Much skilled nursing practice is described by words which at face value appear low-tech and self-explanatory. Despite being acknowledged as intrinsic to practice “nursing assessment” has few operational definitions. This thesis critiques and reviews the methodological assumptions that underpin research and the frameworks commonly used to facilitate Concept Analysis (CA). Despite the apparent plethora of approaches to CA, the majority of them used (or adapted without justification or critique) the work of one author, and this was found to be simplistic and ontologically flawed. A review of the contemporary nursing literature was undertaken to identify uses of the term assessment. The subsequent Glasarian Grounded Theory Analysis revealed the Judicial as the core of seven overlapping categories. Evidence of the everyday use of the term assessment was obtained through observation and audio recording of nursing assessment practice. Following Foucault, Critical Discourse Analysis of the data recorded in the study’s field work phase was undertaken. This revealed social power and dominance facilitated through subject/object conflations and the discourses of discrimination, surveillance, repression, natural science, resistance and institutional power, and in contrast, examples of empowering practice. This thesis will argue that the process of nursing asssessment is skilled and complex, and that in order to measure and demonstrate the quality of nursing practice within an arena dominated by the hegemonic power of medicine, it requires articulation and understanding. Nurses use a matrix of approaches to build rapport and assess patients during all interactions. Their work involves integrating intuitive, predictive and logical reasoning within an empathetic and authentic communication with patients and their carers. Hierarchies of nursing practice, government policies, inter-professional agendas and dissonaces between the policy rhetoric of placing patients at the heart of assessment and actual everyday practice, produce barriers to meaningful assessments.

RESUMÉ The purpose of this thesis was to outline the current state of catechesis in the Czechoslovak Hussite Church and basic regularities of the andragogic discipline as the science of adult education. We put these findings in the context of adult life, which is based in the postmodern era and secularized society. The first chapter dealt with the specifics of contemporary life and the needs of the post-modern man living in a secularized world. In the second chapter we entered the path of God's Word. We interpret the Word of God in the theology of the Czechoslovak Hussite Church and pointed out the personal / personalistics dimension of the relationship between man and God In the third chapter, we introduce catechesis as a theological discipline. We captured its mission and emphasis from theoretical and practical point of view, and we have followed with the fourth chapter and the specific concept of catechesis in the Czechoslovak Hussite Church. We focused on its development, legislative basis and especially methods of catechesis. The fifth chapter describes andragogy as a scientific discipline. We were interested in the process of adult education and the elements that enter it. We also attempted to show the process of basic methodological preparation for the educational activity. The description of the...

This very writing is examining the two ultimate books "Mlýn na mumie" from the talented Petr Stančík, and "Sedmikostelí" and "Lord Mord" from the extremely obscure Miloš Urban. The main and most significant purpose of this work is to find and distinguish characteristics of each author, diving deeper into their unique styles, finding possible similarities while trying to learn about one of the very few raw original writing styles. Despite the books being multi-genre, they do try to characterize the exact genres along the way, after a proper introduction of the authors themselves, of course. The genres appearing in these books are clearly shown in individual excerpts below original text. A dominant part of my work is an analysis of the time space and the main character or hero if you prefer - again shown in excerpts as key parts of novels. Towards the end you can find the so-called great myth of the nation as a frequently repeated topic. By the conclusion of this work is a final comparison of previous analyses.

Made available in DSpace on 2016-04-26T20:26:11Z (GMT). No. of bitstreams: 1 Eliane Ramos Oltramari.pdf: 697503 bytes, checksum: 2595d1a012142184eaec3430024ea38d (MD5) Previous issue date: 2007-11-28 / The present dissertation s study objective is the social reality and paradigmatic crisis of knowledge contained in the cultural constellation alongside, as well as its perceived effects in the legal universe. Because of its practical ends it culminates in proposing to the jurist a (re)connection of knowledge to provide a more appropriate source in understanding and solving social problems. In order to do so, our work contemplates basically three parts: in the first part, which comprises chapters 1 to 3, we have recorded the historical unfolding of modern times and its consequences. In the second part, which comprises chapter 4, a field research is presented, where the social perception of issues surveyed has been gauged. At the end, chapters 6 and 7, we examined the Law s predominant characteristics, and studied a proposal of knowledge convergence that could aid the development of a critical view for the existing model, envisioning the recovery of an ethical dimension in the legal universe / A presente dissertação tem como objeto de estudo a realidade social e a crise paradigmática do saber contida em sua constelação cultural que a acompanha, bem como os efeitos percebidos no universo jurídico. Porque tem fins práticos culmina por propor ao jurista uma (re)ligação dos saberes a fim de que se possa obter uma fonte mais adequada para a compreensão e solução dos problemas sociais. Para tanto, nosso trabalho contempla basicamente três partes: na primeira, que compreende os capítulos 1 a 3, fica registrado o desenrolar histórico da modernidade e suas conseqüências. Na segunda parte, que compreende o capítulo 4, foi apresentada uma pesquisa de campo, onde foram aferidas a percepção social das questões levantadas. Ao final, nos capítulos 6 e 7, foram examinadas as características dominantes do Direito, e estudada uma proposta de convergência de saberes que auxiliasse no desenvolvimento de uma visão crítica do modelo existente, com vistas ao resgate da dimensão ética do universo jurídico

Notadamente um dos escritores russos mais bem-sucedidos na decada de 1990, Victor Pelevin se caracteriza por uma obra pouco convencional no que concerne a construção de personagens e mundos em que elas habitam. A transicão poltica e cultural ocorrida após a queda do governo soviético, em 1991, e um dos fatores que influenciam as obras de grande parte dos autores pós-modernos na Rússia; entretanto, o sucesso de Pelevin se deve também as peculiaridades de sua escrita que, em vez de apenas promover críticas a sociedade que o precedeu, também inclui reflexões filosóficas e metafisicas por vezes consideradas pretensiosas demais pela critica que abordam essa transição. Em A metralhadora de argila, romance de 1996, o autor remonta as batalhas da Guerra Civil Russa, em 1919, colocando-as como um mundo paralelo a uma instituição psiquiátrica em 1991. O interesse, então, e estudar o processo de recriação que Pelevin faz da realidade pré-soviética e como ele a compara ao periodo pos-sovietico, apontando aspectos no romance que identifiquem a nocao de identidade e a mudanca a que este conceito esta sujeito apos as transformacoes sociais nesses periodos da historia recente da Russia. / One of the most renowned Russian writers of the 1990s, Viktor Pelevi distinguishes himself for the construction of characters and worlds in which they inhabit. The political and cultural transition after the end of the Soviet government, in 1991, is one of the factors that have an effect on most of the literary works from Post-Modern authors in Russia; although, Pelevin\'s success as well is due to singularities in his writing, which instead of only criticise the Soviet society before him, also includes philosophical and metaphysical thoughts sometimes viewed as too pretentious by the critics that discuss the transition. In The clay machine-gun, a 1996 novel, Pelevin remembers the battles of the Russian Civil War, in 1919, putting them as a parallel world within a madhouse in 1991. So, the interest in this study is to understand Pelevin\'s recreation of the Pre-Soviet reality and how he compares it to the Post- Soviet period, highlighting elements on the novel that trace the notion of identity and the adjustment it takes after the social transformation in these both recente Russian times.

Notadamente um dos escritores russos mais bem-sucedidos na decada de 1990, Victor Pelevin se caracteriza por uma obra pouco convencional no que concerne a construção de personagens e mundos em que elas habitam. A transicão poltica e cultural ocorrida após a queda do governo soviético, em 1991, e um dos fatores que influenciam as obras de grande parte dos autores pós-modernos na Rússia; entretanto, o sucesso de Pelevin se deve também as peculiaridades de sua escrita que, em vez de apenas promover críticas a sociedade que o precedeu, também inclui reflexões filosóficas e metafisicas por vezes consideradas pretensiosas demais pela critica que abordam essa transição. Em A metralhadora de argila, romance de 1996, o autor remonta as batalhas da Guerra Civil Russa, em 1919, colocando-as como um mundo paralelo a uma instituição psiquiátrica em 1991. O interesse, então, e estudar o processo de recriação que Pelevin faz da realidade pré-soviética e como ele a compara ao periodo pos-sovietico, apontando aspectos no romance que identifiquem a nocao de identidade e a mudanca a que este conceito esta sujeito apos as transformacoes sociais nesses periodos da historia recente da Russia. / One of the most renowned Russian writers of the 1990s, Viktor Pelevi distinguishes himself for the construction of characters and worlds in which they inhabit. The political and cultural transition after the end of the Soviet government, in 1991, is one of the factors that have an effect on most of the literary works from Post-Modern authors in Russia; although, Pelevin\'s success as well is due to singularities in his writing, which instead of only criticise the Soviet society before him, also includes philosophical and metaphysical thoughts sometimes viewed as too pretentious by the critics that discuss the transition. In The clay machine-gun, a 1996 novel, Pelevin remembers the battles of the Russian Civil War, in 1919, putting them as a parallel world within a madhouse in 1991. So, the interest in this study is to understand Pelevin\'s recreation of the Pre-Soviet reality and how he compares it to the Post- Soviet period, highlighting elements on the novel that trace the notion of identity and the adjustment it takes after the social transformation in these both recente Russian times.

Made available in DSpace on 2016-04-29T14:23:35Z (GMT). No. of bitstreams: 1 Laurentino Lucio Filho.pdf: 408816 bytes, checksum: d5b57ed0c6687dfe9b13b3ec1b5d0384 (MD5) Previous issue date: 2015-03-17 / This research deals with the proposal of the incorporation of new information and communication technologies - NICTs - in higher education, is based on the improvement of teaching quality by simplifying complex tasks, reducing the distance and hence the time, thus improving work efficiency. At first glance, the contact of the actors with the NTICs in this process often reveals itself without the existence of an inclusive methodology because the action of these technologies by higher education institutions seems to result only on attempts to adapt to social demands and marketing in new contexts produced by the digital revolution, making this very misshapen inclusive process, and in turn, limiting the positive effect on the results. This paper discusses the process of incorporating technologies in higher education, seeking to evaluate the reconciliation of traditional methodologies and aspects of their current transformations, hoping to offer subsidies for understanding which are currently the challenges experienced in higher education and how the IES have sought to address them, outlining roughly the current profiles of its actors. To develop this work we chose to use the theories and methodologies of researches carried out by Manuel Castells (2013), Pierre Levy (2010), John B. Thompson (2014). These were accompanied by researches in the areas of philosophy education, especially Edgar Morin (2013) and Maurice Tardif (2011), supplemented by extensive bibliography with ancillary issues. The extensive bibliography that we used helped us to develop a critical reflection on the challenges that are present in high education, particularly in Brazil, and from that reflection, brought up proposals formulated by authors who are researching on the same line of this work, proposals which are healthy and able to respond to the main current challenges. The research's results before of the higher education challenges has been identified that the crisis experienced by the institutions have as factors: the transition between institutional and emerging models. Furthermore, technological training or specialization of education professionals have been occurring through fragmented and diffuse modules, which makes the application of computer-mediated communication decontextualized with learning object. Finally, it presents as a diagnostic to overcome these challenges, the need to define the teach model, based on education reforms that combine linear thought with complex thought, making possible the identification of the new profiles that the institution and teacher may to have in the society / Esta pesquisa trata da proposta da incorporação das novas tecnologias de Informação e Comunicação NTICs no ensino superior, tem por base a melhoria da qualidade pedagógica ao simplificar tarefas complexas, reduzir a distância e consequentemente o tempo, melhorando assim a eficiência do trabalho. A primeira vista, o contato dos atores com as NTICs nesse processo, revela-se muitas vezes sem a existência de uma metodologia inclusiva, pois a ação incorporadora dessas tecnologias pelas instituições de ensino superior parece decorrer apenas de tentativas para adaptar-se às exigências sociais e mercadológicas nos novos contextos produzidos pela revolução digital, tornando esse processo inclusivo muito disforme, e, por sua vez, limitando os efeitos positivos nos resultados. O presente trabalho pretende analisar os processos de incorporação das tecnologias no ensino superior, buscando avaliar a conciliação das metodologias tradicionais e os aspectos de suas transformações atuais, esperando oferecer subsídios para a compreensão de quais os desafios vivenciados atualmente no ensino superior e de que forma as IES têm buscado enfrentá-los, esboçando grosso modo, os perfis atuais de seus atores. Para o desenvolvimento deste trabalho optamos por utilizar como metodologia a pesquisa bibliográfica, aproveitando os estudos e pesquisas realizados por Manuel Castells (2013), Pierre Lévy (2010), John B. Thompson (2014), analisados conjuntamente com as pesquisas nas áreas da filosofia da educação, em especial Edgar Morin (2013) e Maurice Tardif (2011), complementados por ampla bibliografia com temas auxiliares. A extensa bibliografia de que fizemos uso nos auxiliou a desenvolver uma reflexão crítica sobre os desafios que hoje se apresentam ao ensino superior, particularmente no Brasil, e, a partir dessa reflexão, trazer à baila propostas formuladas por autores que estão pesquisando na mesma linha deste trabalho, propostas estas saudáveis e capazes de responder aos principais desafios vigentes. Os resultados da pesquisa diante dos desafios do ensino superior, identificaram que a crise vivenciada pelas instituições de ensino têm como fatores: a transição entre os modelos institucionais e emergentes. Além disso, a formação tecnológica ou especializações dos profissionais da educação ocorrem através de módulos fragmentados e difusos, o que torna a aplicação da comunicação mediada por computador descontextualizada com o objeto de aprendizagem. Por fim, apresenta como como diagnóstico para superar esses desafios, a necessidade de se definir o modelo de ensino, baseando-se nas reformas da educação que articulem o pensamento linear com o pensamento complexo, possibilitando com isso a identificação dos novos perfis que a instituição e o professor devem ocupar na sociedade

Thesis (M.A. (Industrial Psychology))--North-West University, Vaal Triangle Campus, 2006.

These stories explore contemporary people who find their lives taking a shape they fear. These people often try to cling to their old life, control a loved one who is changing, or seek an escape. Their aspirations are often higher than where they land. Their situation resembles the writer’s situation in attempting to shape the lives of characters: they attempt to control what often cannot be controlled.

The aim of this essay is to examine what happens when Veronica Roths Divergent-trilogy is read with a lutheran theological pre-understanding. Using reader-response theory and lutheran theology written for and in a post-modern context, three lutheran figures of thought are presented as one way of understanding the trilogy. The conclusion is that it is possible to reveal lutheran ideas concerning justification, guilt, forgiveness, mercy and self-sacrificing love in the Divergent-story. / Denna uppsats undersöker Veronica Roths Divergent-trilogi ur ett luthersk-teologiskt perspektiv. Metoden som används är en text- och läsarcentrerad metod. Med hjälp av post-modern luthertolkning till största delen hämtad från projektet Luthersk teologi och etik - i ett efterkristet samhälle så byggs tre tankefigurer upp; människan och det onda, människan och det goda samt människan och vägen till frihet. Dessa tankefigurer läggs som ett raster över trilogin. Resultatet av denna process visar att det i berättelsen är möjligt att synliggöra lutherska tankefigurer rörande rättfärdiggörelse, skuld, en självutgivande kärlek, förlåtelse och nåd.