abstract: The complexity of the systems that software engineers build has continuously grown since the inception of the field. What has not changed is the engineers' mental capacity to operate on about seven distinct pieces of information at a time. The widespread use of UML has led to more abstract software design activities, however the same cannot be said for reverse engineering activities. The introduction of abstraction to reverse engineering will allow the engineer to move farther away from the details of the system, increasing his ability to see the role that domain level concepts play in the system. In this thesis, we present a technique that facilitates filtering of classes from existing systems at the source level based on their relationship to concepts in the domain via a classification method using machine learning. We showed that concepts can be identified using a machine learning classifier based on source level metrics. We developed an Eclipse plugin to assist with the process of manually classifying Java source code, and collecting metrics and classifications into a standard file format. We developed an Eclipse plugin to act as a concept identifier that visually indicates a class as a domain concept or not. We minimized the size of training sets to ensure a useful approach in practice. This allowed us to determine that a training set of 7:5 to 10% is nearly as effective as a training set representing 50% of the system. We showed that random selection is the most consistent and effective means of selecting a training set. We found that KNN is the most consistent performer among the learning algorithms tested. We determined the optimal feature set for this classification problem. We discussed two possible structures besides a one to one mapping of domain knowledge to implementation. We showed that classes representing more than one concept are simply concepts at differing levels of abstraction. We also discussed composite concepts representing a domain concept implemented by more than one class. We showed that these composite concepts are difficult to detect because the problem is NP-complete. / Dissertation/Thesis / Ph.D. Computer Science 2013

Abstract Adult education provided by society has been on the rise. From the Church's standpoint, however, adult education has not been developed sufficiently to meet the demands of today. In my study I deal with the Finnish Evangelical Lutheran concepts of adult education, adult learning and teaching as well as the underlying concepts of man during the years 1958 to 1990. The main sources for my thesis are the documents concerning adults in the Total Plan for Church Education and the specialist discussion in the magazine of Kristillinen kasvatus. In addition, I look at the supplementary material of the adult education of the beginning of the 1980's. As the theoretical basis I have the framework of adult educational philosophy and learning theory (behaviorist, cognitive-constructive and humanistic). My method of study is a qualitative content analysis. The Christian concept of man as an open concept of man enables making good use of knowledge. Yet the tension between the theological and the pedagogical framework is evident. The relation of faith and education is defined as dialectic and the relation of theology and pedagogics is defined as dialogic. The adult right for the kind of adult education that supports personal growth is defended, the adult education of society is criticized because of its emphasis on utility. The discussion conveys the experience of an adult not being seen as a subject but being made into an object instead, which refers to the behaviorist concept of man. The humanistic concept of man is given support, there is a certain boundary aspect in relation to man's goodness and unrealistic educational optimism, but it is also the Christian concept of man that considers it man's duty to develop himself. The emphasis on life-long learning awakes one to see that the idea is based on the grounds of the Church. Living as a Christian is a life-long growth and learning process. Adult education is most generally understood as supportive to the holistic growth of an adult. When setting educational goals the behaviorist view is given up and the setting of the goals in interaction with adults is emphasized. The relation to the adult education of society is defined as complementary and advanced. Along with the Total Plan for Church Education largely based on behaviorist model, it is learning, however, that is regarded as more important than teaching. While knowledge cannot be transmitted, the process nature of learning cognitive-constructively is emphasized. In adult education learning is seen as humanistic growth, growing humanistically. Freire's educational philosophy gives support to seeing adults as subjects in a parish. Parish pedagogics wishes to make parishes into intergenerational learning communities. Adult teaching needs to change from the one-way communication of the Catechism tradition into a dialogue. Interaction and making use of experience are considered integral elements in adult encounter. Different concepts of learning live side by side in the Church. The humanistic concept of learning has gained a footing since the 1970's in the field of adult education, especially in supplementary training. On the official and specialist level the adult educational thinking of the Church seems to have kept up with pedagogical knowledge. Teaching methods may change in parishes when parish workers adopt a new concept of learning, which is a challenge to education.

No description available.

The object of this study is to analyse the lexemes and phraseological units that constitute the semantic fields employed in naming four abstract domains, greed, thrift, generosity, and extra­vagance that make up the ethical concept <Attitude to Ownership> in German. On the assump­tion that ideas are accessible to us through the lexicalised items of a language, recent theories in the field of semantic analysis and conceptualisation were applied to the source material. In each domain key words were identified and their definitions in modern and historical dictionaries were analysed. Various dimensions of meaning, which proved to be inherent in the lexical items, emerged from this analysis. The oppositions a/o (action directed to others vs. to oneself), right/wrong (virtues vs. vices) and too much/ too little vs. the ideal mean were established as central. To achieve a more precise description of meaning tentative explications of cognitive levels were proposed. By means of these the underlying ideas, as they were reflected in the lexical units, could be described. The analysis showed greater variation and expressivity in words, idioms, and proverbs referring to the two vices compared to the virtues. Furthermore, a diachronic study produced evidence of semantic and conceptual changes. On the basis of such observations conclusions could be drawn about changes in the ethical system. The data derived from a contrastive corpus analysis of the German and Swedish key words showed numerous similarities as well as some conspicuous differences in the conceptualisation and valuation of attitudes pertaining to the four abstract domains. Moreover, the key words denoting the two virtues showed a clear domination in frequency, indicating that these are more central conceptual categories in today's society than the vices. An ongoing shift in meaning could be established for the key words naming the latter. Applying modern theories of metaphor and metonymy the experiential basis of meaning and thought was explored, showing that the structures forming the ethical concepts studied in this work are grounded in experiences of a physical and socio- cultural nature. The metaphorical concept ILLNESS emerged as a common source domain for the two vices, while the PATH- concept was shown to form the basis of metaphors expressing the o-virtue but not the a-virtue. Among the numerous métonymie concepts HAND proved to be a characteristic of all four domains. / digitalisering@umu

The concept of home care nursing workload has not been widely studied and no evidence was found that an analysis of the concept had been undertaken. Consequently, there was a knowledge gap regarding the definition and attributes for the concept of home care nursing workload as it is currently experienced. To address that gap, a descriptive, three-phase, mixed methods (quantitative and qualitative) study was conducted. In Phase One, Rodgers’ (2000) evolutionary method was used to analyze the concept of home care nursing workload based on the empirical literature. Phase Two was situated within the naturalistic inquiry paradigm and involved observation of ten home care registered nurses during their visits to 61 patients. In Phase three a questionnaire was administered to validate the draft definition and attributes for the concept of home care nursing workload. It was completed by 88 home care nursing experts from clinical practice, education, management and research. Qualitative findings were analyzed using inductive content analysis. Quantitative data were analyzed descriptively using SPSS. Data triangulation was used extensively within and between the study phases. Of 14 attributes in the phase three draft concept definition, respondents assigned the highest level of relevance to the attribute of cognitive effort and the lowest to physical effort. The final definition contained 20 attributes and includes the following excerpt: “Home care nursing workload is the totality of the cognitive, emotional and physical effort home care nurses expend to meet the expectations of all stakeholders in providing holistic, outcome directed and patient/family focused care within the context of a short or long-term therapeutic relationship.” Respondents reported high levels of agreement with the accuracy and completeness of the definition and the majority indicated the definition would be useful or very useful in their day-to-day work. The comprehensive concept exemplar that emerged from the study includes each of the identified attributes. The study findings provided evidence of the complexity and challenge inherent in quantitatively measuring home care nursing workload. Accordingly, implications of the findings are shared for the management and monitoring of workload and associated outcomes, as well as for nursing practice, education and research.

The concept of home care nursing workload has not been widely studied and no evidence was found that an analysis of the concept had been undertaken. Consequently, there was a knowledge gap regarding the definition and attributes for the concept of home care nursing workload as it is currently experienced. To address that gap, a descriptive, three-phase, mixed methods (quantitative and qualitative) study was conducted. In Phase One, Rodgers’ (2000) evolutionary method was used to analyze the concept of home care nursing workload based on the empirical literature. Phase Two was situated within the naturalistic inquiry paradigm and involved observation of ten home care registered nurses during their visits to 61 patients. In Phase three a questionnaire was administered to validate the draft definition and attributes for the concept of home care nursing workload. It was completed by 88 home care nursing experts from clinical practice, education, management and research. Qualitative findings were analyzed using inductive content analysis. Quantitative data were analyzed descriptively using SPSS. Data triangulation was used extensively within and between the study phases. Of 14 attributes in the phase three draft concept definition, respondents assigned the highest level of relevance to the attribute of cognitive effort and the lowest to physical effort. The final definition contained 20 attributes and includes the following excerpt: “Home care nursing workload is the totality of the cognitive, emotional and physical effort home care nurses expend to meet the expectations of all stakeholders in providing holistic, outcome directed and patient/family focused care within the context of a short or long-term therapeutic relationship.” Respondents reported high levels of agreement with the accuracy and completeness of the definition and the majority indicated the definition would be useful or very useful in their day-to-day work. The comprehensive concept exemplar that emerged from the study includes each of the identified attributes. The study findings provided evidence of the complexity and challenge inherent in quantitatively measuring home care nursing workload. Accordingly, implications of the findings are shared for the management and monitoring of workload and associated outcomes, as well as for nursing practice, education and research.

Context: In healthcare, the decision of patient referral evolves through time because of changes in scientific developments, and clinical practices. Existing decision support systems of patient referral are based on the expert systems approach. This usually requires manual updates when changes in clinical practices occur. Automatically updating the decision support system by identifying and handling so-called concept drift improves the efficiency of healthcare systems. In the stateof-the- art, there are only specific ways of handling concept drift; developing a more generic technique which works regardless of restrictions on how slow, fast, sudden, gradual, local, global, cyclical, noisy or otherwise changes in internal distribution, is still a challenge. Objectives: An algorithm that handles concept drift in surgery prediction is investigated. Concept drift detection techniques are evaluated to find out a suitable detection technique in the context of surgery prediction. Moreover, a plausible combination of detection and handling algorithms including the proposed algorithm, Trigger Based Ensemble (TBE)+, are evaluated on hospital data. Method: Experiments are conducted to investigates the impact of concept drift on prediction performance and to reduce concept drift impact. The experiments compare three existing methods (AWE, Active Classifier, Learn++) and the proposed algorithm, Trigger Based Ensemble(TBE). Real-world dataset from orthopedics department of Belkinge hospital and other domain dataset are used in the experiment. Results: The negative impact of concept drift in surgery prediction is investigated. The relationship between temporal changes in data distribution and surgery prediction concept drift is identified. Furthermore, the proposed algorithm is evaluated and compared with existing handling approaches. Conclusion: The proposed algorithm, Trigger Based Ensemble (TBE), is capable of detecting the occurrences of concept drifts and to adapt quickly to various changes. The Trigger Based Ensemble algorithm performed comparatively better or sometimes similar to the existing concept drift handling algorithms in the absence of noise. Moreover, the performance of Trigger Based Ensemble is consistent for small and large dataset. The research is of twofold contributions, in that it is improving surgery prediction performance as well as contributing one competitive concept drift handling algorithm to the area of computer science.

Nurses are the backbone of the health care system in South Africa and spend more time with patients than any other member of the health care team. They are required to behave in a professional manner at all times. Unfortunately, professionalism within the nursing profession appears to be deteriorating. Nursing students entering the profession are at risk of assimilating unprofessional behaviour from their colleagues and inevitably, unprofessional behaviour negatively affects service delivery and the quality of patient care. Nurse educators play a key role in facilitating professional socialisation in students to enable them to mould into the nursing profession as they integrate the fundamental norms, values and standards governing the nursing profession. Unfortunately the concept of professionalism is poorly defined and might interfere with this education and assessment of professional socialisation of nursing students. The aim of this study was to define professionalism within the nursing profession using a qualitative, explorative, descriptive and contextual research design to obtain an in-depth understanding of the concept of professionalism. The concept of professionalism was analysed in-depth using the concept analysis method of Walker and Avant (2011), based on Wilson‟s work (1963). A clearer meaning of professionalism was obtained when the ordinary and professional meaning of the concept was examined by using a systematic way to search the literature. Qualitative content analysis resulted in the key attributes of the concept of professionalism being identified and extracted. Thematic analysis contributed to a further reduction of the data into categories of similar attributes, followed by quantitative content analysis where the data was classified in terms of frequency to identify meanings that are most often associated with the concept. Thereafter a connotative definition was formulated. The clarification of the meaning of professionalism was obtained by using model, contrary and borderline cases. The findings reveal many definitions on professionalism with overlapping defining characteristics, however when recognised attributes of professionalism were grouped together an exact definition of professionalism was not easy to obtain. The concept of professionalism was defined in the context of the nursing profession and the aim of the study was effectively achieved. The findings of this study provide the opportunity for further research, education and recommendations for nursing practice. / MCur, North-West University, Potchefstroom Campus, 2014

Nurses are the backbone of the health care system in South Africa and spend more time with patients than any other member of the health care team. They are required to behave in a professional manner at all times. Unfortunately, professionalism within the nursing profession appears to be deteriorating. Nursing students entering the profession are at risk of assimilating unprofessional behaviour from their colleagues and inevitably, unprofessional behaviour negatively affects service delivery and the quality of patient care. Nurse educators play a key role in facilitating professional socialisation in students to enable them to mould into the nursing profession as they integrate the fundamental norms, values and standards governing the nursing profession. Unfortunately the concept of professionalism is poorly defined and might interfere with this education and assessment of professional socialisation of nursing students. The aim of this study was to define professionalism within the nursing profession using a qualitative, explorative, descriptive and contextual research design to obtain an in-depth understanding of the concept of professionalism. The concept of professionalism was analysed in-depth using the concept analysis method of Walker and Avant (2011), based on Wilson‟s work (1963). A clearer meaning of professionalism was obtained when the ordinary and professional meaning of the concept was examined by using a systematic way to search the literature. Qualitative content analysis resulted in the key attributes of the concept of professionalism being identified and extracted. Thematic analysis contributed to a further reduction of the data into categories of similar attributes, followed by quantitative content analysis where the data was classified in terms of frequency to identify meanings that are most often associated with the concept. Thereafter a connotative definition was formulated. The clarification of the meaning of professionalism was obtained by using model, contrary and borderline cases. The findings reveal many definitions on professionalism with overlapping defining characteristics, however when recognised attributes of professionalism were grouped together an exact definition of professionalism was not easy to obtain. The concept of professionalism was defined in the context of the nursing profession and the aim of the study was effectively achieved. The findings of this study provide the opportunity for further research, education and recommendations for nursing practice. / MCur, North-West University, Potchefstroom Campus, 2014

Au Québec, le décrochage scolaire est un phénomène préoccupant, compte tenu du fait qu'il touche 36% des jeunes et que les employeurs ont des attentes de plus en plus élevées au plan des exigences scolaires. Plusieurs facteurs influencent le décrochage scolaire ou son phénomène inverse, la persévérance scolaire. Parmi les facteurs internes influençant la persévérance, on retrouve les perceptions des étudiants quant à leur concept de soi. La présente recherche a permis d'étudier ce facteur d'influence à travers une recherche qualitative de type descriptif. Des entrevues ont été conduites auprès d'un échantillon de volontaires, constitué de neuf étudiantes qui terminaient un programme technique de niveau collégial. Une analyse de contenu a ensuite été effectuée dans le but de décrire et de mieux comprendre comment les facettes du concept de soi se manifestent chez des étudiantes persévérantes et quelle est leur perception des impacts de ces différentes facettes sur leur persévérance scolaire. Il en ressort que le fait d'avoir un fort sentiment d'efficacité, de poursuivre un but ou un rêve, de se sentir soutenue par ses proches et d'entretenir des croyances et des attitudes résilientes face à l'échec et aux commentaires négatifs semblent être des éléments décrivant bien les étudiantes persévérantes ayant participé à l'étude. De plus, une aire de congruence élevée apparaît entre toutes les facettes du concept de soi chez les participantes de la présente étude.