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Effects of drugs acting on GABA/benzodiazepine and dopamine systems on responding to novelty in ratsLelas, Snjezana January 1996 (has links)
No description available.
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Caring as a core concept in educating midwifery learners: A qualitative studyChokwe, ME, Wright, SCD 27 November 2012 (has links)
Abstract
Caring is the core business of nursing and midwifery, involving a relationship in which the
carer is committed to the needs of the one being cared for (Mason-Whitehead, Mcintosh,
Bryan & Mason). Caring is the emotion which drives a midwife to care, the motive aimed
at assisting someone to grow and self-actualise (Watson). The concern in midwifery is that
irrespective of caring being central to the midwifery profession, caring taught in theoretical
learning does not always translate into caring behaviour in practice. A qualitative exploratory
study examined how midwifery educators impart the skill of caring during theoretical
learning and clinical accompaniment, in order to respond to the general complaint made both
locally and internationally that midwives are uncaring. The aim was to explore caring during
theoretical learning and clinical accompaniment from the perspective of midwifery educators.
Participants in the study were midwifery educators teaching midwifery in institutions of
learning in Tshwane, South Africa. The naive sketch was used to gather data, wherein one
central question was asked and the educators were invited to narrate and respond. Three
themes emerged: the meaning of caring; how caring was conveyed during theoretical learning;
and how it was conveyed during clinical accompaniment. Although the midwifery educators
expressed how they conveyed caring to the learner midwives, it was not evident how caring
competencies were assessed in order to ensure caring midwives at the end of training.
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An Exploratory, Phenomenological Study of the Lived Experience of First-generation Female StudentsGatto, Laura 21 October 2009 (has links)
This thesis is an investigation of the lived experience of first generation female students in their first year of study at the University of Guelph in Guelph Ontario, Canada. The study highlights the importance of learning about the lived experience of first-generation female students, from their perspectives and in their own words. As previous research focuses most often on the demographics, academic performance, and persistence rates of first-generation students, this study is significant as it approaches the female first-generation student experience from a phenomenological standpoint. The women spoke at length about the effect their parents and siblings had on their academic lives. They talked of their experiences transitioning to university and the issues and challenges associated with their new environments. The participants in this study also shared what advice they would give to other first-generation students entering higher education.
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Exploration in the rat and the marmoset : relationships between learning and object novelty in an open field /Forster, Felicity. January 1992 (has links) (PDF)
Thesis (Ph. D.)--University of Adelaide, Dept. of Psychology, 1994. / Includes bibliographical references (leaves 290-320).
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[en] WHO AM I, WHO ARE WE? MEMBERS OF THE EXPLORATORY PRACTICE GROUP WORKING TO UNDERSTAND THEIR OWN NARRATIVES OF EXPERIENCE / [pt] QUEM SOU EU, QUEM SOMOS NÓS? MEMBROS DO GRUPO DA PRÁTICA EXPLORATÓRIA BUSCANDO ENTENDER SUAS PRÓPRIAS NARRATIVAS DE EXPERIÊNCIAALINE CHAVES DOS SANTOS SANTIAGO 17 September 2009 (has links)
[pt] Ancorada nos princípios da Prática Exploratória e como membro do grupo
da Prática Exploratória do Rio de Janeiro, busco entender no presente estudo a
construção de identidades de alguns membros deste grupo nas narrativas de
experiências pessoais profissionais com a Prática Exploratória. Esta é uma
modalidade de pesquisa do praticante que integra investigação às práticas
profissionais cotidianas. Trabalhando em três grupos de três membros,
caracterizados como mini-comunidades exploratórias, as professorascolaboradoras
que manifestaram interesse e tiveram disponibilidade para
participar desta pesquisa colaborativa-inclusiva-participativa e eu tivemos a
oportunidade de revisitar nossas práticas pedagógicas exploratórias. Em
entrevistas-conversas com potencial exploratório, compartilhamos nossas
narrativas. Recriamos, assim, o que acontece, naturalmente nas reuniões do
grupo da Prática Exploratória, nas quais encontramos oportunidades para nos
envolvermos em processos de formação continuada. Na busca pela inclusão de
todos no trabalho para entender, ressignificamos nossa participação na pesquisa,
tornando-a inclusiva e híbrida. Realizamos a análise de forma colaborativa – eu
transcrevi as narrativas, compartilhei as transcrições por correio eletrônico e nos
reunimos novamente para discutir os entendimentos de nossas próprias
narrativas e das identidades que nelas construímos. Observamos, em grupo,
como as narrativas oferecem possibilidades para entendermos melhor nossas
múltiplas identidades pessoais e profissionais, construídas no trabalho
investigativo desenvolvido, em sala de aula ou fora dela, a partir dos princípios
da Prática Exploratória. / [en] Based on the Exploratory Practice principles and as a member of the Rio de
Janeiro Exploratory Practice group, I seek to understand in this study the
construction of identities in personal narratives of professional experiences with
Exploratory Practice. This is a modality of practitioner research that integrates
investigation to daily professional activities. Working in three groups of three
members, characterized as exploratory mini-communities, the teachercollaborators
who were interested in and available to participate in this
collaborative-inclusive-participative research and myself had the opportunity to
revisit our pedagogical exploratory practices. In interview-talks with exploratory
potential, we share our narratives; thus, recreating what happens naturally in our
Exploratory Practice group meetings, where we find opportunities to engage in
continuing teacher education processes. In attempting to include everybody in the
work for understanding, we re-signify our participation in this research and turn it
into an inclusive and hybrid enterprise. We carried out the narrative analysis in a
collaborative way – I transcribed and shared electronically the transcriptions of
our first meeting and, then, we had another session to discuss our personal
understandings of the identities that we had constructed in the narratives.
Collaboratively, we observed that our narratives enabled us to gain deeper
understandings of the multiple personal and professional identities, which we
construct in the investigative work developed in the classroom or in other
contexts, oriented by the Exploratory Practice principles.
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Perceptions of blended learning in Saudi universitiesAlebaikan, Reem A. January 2010 (has links)
Saudi Higher Education has started to move with the international trend towards blending face-to-face with online instruction when developing new educational processes. As a contribution to the innovations in Saudi Higher Education, this study explores the perceptions of Saudi female lecturers and undergraduate students towards blended learning from their experience as participants in blended courses. The advantage of blended learning was recognized by the Ministry of Saudi Higher Education as a solution to the challenge of providing college education to the rapidly growing student population. As the move to a blended learning model represents a radical shift in the Saudi educational system, this study shows how Saudi students and lecturers reacted to this change and how it affected the quality of their learning and teaching experience. The objective of the study is to identify Saudi female undergraduate students’ and lecturers’ perceptions of the advantages, challenges and future of blended learning. Consequently, the key factors that influence the lecturers’ and students’ views are discussed, and recommendations for future research, strategy and practice are provided. Qualitative methods were used to obtain rich descriptive data to facilitate the exploration of the phenomena. Based on interpretative philosophy, the data was analysed in the form of explanation and interpretation of the participants’ perceptions of blended learning. The study concludes that blended learning has the potential to offer a successful learning experience in Saudi Arabia. As there are always challenges of adaptation when a new approach is employed, this research provides insight into how the challenges of implementing blended learning in Saudi Higher Education could be addressed. A theoretical blended learning framework is introduced to provide the factors that influence the implementation of blended learning. One of the major conclusions is that a blended learning environment offers Saudi females the flexibility to continue their higher education while maintaining their own cultural values and traditions.
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A Lego Mindstorms Nxt Based Test Bench for Multiagent Exploratory Systems and Distributed Network PartitioningPatil, Riya Raghuvir 05 1900 (has links)
Networks of communicating agents require distributed algorithms for a variety of tasks in the field of network analysis and control. For applications such as swarms of autonomous vehicles, ad hoc and wireless sensor networks, and such military and civilian applications as exploring and patrolling a robust autonomous system that uses a distributed algorithm for self-partitioning can be significantly helpful. A single team of autonomous vehicles in a field may need to self-dissemble into multiple teams, conducive to completing multiple control tasks. Moreover, because communicating agents are subject to changes, namely, addition or failure of an agent or link, a distributed or decentralized algorithm is favorable over having a central agent. A framework to help with the study of self-partitioning of such multi agent systems that have most basic mobility model not only saves our time in conception but also gives us a cost effective prototype without negotiating the physical realization of the proposed idea. In this thesis I present my work on the implementation of a flexible and distributed stochastic partitioning algorithm on the Lego® Mindstorms’ NXT on a graphical programming platform using National Instruments’ LabVIEW™ forming a team of communicating agents via NXT-Bee radio module. We single out mobility, communication and self-partition as the core elements of the work. The goal is to randomly explore a precinct for reference sites. Agents who have discovered the reference sites announce their target acquisition to form a network formed based upon the distance of each agent with the other wherein the self-partitioning begins to find an optimal partition. Further, to illustrate the work, an experimental test-bench of five Lego NXT robots is presented.
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Exploratory making: site inspired making as a tool for site analysis and designMoore, Wesley January 1900 (has links)
Master of Landscape Architecture / Landscape Architecture/Regional and Community Planning / Jon D. Hunt / Design tools (the method of making a designer uses to conceptualize or communicate the assembly of an object) are not simply secondary instruments to communicate designs through, but are the primary media through which designers contemplate and process design problems. Designers should utilize tools, whether digital or analog, with an awareness of each tool’s limitations and advantages and the possibilities they provide to each step of the design process. The intent of this report is to study how site inspired making methods can be used to observe and reveal information about a site, and thus contribute to the site analysis phase of design. Site inspired making methods are developed in this report through an exploratory research process. Exploratory research is a qualitative method used to provide flexibility in developing knowledge about a topic. An exploratory process was chosen to allow my focuses to shift as I make and reflect so my findings arise as I conduct the studies, not just from an initial hypothesis. Through an exploratory research process of making and reflecting this report answers the question:
How do various methods of making develop and document my understanding of the site?
Exploratory methods of drawing and sculpting are used to observe and reveal site information, and develop site-inspired artistic works. The site is a small, wooded lot and cove of Tuttle Creek Lake located northwest of Manhattan, Kansas. The research process is divided into an investigation phase in which I explored initial drawing and sculpting methods and an application phase in which I created a sculpture and series of drawings inspired by the site.
I documented site conditions through observational drawing; revealed patterns and textures by drawing with and on site materials; developed parametric studies of balancing sculptures; discovered crystallization patterns by splattering ink on a frozen lake; designed a balancing sculpture inspired by the motion of ice sheets and driftwood on water; and created frost drawings by applying ink to soaked and frozen watercolor paper. Each method revealed different site qualities and informed my understanding of the site.
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Exploration in the rat and the marmoset : relationships between learning and object novelty in an open field / Felicity C. ForsterForster, Felicity January 1992 (has links)
Bibliography: leaves 290-320 / xiii, 320 leaves : ill ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (Ph.D.)--University of Adelaide, Dept. of Psychology, 1994
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Analysis of the JND of Stiness in Three Modesof ComparisonKocak, Umut, Lundin Palmerius, Karljohan, Forsell, Camilla, Ynnerman, Anders, Cooper, Matthew January 2011 (has links)
Understanding and explaining perception of touch is a non-trivial task. Even seemingly trivial differences in exploration may potentially have a significant impact on perception and levels of discrimination. In this study, we explore different aspects of contact related to stiffness perception and their effects on the just noticeable difference (JND) of stiffness are surveyed. An experiment has been performed on non-deformable, compliant objects in a virtual environment with three different types of contact: Discontinuous pressure, continuous pressure and continuous lateral motion. The result shows a significantly better discrimination performance in the case of continuous pressure (a special case of nonlinearity), which can be explained by the concept of haptic memory. Moreover, it is found that the perception is worse for the changes that occur along the lateral axis than the normal axis.
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