Made available in DSpace on 2016-07-18T17:54:12Z (GMT). No. of bitstreams: 1 IVETE_DISSERTACAO.pdf: 310226 bytes, checksum: 5bc45d782b72f94d343b16a431bd7010 (MD5) Previous issue date: 2010-12-20 / This dissertation is the result of a research required for the Education Masters degree program, line 2: Training and pedagogical practice of the Teaching professional. It has as main goal to offer opportunities for nurses and team supervisors to review and update technical and scientific knowledge related to the healthcare area, using continued education as a tool to nurture their technical and scientific capabilities and verify the effects of that experience heading to a qualified nursing. It was carried out with twelve professional nurses of a private hospital located in Presidente Prudente, Sao Paulo state. Based on Freire among others, who believed to be necessary an individual´s education as the way to make he builds his own knowledge, being old knowledge the source for building a new one. This work meant to incentive and to bring out in professionals the necessity of thinking and living their daily practice and update their knowledge to achieve skills and therefore perform their functions differently. It was considered that professionals, when acquiring scientific knowledge, do their jobs with greater promptness, zeal and concern for quality and results. The research obeyed a quantitative and qualitative approach, in an intervention type that used the pre and post testing in studying sessions proposed for the investigation of the survey. As result, it showed the awakening of the nurses and their awareness for a necessity of being always reviewing, changing and acquiring new concepts, with the opportunity of asking questions, learning what is new, reviewing and feeling safer along the teams they are in. / A dissertação é resultado de uma pesquisa realizada como exigência do programa de Mestrado em Educação, linha 2 de pesquisa: Formação e Prática Pedagógica do profissional Docente. Teve como objetivo oferecer oportunidade aos profissionais enfermeiros, supervisores de equipe, de rever, atualizar conhecimentos técnicos e científicos relacionados à área da saúde, utilizando a educação continuada como ferramenta para alimentar a capacidade técnica e científica e verificar os efeitos dessa experiência para a assistência em enfermagem de qualidade. Foi realizada com doze profissionais de saúde, enfermeiros, de um hospital privado, na cidade de Presidente Prudente, Estado de São Paulo. Baseado em Paulo Freire entre outros, que acredita ser necessária a educação do indivíduo para ser construtor de seu saber, sendo que do saber antigo, constrói-se o novo. Pretendeu-se com este trabalho incentivar e despertar nos profissionais a necessidade de vivenciar e refletir sobre sua prática cotidiana e atualizar seus conhecimentos, para atingir competências e capacitação e assim executarem suas funções. Partiu-se do princípio que o profissional quando adquire o conhecimento científico passa a executar as técnicas com maior presteza, zelo e preocupação com a qualidade e com os resultados. A pesquisa obedeceu a abordagem quantitativa e qualitativa, do tipo intervenção utilizando pré e pós-testes em sessões de estudos propostos para a investigação da pesquisa. Como resultado, evidenciou-se o despertar dos enfermeiros e sua conscientização para a necessidade de estar sempre revendo, mudando e adquirindo novos conceitos, com a oportunidade de tirar dúvidas, aprender o novo, rever e sentir maior segurança para as ações junto às equipes em que atuam.

Egyptian fractions are what we know as unit fractions that are of the form 1/n - with the exception, by the Egyptians, of 2/3. Egyptian fractions have actually played an important part in mathematics history with its primary roots in number theory. This paper will trace the history of Egyptian fractions by starting at the time of the Egyptians, working our way to Fibonacci, a geologist named Farey, continued fractions, Diophantine equations, and unsolved problems in number theory.

The present study examined the impact of recognition on a group of talent award winners, including attributions for success and the consequences of these attributions for continued engagement in the talent field. Participants were winners of the Davidson Fellows Scholarship, which recognizes students under the age of 18 who have completed a significant piece of original work in the fields of science, technology, mathematics, music, literature, or philosophy. The study used survey data collected from Davidson Fellows who received an award between 2001-2007. Descriptive statistics revealed that the majority of participants (70.5%) were still clearly engaged in the field in which they received the award. Participants in the fields of science, math, and technology showed more evidence of continued engagement than participants in the fields of music, literature, or philosophy. Females were found to have higher rates of continued engagement than males. The constant comparative method was used to qualitatively examine participants' responses to open-ended questions regarding the perceived impact of the award on their personal, academic, artistic, and professional lives. The qualitative analysis revealed 12 distinct categories of impact: Financial Support, Opened Doors, Personal Satisfaction, Validation, Recognition by Others, Reinforcement/Encouragement, Increased Confidence, Increased Pressure/Responsibility, Meaningful Connections, Process Gains, Miscellaneous, and Little to No Impact. These categories indicated receiving a Davidson Fellows Scholarship had a positive impact on participants across a variety of life domains. Attributions of success related to winning the award were measured with regard to the extent to which participants endorsed stable, internal attributions (i.e., aptitude) and unstable, external attributions (i.e., resources). Overall, male and female participants did not differ significantly in their endorsement of aptitude-based or resource-based attributions of success. However, among participants in the fields of science, math, and technology, males had significantly stronger endorsement aptitude-based attributions, while females had significantly stronger resource-based attributions. Despite these differences, these attributional patterns did not predict continued engagement in these fields. However, among participants in the fields of music, literature, and philosophy, aptitude- and resource-based attributions predicted 22% of the variance in continued engagement. In the overall sample, attributions of success did not predict continued engagement. Finally, no significant group differences were found with regard to attributions of success across all talent domains.

E-learning in organizations is gaining more attention as it can be a step forward in the competitive market. Businesses are more in need of skilful employees and at the same time employee turnover can have costs. Although the organizations are offering elearning systems, these systems are not being used as much as they should be. This research concerns continued use of e-learning system in the organizations. The purpose of the study is to understand the motivations for and problems in the continued use oforganizational e-learning. The case under study is a Telecommunication Company in Iran which is investing noticeably on the organizational e-learning. For this purpose, a qualitative research method was adopted and semi-structured interviews with 8 users of an organizational e-learning system were conducted to collect the data. The Data were analyzed and interpreted using codes and categories, based on the research questions and related literature. The result indicated some details about the motivations and barriers in the continued use of organizational e-learning system and it has implication for the Company under the study and other organizations which use or intend to use e-learningsystems. / Motivations for and Problems in the Continued Use of Organizational E-learning System: A Case of Telecommunication Company in Iran

<p>Globally, the misinformation crisis exposed the need for cognitive researchers to</p> <p>investigate interventions that will mitigate the influence of misinformation within memory. One</p> <p>proposed solution is a retraction, whereby misinformation is indicated to be inaccurate. Previous</p> <p>studies have demonstrated that providing a retraction after misinformation may reduce references</p> <p>to misinformation. The continued reliance on misinformation even after it has been corrected is</p> <p>known as the continued influence effect (CIE). It is unclear whether repeated retractions and the</p> <p>spacing of repeated retractions can reduce the CIE. In the present study, two experiments were</p> <p>conducted to investigate whether spacing repeated retractions among news messages would be</p> <p>more effective at reducing the CIE compared to massing retractions. Both experiments exposed</p> <p>participants to a news story containing misinformation. Each experiment included four retraction</p> <p>conditions: no retraction, a single retraction, or repeated retractions that were spaced or massed.</p> <p>In Experiment 1, a single retraction reduced reliance on misinformation, but we did not observe</p> <p>an additional benefit of repeated retractions when there were two retractions. In Experiment 2, we</p> <p>provided participants with three repeated retractions. Using this stronger manipulation, repeated</p> <p>retractions reduced references to misinformation compared to a single retraction, but there was no</p> <p>benefit of spacing them out. Collectively, our results suggest that repeating corrective messages</p> <p>can help reduce references to misinformation, with no supporting evidence that it matters how</p> <p>the repetitions are organized.</p>

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The purpose of this study was to test a causal analytic model for predictors of course outcomes and a second causal model for predictors of continued participation in post-secondary education. The demographic characteristics were compared for students who continued to participate in post-secondary education and those who did not continue to participate in post-secondary education after completing ALNU 1100 Basics of Patient Care at East Tennessee State University. The two models selected for testing were Henry and Basile’s (1994) “Decision Framework” for students’ decisions to continue participation, and Donaldson and Graham’s (1999) “Model of College Outcomes for Adults”, which focused on student outcomes. A review of recent literature was also conducted to ascertain and further identify additional factors. A descriptive correlational research design was used without any sampling (total population of interest was studied). The student population for this study consisted of all students who had enrolled and completed ALNU 1100 Basics of Patient Care course at East Tennessee State University. Causal models were developed using path analysis based on hierarchical multivariate linear and logistic regression. The factors that influenced student outcomes and continued participation in higher education were examined from the students’ perspectives, and causal models were constructed and presented in diagrammatic, tabular, and narrative form. The main findings were that the causal models in the present study were not the same as either the Donaldson and Graham model or the Henry and Basile model. There were as many similarities as differences, however the similarities were striking in both cases. Results from this study revealed that students, who continued in education, were males with a higher education level than average. There was also a tendency for those with a few children and high household incomes to be associated with continued participation. The most important categorical predictor of continued participation in higher education was the students’ perceptions of deterrents, course attributes, and institutional reputation. The most important categorical predictor of student outcomes was psychological values of the student.

This thesis reports on a research study based on data from experimental teaching. Students were invited, through real-world problem tasks that raised central conceptual issues, to invent major ideas of calculus. This research focuses on work and thinking of the students, as they sought to build key ideas, representations and compelling lines of reasoning. This focus on the students' and their agency as learners has brought about a new development of the psychological and logical perspectives, as well as, highlighted students' choices in academic and social roles. Such choices facilitated continued learning among these students.

<p>The main focus of this dissertation is to find and explain the periodic points of certain algebraic functions that are related to some modular functions, which themselves can be represented by continued fractions. Some of these continued fractions are first explored by Srinivasa Ramanujan in early 20th century. Later on, much work has been done in terms of studying the continued fractions, and proving several relations, identities, and giving different representations for them.</p> <p><br></p> <p>The layout of this report is as follows. Chapter 1 has all the basic background knowledge and ingredients about algebraic number theory, class field theory, Ramanujan’s theta functions, etc. In Chapter 2, we look at the Ramanujan-Göllnitz-Gordon continued fraction that we call v(τ) and evaluate it at certain arguments in the field K = Q(√−d), with −d ≡ 1 (mod 8), in which the ideal (2) = ℘₂℘′₂  is a product of two prime ideals. We prove several identities related to itself and with other modular functions. Some of these are new, while some of them are known but with different proofs. These values of v(τ) are shown to generate the inertia field of ℘₂ or ℘′₂ in an extended ring class field over the field K. The conjugates over Q of these same values, together with 0, −1 ± √2, are shown to form the exact set of periodic points of a fixed algebraic function ˆF(x), independent of d. These are analogues of similar results for the Rogers-Ramanujan continued fraction. See [1] and [2]. This joint work with my advisor Dr. Morton, is submitted for publication to the New York Journal.</p> <p><br> In Chapters 3 and 4, we take a similar approach in studying two more continued fractions c(τ) and u(τ), the first of which is more commonly known as the Ramanujan’s cubic continued fraction. We show what fields a value of this continued fraction generates over Q, and we describe how the periodic points for described functions arise as values of these continued fractions. Then in the last chapter, we summarise all these results, give some possible directions for future research as well as mentioning some conjectures.</p>

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