Protected heritage area management is challenged by conflicting priorities perpetuated by the real and perceived dichotomy between cultural and natural resource management, their practitioners, their disciplines, and their values. Current guidelines promote integrating cultural and natural resource management to ensure holistic management of all values within a protected heritage area. This paper uses the management of the Cave and Basin National Historic Site to illustrate challenges in protecting both historic and natural resources. A qualitative inductive study included analysis of interview and focus group data for the site and similar protected heritage areas. The gap between integrative policies and the tendency for uni-disciplinary approaches to the practice of managing protected heritage areas is investigated. Five barriers to integration, such as lack of awareness, and five methods for progress, including facilitated inclusion, are examined. The author proposes collaborative, sustainable, values-based practices for the successful integration of cultural and natural resource management.

There is abundant evidence verifying that patients benefit when nurses communicate better; therefore improving team dynamics will positively impact patient care and improve nurse engagement resulting in many positive outcomes for teams. This applied action research study assessed the research question: “What is the experience of team work and team dynamics among members of a multidisciplinary nursing team from a Licensed Practical Nurse perspective?” The experiences of licensed practical nurses (LPNs) and key external leaders (KELs) are explored and analyzed drawing from current literature in the field of teams in health, organizational culture in health, and transformative learning in health. Historical and leading communication, organizational culture, and leadership theories guide this study. During focus groups and interviews, the researcher and participants were influenced to generate new knowledge and insight on team dynamics, through appreciative inquiry. Manifest and latent content analysis identified key themes within each of the subtopic themes, generating a number of recommendations for future action. Through the identification of similar and unique perspectives between the literature and participants in this study, the action research goals of empowerment and emancipation of team members was dynamically met for research participants. Keywords: nursing; team dynamics; communication; collaboration; culture; leadership

This descriptive case study examines the use of medical simulation technology in the three-year Thompson Rivers University respiratory therapy training program. Qualitative analysis of data gathered from 78 participants through interviews, observations, and discussion groups reveal a wide variety of low- intermediate- and high-fidelity technologies used for education and evaluation. Deliberate practice is the predominant learning theory informing the use of simulation for safe and ethical training in competencies that would otherwise pose significant risk to patients. Recommendations include enhancements of the existing technology with psychological and environmental fidelity, and for optimal curriculum placement of high-fidelity simulators at hospital sites for student development of critical thinking and team training. Further research into learning with high-fidelity simulation specifically within the context of a student respiratory therapist as an embedded hospital team member is needed. Keywords: respiratory therapy, patient simulation, critical thinking, learning, critical care, deliberate practice

Orientador: Jocimar Daolio / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação Física / Made available in DSpace on 2018-08-21T21:40:24Z (GMT). No. of bitstreams: 2 RodriguesJunior_JoseCarlos_D.pdf: 3608515 bytes, checksum: 91f17d249f39cb2b9be163736976acfc (MD5) RodriguesJunior_JoseCarlos_D_ANEXO.zip: 5560414 bytes, checksum: 6ce8a1957fea18c55d12ba8c277db779 (MD5) Previous issue date: 2012 / Resumo: O objetivo da pesquisa foi traçar a trajetória biográfica percorrida por seis professores de Educação Física ao longo da vida para compreender os processos de formação docente e o itinerário de constituição de seus respectivos saberes. Para isso, a pesquisa buscou alcançar os elementos biográficos que tornaram os sujeitos professores e, em seguida, reconstruir o fluxo de constituição dos saberes. A primeira fase da pesquisa, desenvolvida a partir de um conjunto de entrevistas, deu-se com a solicitação de lembranças acerca de diferentes etapas da vida (Educação Familiar, Educação Básica, Formação Acadêmica e Experiências Profissionais). Na segunda fase os professores foram convidados a realizar análise compreensivo-reflexiva (reflexão autobiográfica) do material relatado, que objetivou a análise sobre a existência ou não de aspectos do que foi relatado que ainda influenciasse ou que já tivesse influenciado na formação e atuação profissional. Participou deste estudo um professor com três anos de docência; outro com quatro anos; outro com dezesseis anos; outro professor com vinte e um anos e dois professores com trinta anos de profissão. Os professores, ao longo do exercício de reflexão autobiográfica, apontaram a prática profissional como principal etapa biográfica responsável pela aprendizagem da docência. Contudo, o desenvolvimento da reflexão autobiográfica possibilitou a transformação da compreensão inicial de que a prática pedagógica seria aprendida com o decorrer da carreira, e que o processo de constituição docente e de construção dos saberes necessários à prática educativa teve início antes do ingresso no curso de graduação, ao longo da Educação Familiar e Educação Básica, principalmente nas aulas de Educação Física dos Ensinos Fundamental e Médio, que contou com o esporte como conteúdo hegemônico. Ficou demonstrado que a carreira profissional é um processo formativo que proporcionou importantes transformações nas compreensões dos professores, possibilitando, principalmente aos professores com maior tempo de carreira, transformações em seus saberes docentes. Contudo foi possível acessar que etapas anteriores de vida, e a própria formação profissional desencadeada na graduação, também ofereceram elementos de referências à prática pedagógica dos professores. Para os professores com menor tempo de carreira, a graduação demonstrou ter sido um período de formação que ofereceu modelos de referências que proporcionaram rupturas com modelos construídos ao longo da Educação Básica. Em relação aos professores com maior tempo de carreira, a prática pedagógica, principalmente depois de acumulados aproximadamente dez anos de atuação profissional gerou transformações significativas nos saberes sobre conteúdos, objetivos, metodologias de ensino e avaliação constituídos nos períodos da Educação Básica e reproduzidos no Ensino Superior. Diversos elementos biográficos desde a Educação Familiar, passando pelas experiências com diferentes manifestações corporais da Cultura de Movimento dentro e fora da escola, o processo educativo formal escolar e a graduação foram evidenciados e reconhecidos pelos professores como influenciadores de aprendizagens que intencionalmente ou ocasionalmente viriam à baila durante as ações didático-pedagógicas. O caminho metodológico adotado na pesquisa proporcionou aos professores a compreensão da complexidade do processo de transformação do sujeito em docente de Educação Física e a dinâmica de constituição e ressignificação dos saberes ao longo de toda a trajetória de vida / Abstract: Outlining the bibliographical trajectories and life paths of six Physical Education professors throughout their career and life was the main objective of our research in order to understand the processes of teacher education and the route of setting up their knowledge. In order to do this, the research sought to achieve the bibliographic elements which make the subject teachers and then reconstruct the flow of acquisition of knowledge. The first phase of research, which was developed from an individual set of interviews with each one of our participants, occurred as memories related to different stages of life (Family Education, Elementary through High School Education, Academic Background and Professional Experiences). On the second stage, the same educators were suggested to perform reflexive and understandable analysis (autobiographical reflection) of the data collected on their life account, which had the objective to determine the analysis of whether the existence of aspects in the account were still, or had been, in any other moment, a driving force of influence up to date in their studies background and their professional practices. The participants were: a three year old, a four year, a sixteen year, a twenty year and two thirty year old experienced career professors (6 - total). Throughout the self-biographical exercise, the professors pointed out professional everyday practice as the main biographical stage responsible for the acquisition and mastering of their professional qualifications. However, as the autobiographical reflection process was being carried out, transformation of the initial understanding, that educational practice alone would be learned along the career and as it matured, changed, and that the teaching constitution process of knowledge needed for educational practice had begun before undergraduate school enrollment. Family Education and Basic School played a big part, especially PE (Physical Education) classes in both Elementary School and High School, which included sports as a homogeneous content. It was demonstrated that professional career is a formative process which provided important transformation in our educators' understanding, enabling, especially to those of a longer career, transformation in their academic and teaching knowledge. Nevertheless, it was possible to assess that previous stages of life, and vocational training triggered at undergraduate level, also offered referential elements to educator's teaching practice. For those in the study with shorter careers, undergraduate studies was understood as a formational period which offered referential models and provided a long term Elementary and High School Educational model rupture. When focusing on our more experienced professors, Educational practice and Teaching abilities, especially after ten years in the professional field, produced significant transformation in knowledge related to content, objectives, teaching approach and evaluation acquired in Basic Education and moreover reproduced in Higher Education level. A number of diverse biographical elements, ranging from Family Education, moving on to a variety of experiences on different corporal manifestations related to Movement Culture in both school and out of school environment, formal educational process and academic undergraduate studies were observed and detected by our teachers as influential factors in learning experience which intentionally or occasionally would come to play during educational-didactical action. The methodology adopted in the survey provided the teachers the understanding of the complexity of the transformation process of the subject into a Physical Education teacher and the dynamic creation and resignification of the knowledge throughout the whole life course / Doutorado / Educação Fisica e Sociedade / Doutor em Educação Física

The theoretical part of the thesis contains information about the assessment and the specific method of assessment in the art education. The research part is divided into preliminary research and three stages of research - the interview, the observation and questionnaire own experiment and subsequent questioning. In these stages of research I have found information on the experiences and attitudes to assessment in the art education, but also on the whole subject of the art education. The survey was conducted in one class mainstream primary school in a small town in the South Bohemian Region. The work provides interesting information about the current view of pupils and their teachers on the art education and its assessment . The results suggest the need for pupils to be assessed, especially classified and the ability of students to use assessment criteria. Research findings may contribute to the debate regarding the evaluation in art education. They are also useful for the preparation of training teachers in the primary education, improving teaching and can be the basis for more extensive research investigations.

For more than 40 years, a tremendous number of studies have empirically explored the relationship between Corporate Environmental Performance (CEP) and Corporate Financial Performance (CFP). This study considers the relationship from a new perspective—via a qualitative research approach based on expert interviews. First, practitioners are queried for their view on the link between CEP and CFP and how to measure it. Since the vast majority see a positive relationship, this study contributes with a new form of evidence that it pays to be green. The chosen qualitative approach also allows a more detailed analysis of underlying cause-and-effect mechanisms. For instance, interviewed practitioners emphasize a direct and indirect impact from CEP on CFP. Second, the study conducts interviews with experts from research and associations (non-practitioners) and compares the viewpoints of the two interview groups. One prevalent difference refers to the fact that non-practitioners do not focus on the two impact levels. Moreover, business experts perceive the link between CEP and CFP as much less complex and reveal more pragmatically oriented considerations. The study then discusses how the interview results and identified differences can be used to direct future research and to support corporations in their move towards sustainability.

Thema der Ausgabe 1(2014): Innovation am Bau Bauen in neuen Dimensionen S. 4/5 Innovative Werkstoffe für effiziente Bauweise S. 8 Auf neuen Pfaden unterwegs S. 14/15:Prof. Curbach über die Zukunft des Bauens 3 Mit Carbon Concrete Composite C3 beim BMBF erfolgreich 4/5 Jetzt neu: Textilbeton im Gießverfahren 6 Zementgebundene Verbundwerkstoffe für effizientes Bauen 7/8 Frische Luft für Gebäude auf natürlichem Wege 9 Energieverluste mittels Gebäudethermografie erkennen 10/11 Energetische Sanierung: Alte Viertel mit Potential 12/13 Technologietransfer: Über 20 Jahre dabei und doch kein Oldie 14/15 Neue Ideen für die Rettung aus großen Höhen 16 Heizung effizient steuern – GPS machts möglich 17 Uni entwirft vernetzte Systeme für Gebäudeautomation 18/19 Partnerschaftlich für Energie-Management-System 20/21 Angebote für kluge Rechner 22/23 Neue Transfer-Akteure an der Exzellenzuni 24 Qualifizierter Sachverstand am Bau: IHKs beraten 25 EU-Förderung für das Haus der Zukunft 26 Transferbrief: Leser des neuen E-Journals werden 27

Thema der Ausgabe 2(2014): Industrie 4.0 Neue Konzepte für die Produktion von Morgen S. 4/5 Die Fabrik der Zukunft erreicht die KMUs S. 16/17 Kundenorientiert und effizient fertigen... S. 24/25:Industrie 4.0 und die Herausforderungen für Wissenschaftler S. 3, 14, 15, 28/29 Schöne neue Welt in der Cyberfabrik? S. 4/5 Die Fabrik der Zukunft: Visionen und Konzepte S. 6/7 Branchenübergreifend und interdsiziplinär agieren S. 8/9 Horizon 2020 fördert innovative Ansätze S. 10/11 Instandhaltung On-Demand S. 12/13 Das Internet der Dinge durchdringt das industrielle Umfeld S. 16/17 Lernfähige Anlagen – auch für KMUs ein Thema S. 18/19 Unternehmer im Gespräch S. 20/21 Stets im Blick: Qualifi zierte Mitarbeiter und die Kosten S. 22/23 Mit dem Exists-Gründerstipendium auf der Überholspur S. 24/25 Über die Landtechnik von übermorgen S. 26 Wenn Maschinen „selbst“ lernen… S. 27 Auf der Beratungsschiene kompetent unterwegs S. 32, 34

Thema der Ausgabe 3(2014): Energiespeicherung Innovationen für die Energiewende S. 7, 16 Die Brennstoffzelle auf dem Weg zur Marktreife S. 10, 18 Pfiffig netzwerken für unsere Zukunft S. 9, 12:Neue Materialien für die Energiespeicherung 5, 7, 24/25 Maßgeschneiderte Materialien aus dem Labor 6 Arbeiten Hand in Hand: Sachsens Netzwerker und Forscher 9 Kompetenznetzwerk Brennstoffzelle Chemnitz gibt Auskunft 10 Das Dresdner Forschungscluster CSSI stellt sich vor 12/13 Thermische und mechanische Energiespeicher als Alternativen 14, 15 HZDR: Rossendorfer Wissenschaftler setzen auf Flüssigmetallbatterien 16 Am Fraunhofer IWS forschend die Kosten im Blick 17 Auf dem Weg zur Marktreife 18 Neue Konzepte für die Energieumwandlung 19 Keramische Kompetenz in der Batterietechnologie 21 Sicher, auch die Politik ist gefragt 22/23 Innovativ – nachhaltig agierend – erfolgreich unterwegs 28/29 Erfolgsrezept: Dezentrale Anwendungen 30, 31

Thema der Ausgabe 1(2015): Usability und User Experience Das Forschungsinformationssystem (FIS) an der TU Dresden Mit PUMa aud dem Sprung S. 5 OPAL: Aber bitte recht benutzerfreundlich! S. 6/7 In die digitale Gründerwerkstatt geschaut ... S. 13:Wo fängt gute Usability denn nun wirklich an? 4, 20/21, 26 Mit PUMa den kompetenten Experten fi nden: 5 Immer schön benutzerfreundlich: 6/7, 10 Auf den Spuren der Erinnerung: 8 Neu an der HTW: Werkzeuge für die Entwicklung digitaler Rekonstruktionen: 9 Bedienbarkeit und Nutzerakzeptanz im Test: 11 eScience Network unterstützt die wissenschaftliche Kommunikation: 12 In die digitale Gründerwerkstatt geschaut 13 Im Fokus: Angebote für Menschen mit Behinderungen: 14, 15, 19 Geschichte interaktiv aufbereiten und erfahren: 16 Mittels Flugsimulation Reaktionszeit verkürzen: 17 EU-Aktivitäten zwischen digitaler Agenda und HORIZON 2020: 22/23