The question the researcher set out to answer was "What is the educational focus of a nursing college when viewed within Bevis and Watson's Humanistic-Educative-Caring Curriculum Paradigm versus a Stimulus-Response Curriculum Paradigm?" The purpose of this study was to develop and test an instrument based on the Bevis and Watson Humanistic-Educative-Caring Model; an educational paradigm shift from the Tylerian rationale in nursing education. A questionnaire comprising 181 Two-Choice Comparative-Value-Statement Items was developed and tested. A non-experimental research design was implemented. During the developmental phase, a non-probability, purposive sample was used; the questionnaire (instrument) was developed; data were analysed by applying content analysis and the questionnaire was refined. During the testing phase a stratified, random sample was used consisting of first to fourth year students from two nursing colleges from the Gauteng Province; the items were tested against biographic data and hypotheses resulting from the Bevis and Watson model. Six conceptual continuums comprise the Bevis and Watson model namely, the Learner Maturity Continuum, the Teacher-student relationship, the Teacher-student structure, the Typology of Learning, Criteria for Teacher-Student Interactions and Criteria for Selecting and Devising Learning Experiences. Both descriptive and inferential statistics were utilised. The results indicated that the educational focus of the respondents with regard to the Bevis and Watson model was predominantly humanistic. The exception occurred with regard to TUTOR: Teacher-student structure; pertaining to hypothesis 7 on language; and hypothesis 9 on gender, where a behaviouristic orientation appears to prevail. Significant differences were found between the model variables (conceptual continuums) and year group, language, college A and B, and gender. In hypothesis 5, although a humanistic orientation predominated, the 4th year students tended to display an increasing behaviouristic orientation. In hypothesis 8, although a humanistic orientation predominated, college A appeared less humanistic than college B. Recommendations were made regarding nursing education and further research studies to refine the instrument. The implementation of the Bevis and Watson model calls for a curriculum paradigm shift in nursing education. / Health Studies / D.Litt. et Phil.

The question the researcher set out to answer was "What is the educational focus of a nursing college when viewed within Bevis and Watson's Humanistic-Educative-Caring Curriculum Paradigm versus a Stimulus-Response Curriculum Paradigm?" The purpose of this study was to develop and test an instrument based on the Bevis and Watson Humanistic-Educative-Caring Model; an educational paradigm shift from the Tylerian rationale in nursing education. A questionnaire comprising 181 Two-Choice Comparative-Value-Statement Items was developed and tested. A non-experimental research design was implemented. During the developmental phase, a non-probability, purposive sample was used; the questionnaire (instrument) was developed; data were analysed by applying content analysis and the questionnaire was refined. During the testing phase a stratified, random sample was used consisting of first to fourth year students from two nursing colleges from the Gauteng Province; the items were tested against biographic data and hypotheses resulting from the Bevis and Watson model. Six conceptual continuums comprise the Bevis and Watson model namely, the Learner Maturity Continuum, the Teacher-student relationship, the Teacher-student structure, the Typology of Learning, Criteria for Teacher-Student Interactions and Criteria for Selecting and Devising Learning Experiences. Both descriptive and inferential statistics were utilised. The results indicated that the educational focus of the respondents with regard to the Bevis and Watson model was predominantly humanistic. The exception occurred with regard to TUTOR: Teacher-student structure; pertaining to hypothesis 7 on language; and hypothesis 9 on gender, where a behaviouristic orientation appears to prevail. Significant differences were found between the model variables (conceptual continuums) and year group, language, college A and B, and gender. In hypothesis 5, although a humanistic orientation predominated, the 4th year students tended to display an increasing behaviouristic orientation. In hypothesis 8, although a humanistic orientation predominated, college A appeared less humanistic than college B. Recommendations were made regarding nursing education and further research studies to refine the instrument. The implementation of the Bevis and Watson model calls for a curriculum paradigm shift in nursing education. / Health Studies / D.Litt. et Phil.

Text in English / The question the researcher set out to answer during this research study was: "What is the Educational Focus of a Nursing College, when viewed within Bevis and Watson's Humanistic·Educative-Caring Curriculum Paradigm versus a Stimulus-Response Curriculum Paradigm?" To answer this question, an exploratory, descriptive and contextual study was undertaken. The population consisted of tutors employed at a College of Nursing. From this population a purposive sample was drawn. Data was collected by means of formal, semi-structured interviews and a questionnaire. Content analysis was used to analyse the data. It was found that during the first year of students' education and training, the Educational Focus of the College was on training but during the second year, the focus changed to the transitional phase. The transitional phase is situated between training and education. During the third and fourth year, the focus was also in transition, but the way students learn was at the training phase. / Health Studies / M.A. (Advanced Nursing Sciences)

Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal.

No meio científico são bastante utilizados os modelos matemáticos para avaliar as características hidrodinâmicas de reatores, porém a literatura é pobre em informações relativas à aplicação do equacionamento matemático em regime não-permanente. Neste trabalho foi aplicado um modelo matemático simulando a hidrodinâmica de reatores tubulares com dispersão para avaliar o efeito da variação de vazão afluente sobre os parâmetros hidrodinâmicos. As simulações foram efetuadas considerando vazão e volume constantes, vazão e volume variáveis e vazão variável e volume constante. Foi investigada a influência de dois tipos de ensaios estímulo-resposta, pulso e degrau, para aplicação de modelos matemáticos e determinação das curvas de distribuição do tempo de residência (DTR) experimentais. Teoricamente ambos devem fornecer os mesmos resultados embora o ensaio em pulso costume apresentar maior sensibilidade experimental. Conforme esperado, ambos os ensaios apresentaram os mesmos resultados finais. Também foram avaliados os traçadores empregados nos dois tipos de ensaios estímulo-resposta, pulso e degrau. Foram empregados três traçadores diferentes - verde de bromocresol, azul de bromofenol e eosina Y que proporcionaram curvas com diferentes características. Como ferramenta auxiliar da modelação foram estudas a determinação das curvas DTR experimentais com auxílio de duas técnicas distintas. Para calibrar o modelo matemático proposto foram utilizados dados de reatores em escala de bancada com diferentes configurações submetidas a variações de vazões afluentes. Os dados de um reator UASB em escala piloto - submetido a variações cíclicas de vazão afluente de 40 e 60% - foram empregados para calibrar e verificar o modelo matemático proposto. Os resultados encontrados com o modelo matemático proposto nesta pesquisa demonstraram que a variação de vazão afluente não deve ser negligenciada. O modelo utilizado representou adequadamente o reator UASB. Seus resultados, quando comparados aos modelos matemáticos que não consideram a variação de vazão, mostraram que para flutuações de vazão elevadas, vazões com valores até 60% maiores do que a vazão média, os valores dos coeficientes de difusão diferem significativamente em função das hipóteses empregadas no desenvolvimento do modelo matemático. / Mathematical models for hydrodynamic characteristics evaluation of reactors are commonly used however there is a lack of information in the literature concerning the application of mathematical modeling for non-steady state flow. In this thesis, it is presented a non-steady mathematical model to simulate the hydrodynamic behavior of pipe flow reactors with diffusion in order to evaluate the effect of the variation of the influent flowrate in the hydrodynamic parameters. The simulations were performed considering constant flowrate and volume, variable flowrate and volume and, variable flowrate and constant volume. It was investigated the influence of two types of stimulus-response assays, pulse and step function, on the application of mathematical models and the determination of the experimental retention time distribution curves. Theoretically, both tests should provide the same results although the pulse stimulus assay usually presents higher experimental sensitivity. As it was expected, both tests presented the same final results. The tested tracers were also evaluated in relation to the pulse and step stimulus-response tests. Three tracers were tested (bromocresol green, bromophenol blue and eosin Y) and it was shown that they provided different curves. It was studied the construction of the experimental retention time distribution curves using two procedures as an auxiliary tool for modeling. The proposed mathematical model was calibrated with data of bench scale reactors submitted to different cyclical variations of flowrates. Moreover, data of UASB reactor in pilot scale - submitted to 40 and 60% of cyclical variations of flowrates were utilized to calibrate and verify the obtained mathematical model. The results found with the mathematical model proposed in this research showed that the variations in influent flow rate can not be neglected. The model adequately represented a pilot scale UASB reactor. The results showed that the diffusion coefficients differ significantly for high flowrate fluctuations, when compared to other mathematical models that do not incorporate variable flowrate, depending upon the hypothesis used to derive the model.

Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal

Text in English / The question the researcher set out to answer during this research study was: "What is the Educational Focus of a Nursing College, when viewed within Bevis and Watson's Humanistic·Educative-Caring Curriculum Paradigm versus a Stimulus-Response Curriculum Paradigm?" To answer this question, an exploratory, descriptive and contextual study was undertaken. The population consisted of tutors employed at a College of Nursing. From this population a purposive sample was drawn. Data was collected by means of formal, semi-structured interviews and a questionnaire. Content analysis was used to analyse the data. It was found that during the first year of students' education and training, the Educational Focus of the College was on training but during the second year, the focus changed to the transitional phase. The transitional phase is situated between training and education. During the third and fourth year, the focus was also in transition, but the way students learn was at the training phase. / Health Studies / M.A. (Advanced Nursing Sciences)

No meio científico são bastante utilizados os modelos matemáticos para avaliar as características hidrodinâmicas de reatores, porém a literatura é pobre em informações relativas à aplicação do equacionamento matemático em regime não-permanente. Neste trabalho foi aplicado um modelo matemático simulando a hidrodinâmica de reatores tubulares com dispersão para avaliar o efeito da variação de vazão afluente sobre os parâmetros hidrodinâmicos. As simulações foram efetuadas considerando vazão e volume constantes, vazão e volume variáveis e vazão variável e volume constante. Foi investigada a influência de dois tipos de ensaios estímulo-resposta, pulso e degrau, para aplicação de modelos matemáticos e determinação das curvas de distribuição do tempo de residência (DTR) experimentais. Teoricamente ambos devem fornecer os mesmos resultados embora o ensaio em pulso costume apresentar maior sensibilidade experimental. Conforme esperado, ambos os ensaios apresentaram os mesmos resultados finais. Também foram avaliados os traçadores empregados nos dois tipos de ensaios estímulo-resposta, pulso e degrau. Foram empregados três traçadores diferentes - verde de bromocresol, azul de bromofenol e eosina Y que proporcionaram curvas com diferentes características. Como ferramenta auxiliar da modelação foram estudas a determinação das curvas DTR experimentais com auxílio de duas técnicas distintas. Para calibrar o modelo matemático proposto foram utilizados dados de reatores em escala de bancada com diferentes configurações submetidas a variações de vazões afluentes. Os dados de um reator UASB em escala piloto - submetido a variações cíclicas de vazão afluente de 40 e 60% - foram empregados para calibrar e verificar o modelo matemático proposto. Os resultados encontrados com o modelo matemático proposto nesta pesquisa demonstraram que a variação de vazão afluente não deve ser negligenciada. O modelo utilizado representou adequadamente o reator UASB. Seus resultados, quando comparados aos modelos matemáticos que não consideram a variação de vazão, mostraram que para flutuações de vazão elevadas, vazões com valores até 60% maiores do que a vazão média, os valores dos coeficientes de difusão diferem significativamente em função das hipóteses empregadas no desenvolvimento do modelo matemático. / Mathematical models for hydrodynamic characteristics evaluation of reactors are commonly used however there is a lack of information in the literature concerning the application of mathematical modeling for non-steady state flow. In this thesis, it is presented a non-steady mathematical model to simulate the hydrodynamic behavior of pipe flow reactors with diffusion in order to evaluate the effect of the variation of the influent flowrate in the hydrodynamic parameters. The simulations were performed considering constant flowrate and volume, variable flowrate and volume and, variable flowrate and constant volume. It was investigated the influence of two types of stimulus-response assays, pulse and step function, on the application of mathematical models and the determination of the experimental retention time distribution curves. Theoretically, both tests should provide the same results although the pulse stimulus assay usually presents higher experimental sensitivity. As it was expected, both tests presented the same final results. The tested tracers were also evaluated in relation to the pulse and step stimulus-response tests. Three tracers were tested (bromocresol green, bromophenol blue and eosin Y) and it was shown that they provided different curves. It was studied the construction of the experimental retention time distribution curves using two procedures as an auxiliary tool for modeling. The proposed mathematical model was calibrated with data of bench scale reactors submitted to different cyclical variations of flowrates. Moreover, data of UASB reactor in pilot scale - submitted to 40 and 60% of cyclical variations of flowrates were utilized to calibrate and verify the obtained mathematical model. The results found with the mathematical model proposed in this research showed that the variations in influent flow rate can not be neglected. The model adequately represented a pilot scale UASB reactor. The results showed that the diffusion coefficients differ significantly for high flowrate fluctuations, when compared to other mathematical models that do not incorporate variable flowrate, depending upon the hypothesis used to derive the model.

Erwartungen spielen eine zentrale Rolle in der menschlichen Handlungssteuerung. Trotz ihrer Rolle in verschiedenen psychologischen Theorien, werden Erwartungen unterschiedlich operationalisiert (was zu teilweise widersprüchlichen Ergebnissen führt) und dabei oft nur indirekt über Hinweisreize(Cues) gemessen bzw. induziert. Diese Dissertation beschäftigt sich mit der Frage, wie sich selbst-generierte und cue-induzierte Erwartungen qualitativ unterscheiden, wie die beiden Erwartungsformen interagieren und welche Art der Operationalisierung zur Messung von Erwartungen zielführender ist. In den beschriebenen Experimenten hatten Proband_innen die Aufgabe, eine Erwartung zu verbalisieren und so schnell und akkurat wie möglich auf einen Stimulus zu reagieren, der diese Erwartung entweder erfüllt(match) oder davon abweicht(mismatch). Die Erwartung konnte dabei durch Vorlesen eines Cues oder die Benennung einer selbst-generierten Erwartung verbalisiert werden. Dabei wurden das Abstraktionslevel der Erwartung, die Art der Reaktion und der Vergleich der beiden Erwartungsformen (innerhalb vs. zwischen verschiedenen Trials) variiert. Bei einem Experiment, das einen genaueren Vergleich von cue-induzierten zu selbst-generierten Erwartungen erlaubt, konnte der größere Effekt von selbst-generierten Erwartungen bestätigt werden. Es wird gezeigt und diskutiert, dass und wie sich selbst-generierte Erwartungseffekte qualitativ von cue-induzierten Effekten unterscheiden. Am konkreten Beispiel von Konflikterwartungen können verbalisierte selbst-generierte Erwartungen eine zuvor widersprüchliche Forschungslage zum Einfluss von Erwartungen auf sequentielle Konflikteffekte konsolidieren. Die Effekte von selbst-generierten und cue-induzierten Erwartungen sind nicht additiv und der Effekt eines Cues wird nicht durch eine abweichende selbst-generierte Erwartung zunichte gemacht. In Anbetracht dieser Ergebnisse diskutiere ich kritisch die Operationalisierung von Erwartungen als Cues. / Expectations help to guide human behavior. For example, responses to expected events/stimuli are faster and less error prone than to unexpected events. In spite of their role in different psychological theories and corresponding experiments the operationalization of expectations is heterogeneous (which can lead to contradictory results) and very often conducted indirectly via cues. The research summarized in this dissertation dealt with the question how cue-induced and self-generated expectations differ qualitatively, how both types of expectations interact and which operationalization of measuring expectations is more adequate. In the summarized experiments participants had the task to verbalize an expectation and then respond accurately as fast as possible to a presented stimulus which could match or mismatch the expectation. The verbalization could either consist of reading aloud a cue or verbalize a self-generated expectation. In the different studies the features/abstraction of the expectations (and stimuli), the type of response, and the way how the effects of the two types of expectation were measured (within or between trials) were varied. In a setting that allows a stricter comparison of cue-induced and self-generated expectations than in previous studies the larger effect of self-generated expectations could be replicated. I confirm and discuss that and how verbalized self-generated expectation effects differ qualitatively from cue-induced effects. On the specific example of conflict expectations, the use of verbalized self-generated expectations can consolidate previous contradictory findings, e.g. about the influence of expectations on the sequential congruency effect. The effects of self-generated and cue-induced expectations are not additive and the effect of a cue is not cancelled if a diverging self-generated expectation is verbalized. In view of these results I critically discuss the operationalization of expectations as cues.

A wide literature of predominantly behavioural experiments that use Stimulus Response Compatibility (SRC) have suggested that visual action information such as object affordance yields rapid and concurrent activation of visual and motor brain areas, but has rarely provided direct evidence for this proposition. This thesis examines some of the key claims from the affordance literature by applying electrophysiological measures to well established SRC procedures to determine the verities of the behavioural claims of rapid and automatic visuomotor activation evoked by viewing affording objects. The temporal sensitivity offered by the Lateralised Readiness Potential and by visual evoked potentials P1 and N1 made ideal candidates to assess the behavioural claims of rapid visuomotor activation by seen objects by examining the timecourse of neural activation elicited by viewing affording objects under various conditions. The experimental work in this thesis broadly confirms the claims of the behavioural literature however it also found a series of novel results that are not predicted by the behavioural literature due to limitations in reaction time measures. For example, while different classes of affordance have been shown to exert the same behavioural facilitation, electrophysiological measures reveal very different patterns of cortical activation for grip-type and lateralised affordances. These novel findings question the applicability of the label ‘visuomotor’ to grip-type affordance processing and suggest considerable revision to models of affordance. This thesis also offers a series of novel and surprising insights into the ability to dissociate afforded motor activity from behavioural output, into the relationship between affordance and early visual evoked potentials, and into affordance in the absence of the intention to act. Overall, this thesis provides detailed suggestions for considerable changes to current models of the neural activity underpinning object affordance.