During the past three decades, much research has occurred into students' conceptions as well as factors influencing them and how the conceptions are formed. This study reports on students' conceptions involving energy and the human body. Initially, a number of student conceptions within the overarching area of energy and the human body were identified by developing and administering questionnaires to 610 students ranging from Year 8 through to Year 12. Students' responses to the questionnaire items resulted in previously identified conceptions as well as a number of unreported ones. The unreported notions included: carbohydrates are different to sugars; energy is needed for organs to function; fats and their role in energy storage; the eye and ear do not convert energy but transfer it to the brain; sweat cools the skin due to contact with air; objects need energy to start moving but not to move; and aspects of respiration and digestion. Conceptions such as the particulate nature of energy, energy's usefulness, conservation and transfer of energy, role of digestion and respiration, sources of energy were associated with previously identified notions which were derived from both informal and formal learning situations. But, it was not possible to distinguish which source knowledge was derived from. From these notions, a series of possible pathways for conceptual development within the area of energy and the human body were described. Further analysis of the data indicated a number of ontological changes that can occur as the student-cohort became older. These ontological changes included a decline in the notion of energy being particulate to being non-particulate and not being described, through to being involved in the chemical bonds of molecules, the role and processes of digestion, the number of energy types and energy sources and how the eye and ear function. / All these conceptions changed with student age and became more scientifically acceptable in their nature as students' formal education increased. Based upon the findings of the above questionnaires, a diagnostic paper and pencil instrument set of 20 items based upon a modified two tier multiple-choice format was developed to identify student held conceptions on energy and the human body. Subsequently, an interventionist strategy was designed and implemented to help students avoid the development of misconceptions as they construct acceptable concepts related to digestion and to respiration. This strategy follows the passage of food from its ingestion through to the absorbed foods conversion into ATP for use by the body. The findings of this study are to be of use to science teachers worldwide, not only in Western Australia as the findings of this thesis are relevant to educators of students in Years 8 to 12. The findings are related to energy in general but specifically to the students' own body. These findings relate directly to an intrinsically interesting feature, the student's own body. Another outcome of these misconception findings are two instruments which are likely to be of value to educators of Years 8 to 12 students. These are a diagnostic instrument designed to identify a number of alternative conceptions learners may hold and secondly a lesson sequence dealing with digestion and respiration and the role these have in the conversion and transfer of energy in the body.

The purpose of this research was to develop an on-line two-tier diagnostic instrument that could be used to identify alternative scientific conceptions held by students and to ascertain the conceptual level at which students are functioning. The instrument was designed to identify alternative conceptions held in relation to concepts that underpin the objectives listed in each of the four content strands of the New Zealand Science Curriculum. The stem questions of the first tier were designed around the curriculum objectives for Levels 4, 5 and 6. Distracters for the second tier were developed from alternative conceptions identified from surveys, teacher predictions and telephone interviews. A 52 item instrument was built into a Microsoft Word format with drop down menu functionality, and then transferred into an on-line format on a web site. The instrument link was sent by email to a student sample in the age range of Year 9 to 11. The student responses were analysed by answer selection and alternative conceptions were identified and classified. The instrument proved to be an economical rapid response tool for identification of student alternative conceptions to inform the design and development of student science learning programmes. The instrument and the component two-tier items have the potential to be used as part of an item bank for formative assessment tests to enhance student learning in science. The on-line functionality of the instrument has the potential to provide the 21st century learner with formative self assessment opportunities to enhance personalized self-directed learning programmes.

Made available in DSpace on 2015-04-16T15:23:24Z (GMT). No. of bitstreams: 1 ArquivoTotal.pdf: 1336125 bytes, checksum: a529fd20f5e7b2fbc65a8b221ad27801 (MD5) Previous issue date: 2013-03-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research is intended to search for Information Management and Knowledge Management (IKM) for construction of an integrated diagnostic tool GIC in university libraries, based on the strategic management of the institution. The focus of this research is the understanding of Knowledge Management (KM) and its systematization as a process as is the Information Management (IM), and the integration of both into a model that allows the diagnosis. The research was conducted at the Federal University of Ceará (UFC) and the University of Fortaleza (UNIFOR). The research aims to propose a main instrument to diagnose the management of information and knowledge (GIC) in an integrated way to university libraries. This is an exploratory and descriptive qualitative, case study considered. It adopts content analysis to collect, organize and analyze data. The survey results indicated that there is need to expand discussions about Information Management and Knowledge directed at university libraries, exploring in depth the specific issues of GIC, such as the valuation of intellectual capital in the university library, analyzes librarians directors and managers, understanding that the whole process of Information Management and Knowledge depends on thoughtful actions, aligned with organizational expectations and users, making use of human, material and technological resources available also present that human knowledge in the university library arises from human interaction, facilitated by emerging technological devices. In the information system of the university library, they become increasingly using various information retrieval systems, networks enhanced by the use of remote communication. Thus, the libraries not only benefit from optimizing the management of traditional library resources. Social networks are present, facilitating communication between library staff, and between them and the users, converging information services more convenient and efficient. In modern times, the IG and CG expand the relevance of the role of the librarian, which is not restricted to the mere management of documentary information. He becomes a central character in the administration of the library, whose skills go beyond the rationality of technical librarian, to meet people (users / customers and employees). / Esta pesquisa tem como intenção pesquisar Gestão da Informação e a Gestão do Conhecimento (GIC) para construção de um instrumento integrado de diagnóstico GIC em bibliotecas universitárias, baseado na gestão estratégica da instituição. O foco desta investigação está no entendimento da Gestão do Conhecimento (GC) e de sua sistematização como um processo tal qual a Gestão da Informação (GI), e na integração de ambos em um modelo que permita o diagnóstico. A investigação foi desenvolvida na Universidade Federal do Ceará (UFC) e na Universidade de Fortaleza (UNIFOR). A pesquisa tem por objetivo principal propor um instrumento para diagnosticar o gerenciamento da informação e do conhecimento (GIC) de forma integrada para bibliotecas universitárias. Trata-se de uma pesquisa exploratória e descritiva de cunho qualitativo, considerada estudo de caso. Adota a análise de conteúdo para a coleta, organização e análise dos dados. Os resultados da pesquisa indicaram que há necessidade de ampliar as discussões a respeito da Gestão da Informação e do Conhecimento direcionadas às bibliotecas universitárias, explorar com profundidade as temáticas específicas da GIC, tais como a valorização do capital intelectual na biblioteca universitária, analisa os bibliotecários diretores e gestores, entendendo que todo o processo de Gestão da Informação e do Conhecimento depende de ações bem planejadas, alinhadas às expectativas organizacionais e dos usuários, fazendo-se uso dos recursos humanos, materiais e tecnológicos disponíveis Apresentamos também que o conhecimento humano na biblioteca universitária surge da interação humana, facilitados pelos emergentes aparatos tecnológicos. No regime de informação da biblioteca universitária, fazem-se cada vez mais uso de diferentes sistemas de recuperação de informação, potencializados pelo uso das redes de comunicação remota. Assim, as bibliotecas não se beneficiam apenas da otimização do gerenciamento dos recursos bibliográficos tradicionais. As redes sociais estão presentes, facilitando a comunicação entre o pessoal da biblioteca, e entre estes e os usuários, convergindo serviços de informação mais convenientes e eficientes. Nos novos tempos, a GI e GC expandem a relevância da função do bibliotecário, que não se restringe ao mero gerenciamento das informações documentárias. Ele torna-se um personagem central na administração da biblioteca, cujas competências extrapolam a racionalidade da técnica biblioteconômica, para satisfazer pessoas (usuários/clientes e colaboradores).

Thesis entitled Diagnosis of children with different mother tongue in preschool age deals with the issue of diagnosis of children with different mother tongue in preschool age, specifically deals with approaches, methods and possibilities of diagnosing children with different mother tongue in preschool age. Thesis focuses on the diagnosis of the development of a child of preschool age, outlines the diagnosis of a child in kindergarten, and especially describes and charts the methods and procedures for diagnosing these children in pedagogical-psychological counseling. The aim of this thesis is to clarify these issues, describe the legislative basis for the education and support of children with different mother tongue in preschool age and the specifics of these children. The aim of the empirical part is to chart the process of diagnosing children with different mother tongue in preschool age by workers of pedagogical-psychological counseling in the capital city of Prague using semi- structured interviews. Specifically, which methods and procedures do workers use, whether they work with a special tool for these children, what is the cooperation between pedagogical-psychological counseling and other institutions, and whether do pedagogical- psychological counseling workers face difficulties in this...

<p>A diagnosis of coeliac disease (CD) in adults relies on the presence of a structurally abnormal intestinal mucosa, followed by a clear clinical remission on a gluten-free diet. There is a clear need for a rapid, simple, safe and sensitive method to determine the type and intensity of inflammation in the gut mucosa in clinical practice. The overall aims of our studies were to develop and evaluate a new technique, “the mucosal patch technique”, to characterize rectal local inflammatory process after rectal food challenge in patients with CD<b>. In study 1</b> we evaluated the potential of the new technique. The technique was well tolerated and easily applied. Pronounced neutrophil and eosinophil involvement in ulcerative colitis (UC) was demonstrated. With the high sensitivity of the technique, low-degree mucosal neutrophil activation could also be quantified in patients with collagen colitis,UC in clinical remission and in patients with irritable bowel syndrome. <b>In study 2 and 3</b> the aim was to elucidate the dynamics of the rectal inflammatory response and nitric oxide (NO) production after rectal gluten challenge. We found a pronounced neutrophil activation in coeliac patients after rectal gluten challenge. This activation was apparent 4 hours after challenge and remains for at least 48 hours. A more modest eosinophil activation started 1-2 hours later and remained at least for 48 hours. The biphasic pattern of neutrophil and eosinonphil activation after challenge suggests a biphasic inflammatory reaction. The activation of neutrophils and eosinophils precedes a pronounced enhancement of mucosal NO production. Some of our coeliac patients displayed signs of an inflammatory reaction after rectal corn gluten challenge. <b>In study 4</b> the aim was to investigate the local inflammatory reaction to gluten and cow’s milk protein in CD patients in remission. The findings indicate that not only gluten sensitivity but also cow’s milk (CM) protein sensitivity is common in CD. The data support the hypothesis that CM sensitivity may contribute to persistent symptoms in coeliac patients on gluten-free diet.</p>

A diagnosis of coeliac disease (CD) in adults relies on the presence of a structurally abnormal intestinal mucosa, followed by a clear clinical remission on a gluten-free diet. There is a clear need for a rapid, simple, safe and sensitive method to determine the type and intensity of inflammation in the gut mucosa in clinical practice. The overall aims of our studies were to develop and evaluate a new technique, “the mucosal patch technique”, to characterize rectal local inflammatory process after rectal food challenge in patients with CD<b>. In study 1</b> we evaluated the potential of the new technique. The technique was well tolerated and easily applied. Pronounced neutrophil and eosinophil involvement in ulcerative colitis (UC) was demonstrated. With the high sensitivity of the technique, low-degree mucosal neutrophil activation could also be quantified in patients with collagen colitis,UC in clinical remission and in patients with irritable bowel syndrome. <b>In study 2 and 3</b> the aim was to elucidate the dynamics of the rectal inflammatory response and nitric oxide (NO) production after rectal gluten challenge. We found a pronounced neutrophil activation in coeliac patients after rectal gluten challenge. This activation was apparent 4 hours after challenge and remains for at least 48 hours. A more modest eosinophil activation started 1-2 hours later and remained at least for 48 hours. The biphasic pattern of neutrophil and eosinonphil activation after challenge suggests a biphasic inflammatory reaction. The activation of neutrophils and eosinophils precedes a pronounced enhancement of mucosal NO production. Some of our coeliac patients displayed signs of an inflammatory reaction after rectal corn gluten challenge. <b>In study 4</b> the aim was to investigate the local inflammatory reaction to gluten and cow’s milk protein in CD patients in remission. The findings indicate that not only gluten sensitivity but also cow’s milk (CM) protein sensitivity is common in CD. The data support the hypothesis that CM sensitivity may contribute to persistent symptoms in coeliac patients on gluten-free diet.

Orientation: The safety of any natural being with respect to the processing of their personal information is an essential human right as specified in the Zimbabwe Data Protection Act (ZDPA) bill. Once enacted, the ZDPA bill will affect universities as public entities. It will directly impact how personal information is collected and processed. The bill will be fundamental in understanding the privacy perceptions of students in relation to privacy awareness, privacy expectations and confidence within university. These need to be understood to give guidelines to universities on the implementation of the ZPDA. Problem Statement: The current constitution and the ZDPA are not sufficient to give organisations guidelines on ensuring personal information privacy. There is need for guidelines to help organisations and institutions to implement and comply with the provisions of the ZDPA in the context of Zimbabwe. The privacy regulations, regarded as the three concepts (awareness, expectations and confidence), were used to determine the student perceptions. These three concepts have not been researched before in the privacy context and the relationship between the three concepts has not as yet been established. Research purpose: The main aim of the study was to develop and validate an Information Privacy Perception Survey (IPPS) diagnostic tool and a Student Personal Information Privacy Perception (SPIPP) model to give guidelines to universities on how they can implement the ZDPA and aid universities in comprehending student privacy perceptions to safeguard personal information and assist in giving effect to their privacy constitutional right. Research Methodology: A quantitative research method was used in a deductive research approach where a survey research strategy was applied using the IPPS instrument for data collection. The IPPS instrument was designed with 54 items that were developed from the literature. The preliminary instrument was taken through both the expert review and pilot study. Using the non-probability convenience sampling method, 287 students participated in the final survey. SPSS version 25 was used for data analysis. Both descriptive and inferential statistics were done. Exploratory factor analysis (EFA) was used to validate the instrument while confirmatory factor analysis (CFA) and the structural equation modelling (SEM) were used to validate the model. Main findings: diagnostic instrument was validated and resulted in seven new factors, namely university confidence (UC), privacy expectations (PE), individual awareness (IA), external awareness (EA), privacy awareness (PA), practice confidence (PC) and correctness expectations (CE). Students indicated that they had high expectations of the university on privacy. The new factors showed a high level of awareness of privacy and had low confidence in the university safeguarding their personal information privacy. A SPIPP empirical model was also validated using structural equation modelling (SEM) and it indicated an average overall good fit between the proposed SPIPP conceptual model and the empirically derived SPIPP model Contribution: A diagnostic instrument that measures the perceptions (privacy awareness, expectations and confidence of students) was developed and validated. This study further contributed a model for information privacy perceptions that illustrates the relationship between the three concepts (awareness, expectations and confidence). Other universities can use the model to ascertain the perceptions of students on privacy. This research also contributes to improvement in the personal information protection of students processed by universities. The results will aid university management and information regulators to implement measures to create a culture of privacy and to protect student data in line with regulatory requirements and best practice. / School of Computing / Ph. D. (Information Systems)