Myocardial infarction patients (MI, or heart attack) are vulnerable patients that require special care. The purpose of this study was to develop a teaching guide to be used by nursing staff with MI patients in the hospital setting, and to investigate the impact of this Individualized Patient Teaching Guide (IPTG). This research met its specific purposes through a three phase structure: development of the teaching guide, implementation, and assessment of participant impact. In phase one, development of the teaching guide, two focus groups were conducted: one with previous MI patients and the other with nursing staff. The IPTG was developed using topics identified as important by these two groups. Twenty patients participated in the implementation phase. The intention was for these patients to have patient teaching guided by the options they chose on their IPTGs. Seventy per cent of the patients provided feedback concerning the impact of the guide. All of these patients (n=14) indicated that Risk Factors was very important or important for them to learn about while in the hospital, and 13 of them received instruction on Risk Factors from health care practitioners. Psychological concerns was the topic most neglected: only one of the patients that had identified this as important received instruction on this topic. While the majority of patients (n=10) indicated that the IPTG provided them with an opportunity to identify their learning needs, only four of the patients surveyed felt that their learning needs were completely met in the hospital setting. The other six patients indicated that the information provided to them was insufficient. It seems that some of the topics identified as important were addressed in the clinical setting. Furthermore, the tool did allow patients an opportunity to identify learning needs. However, given that the majority of patients indicated dissatisfaction with the amount of education they received in the hospital setting, it may be concluded that the IPTG did not accomplish the goal of improving the in-patient learning experience. Reasons for this are discussed. / Thesis (Master, Education) -- Queen's University, 2008-07-25 11:33:49.114

In recent years studies have shown students interest in school has dropped as they mainly see the subjects being taught or their content to be irrelevant or hard to relate to. This essay explores how using computer games, specifically Elder Scrolls IV: Oblivion, as a teaching tool can help increase students overall interest in the subject of religious education which should facilitate more learning. This essay will be focusing on the Judeo-Christian themes that can be found in the games dialogue, texts and the main missions. To accomplish this, a text analysis will be done of some of the conversations and texts in the game as well as a more thematic analysis of the main missions. The texts and conversations were collected by playing through the games main missions and taking screenshots during reading, conversations and key parts of the story. These screenshots are featured in a separate appendix. This essay follows a socio-cultural theory of learning as laid out by Lev Vygotsky and later James Wertsch. This theory argues that learning is facilitated in groups of people, and is affected by the kinds of groups that the learners are involved with. It also argues that: Everything has evolved to reach the point/form it has today. Higher mental functions come from social interactions. Human actions are transferred with tools and symbols. The computer game in this study is shown to be one such tool, and can be used to facilitate socio-cultural learning. It can also be used to overcome barriers against learning in school that the students may have picked up at home or amongst their friends by approaching them in a more familiar manner. This makes the game and others like it a good tool for teachers struggling to reach their students through a wall of disinterest.

Revised; Originally published: 12/2008 / Food labels are designed to help consumers to make healthy food choices. Yet the Nutrition Facts label is not always easy to understand, due to a lot of technical information. The step-by-step approach in this publication is easy to follow, and may help consumers to build skills how to read and use the information on a Nutrition Facts label more easily and effectively for their needs. This two page information sheet is useful, especially when a nutrition educator teaches a lay person those tricky foods labeling terms and recommends healthy alternative in his/her diet.

2 pp. / Food labels are designed to help consumers to make healthy food choices. Yet Nutrition Facts label is not always easy to understand due to a lot of technical information. The step-by-step approach in this publication is easy to follow, and may help consumers to build skills how to read and use the information on a Nutrition Facts label more easily and effectively for their needs. The 2-pages information sheet is useful, especially when a nutrition educator teaches a lay person those tricky foods labeling terms and recommends healthy alternative in his/her diet.

The ray formalism is critical to understanding light propagation, yet current pedagogy relies on inadequate 2D representations. We present a system in which real light rays are visualized through an optical system by using a collimated laser bundle of light and a fog chamber. Implementation for remote and immersive access is enabled by leveraging a commercially available 3D viewer and gesture-based remote controlling of the tool via bi-directional communication over the Internet.

La présente étude a consisté à traiter de différents points relatifs à la traductologie et à la traduction. Après avoir mis en exergue les différentes théories qui tentent de définir et de cerner l’acte de traduire, nous nous sommes interrogé sur la question de la traduction sous deux aspects. En classe de langue, elle constitue avant tout un outil didactique. Dans le cadre de formation spécialisée, la traduction constitue un vecteur de la communication intra et interculturelle. En outre, la question de la scientificité de la traductologie étant toujours d’actualité, nous nous sommes servis des données épistémologiques pour aborder ce point. De cette étude, il a été retenu que du fait de son interdisciplinarité, la traductologie s’occupe aussi bien de la traduction humaine que celle à la machine. De fait, la discipline transcende les sciences humaines pour se placer également au niveau des sciences formelles à travers les calculs statistiques qui s’inscrivent dans la programmation des logiciels. Après avoir étudié les programmes de formation en traduction de certains établissements des pays occidentaux, notre ambition a été ensuite de voir de quelle façon est envisagée sa pratique en milieux exolingue et dans les classes de langues universitaires du Gabon et de la Guinée-équatoriale. Pour ce faire, nous avons effectué une enquête de terrain qui nous a permis d’identifier certains manquements tels que la non spécialisation des enseignants (au Gabon) et l’inexistence de la formation (en Guinée-équatoriale). Les problèmes notés lors de l’enquête de terrain nous ont amenés à proposer quelques solutions. / This study consisted in treating various points concerning the Translations Studies and the translation. After having highlighted some teories which try to define and understand the translating process, we wondered about the matter of translation under two ways. In language classes, it is above at all teaching tool. In the specialized training context, the translation is an intra and intercommunication vehicle. In the addition, the matter of the scientific value of Translations studies is still valid, we used epistemological data to treat this point. From this analyze, it was retained that, because of this interdisciplinary, the Translations studies treats both of human translation than the machine. In fact, the discipline transcends the humanities to also place at the formal sciences through statistical calculations that fall within the program software. After reviewing the training programs translations of some western establishments, our goal was then to analyze how its practice is envisaged in the exolingual environment and in languages classes of university of Gabon and Equatorial Guinea. To do this, we did a field survey allowed us to identify certain breaches such as the lack of specialization of teachers (in Gabon) and the nonexistence of training (Equatorial Guinea). Problems noted during the field survey have led us to propose some solutions.

No description available.

No description available.

The purpose of this report was to investigate how people who order a soil analysis perceive the information about that process. According to the law the customers need to have information about the soil analysis if they order it. A new informational film about soil analysis was compared to the existing data to see how the customer perceives different types of information. Two groups took part in the survey, one group watched the informational film, and the second group only had access to the existing data. The results of the investigation show that the majority of the respondents in the second group think that there is too little information about soil analysis and that it is hard to find. The first group think that after watching the movie, they got all the necessary information about the soil analysis in an accessible way. However, most survey respondents want the information in text form. Those who saw the informational movie think they have a better understanding of how and why the soil analysis is done, compared to those who only had access to the existing information. Most survey respondents want to get information from the municipality / county government, but receive the most of it from consultant agencies.

Superstitions flourish in cultures around the word and in everyday life. Superstitions are so prevalent and influence personal and political decisions, therefore, we sought to develop a classroom demonstration of superstitious behavior that could be used to show quickly and effectively how powerful adventitious reinforcement could be in modifying behavior. An online game was developed and played by one hundred thirteen university students enrolled in a class on critical thinking. Participants gained points (reinforcement) arbitrarily during either 25% or 50% of each game's (A or B) 3 minute duration. Although points were non-contingent, students often engaged in superstations rules or patterns. Results of both self-reports and computer generated data showed, the games were successful in producing superstitious behavior patterns in about 50% of our participants. More students showed superstitious behavior in the 50% game than in the 25% game. We conclude that this is due to the higher reinforcement rate of in 50% game. For future studies, rearranging the stimulus array into a pattern that does not itself strongly control behavior could help refine the results.