente agregados às sugestões dos documentos oficiais dos órgãos governamentais da época foram publicados, houve modificações nos modos de disponibilizar estes conteúdos, isto é, a parte teórica foi reduzida, somente o livro dos anos 60/70 disponibiliza demonstrações e preocupação com a relação entre geometria e álgebra, as listas de exercícios propostos favorecem parcialmente o trabalho do professor, isto é, não há em todos tópicos exercícios com os três níveis de conhecimento (técnico, mobilizável e disponível)