韓劇電影你都看哪一部呢？論文書籍站
Epistemological mean的問題，透過圖書和論文來找解法和答案更準確安心。 我們找到下列線上看、影評和彩蛋懶人包
Epistemological mean的問題，我們搜遍了碩博士論文和台灣出版的書籍，推薦Elmersjo, Henrik Astrom (EDT)/ Clark, Anna (EDT)/ Vinterek, Moni寫的 International Perspectives on Teaching Rival Histories: Pedagogical Responses to Contested Narratives and the History Wars 和Jackson, Alecia Y. (EDT)/ Mazzei, Lisa A. (EDT)的 Voice in Qualitative Inquiry: Challenging Conventional, Interpretive, and Critical Conceptions in Qualitative Research都 可以從中找到所需的評價。
這兩本書分別來自 和所出版 。
國立高雄師範大學 教育學系 張淑美所指導 王燦昇的 基督宗教神學對生命教育理論之意涵 （2021），提出Epistemological mean關鍵因素是什麼，來自於基督宗教、神學、生命教育。
而第二篇論文國立臺北護理健康大學 護理研究所 Hsiu-Mei Huang所指導 Theresia的 Factors Associated with Clinical Confidence in Caring for Tuberculosis Patients among Undergraduate Nursing Students in Indonesia （2020），提出因為有 的重點而找出了 Epistemological mean的解答。
International Perspectives on Teaching Rival Histories: Pedagogical Responses to Contested Narratives and the History Wars
為了解決Epistemological mean 的問題，作者Elmersjo, Henrik Astrom (EDT)/ Clark, Anna (EDT)/ Vinterek, Moni 這樣論述：
This book presents a survey of approaches to dealing with 'rival histories' in the classroom, arguing that approaching this problem requires great sensitivity to differing national, educational and narrative contexts. Contested narratives and disputed histories have long been an important issue in h
istory-teaching all over the world, and have even been described as the 'history' or 'culture' wars. In this book, authors from across the globe ponder the question "what can teachers do (and what are they doing) to address conflicting narratives of the same past?", and puts an epistemological issue
at the heart of the discussion: what does it mean for the epistemology of history, if it is possible to teach more than one narrative? Divided into three sections that deal with historical cultures, multicultural societies and multiperspectivity, the chapters of the book showcase that dealing with
rival histories is very much dependent on context, and that diverse teaching traditions and societal debates mean that teachers' abilities in engaging with the teaching of rival narratives are very different. The volume will be compelling reading for students and researchers in the fields of educati
on, history, sociology and philosophy, as well as practising teachers. Henrik Åström Elmersjö is a researcher in history and education at Umeå University, Sweden. He has published extensively on negotiations of historical cultures and the history of Scandinavian history education. He is also on t
he editorial team for the Nordic Journal of Educational History.Anna Clark holds an Australian Research Council Future Fellowship and is Co-Director of the Australian Centre for Public History at the University of Technology Sydney, Australia. She has written extensively on history education, histor
iography and historical consciousness, including her most recent book, Private Lives/Public History. Monika Vinterek is professor at at Dalarna University, Sweden, where she is also Director of Education and Learning. She has participated in several international projects, including European History
Crossroads as Pathways to Intercultural and Media Education, Popular History Magazines and History Textbooks, Teaching Aids from a User Perspective and Comparing Our Pasts.
基督宗教神學對生命教育理論之意涵
為了解決Epistemological mean 的問題，作者王燦昇 這樣論述：
摘要本研究鑒於臺灣生命教育理論基礎之探究頗為缺乏，旨在探究基督宗教神學對臺灣生命教育理論之意涵，希冀根據研究結論提出具體建議，提供生命教育理論與實務推動之參考。研究採取Paul Tillich 的「關聯性神學」探究神學與哲學，整合當代神學詮釋學和實踐神學方法，基於目前生命教育五大核心素養中的「哲學思考」是方法基礎，本研究主要探討基督宗教神學對生命教育「人學探索、終極關懷、價值思辨、靈性修養」核心內涵之理論基礎。本研究發現如下：首先，臺灣生命教育理論之探討部分，本研究認為Kant 的三大哲學批判提供生命教育「生命三學」理論基礎的主要架構，並爬梳生命教育的全人教育理論基礎。其次，在「人學探索」，
基督宗教神學整合不同時期人學思想，帶出盼望性與整全性人觀。接續，「終極關懷」，基督宗教神學提供人從終極關懷信念理解生命的目的與意義探索之解答。再者，「價值思辨」，理解道德哲學與基督宗教倫理哲學可引領人活出真、善、美、聖的生活指引。最後，在「靈性修養」，基督宗教靈性提供人至善與幸福的人生藍圖。根據上述理論探究之結論，本研究主要提出基督宗教神學對臺灣生命教育理論與實務推動，以及生命教育提供基督宗教融合生命教育內涵推動之外，也建議未來可以繼續深入探究臺灣生命教育的其他理論基礎以及關注華人文化脈絡的生命教育理論與內涵等後續研究建議。
Voice in Qualitative Inquiry: Challenging Conventional, Interpretive, and Critical Conceptions in Qualitative Research
為了解決Epistemological mean 的問題，作者Jackson, Alecia Y. (EDT)/ Mazzei, Lisa A. (EDT) 這樣論述：
Voice in Qualitative Inquiry is a critical response to conventional, interpretive, and critical conceptions of voice in qualitative inquiry. A select group of contributors focus collectively on the question, "What does it mean to work the limits of voice?" from theoretical, methodological, and inter
pretative positions, and the result is an innovative challenge to traditional notions of voice. The thought-provoking book will shift qualitative inquiry away from uproblematically engaging in practices and interpretations that limit what "counts" as voice and therefore data. The loss and betrayal o
f comfort and authority when qualitative researchers work the limits of voice will lead to new disruptions and irruptions in making meaning from data and, in turn, will add inventive and critical dialogue to the conversation about voice in qualitative inquiry. Toward this end, the book will specific
ally address the following objectives: To promote an examination of how voice functions to communicate in qualitative research To expose the excesses and instabilities of voice in qualitative research To present theoretical, methodological, and interpretative implications that result in a problemati
zing of voice To provide working examples of how qualitative methodologists are engaging the multiple layers of voice and meaning To deconstruct the epistemological limits of voice that circumscribe our view of the world and the ways in which we make meaning as researchersThis compelling collection
will challenge those who conduct qualitative inquiry to think differently about how they collect, analyze, and represent meaning using the voices of others, as well as their own. Lisa A. Mazzei, Ph.D. is Research Fellowat Manchester Metropolitan University, UKAlecia Youngblood Jackson, Ph.D.is As
sistant Professorat Appalachian State University, USList of contributorsPatti Lather, The Ohio State UniversityMichael Marker, University of British ColumbusErica McWilliam, Karen Dooley, Felicity McArdle and Jennifer Pei-Ling Tan, Queensland University of TechnologyRoland Mitchell, Louisiana State
UniversityMaggie MacLure, Manchester Metropolitan UniversityLinda Martín Alcoff, Syracuse UniversityLubna Nazir Chaudhry, State University of New YorkBecky M. Atkinson and Jerry Rosiek, University of Alabama and University of Oregon respectivelyBronwyn Davies, University of Western SydneyElizabeth A
dams St. Pierre, University of Georgia
Factors Associated with Clinical Confidence in Caring for Tuberculosis Patients among Undergraduate Nursing Students in Indonesia
為了解決Epistemological mean 的問題，作者Theresia 這樣論述：
Background: Indonesia met all three classifications of a TB epidemic according to the WHO, namely, high TB prevalence, a high number of multi-drug resistant TB (MDR-TB) cases, and a high prevalence of TB with HIV. TB exposure is greater for nurses and nursing students than for other health care pro
fessionals because they spend longer periods of time and have higher intensity daily contact with patients. In Indonesia, a country with high TB incidence, undergraduate nursing students’ clinical confidence in caring for TB patients should be assessed during their clinical practicums whether or not
undergraduate nursing students doing clinical practicums have sufficient clinical confidence to care for TB patients. This study aimed to explore factors associated with clinical confidence among Indonesia’s undergraduate nursing students caring for TB patients.Method: A descriptive correlational s
tudy was conducted from September to November 2020 in Universitas Pelita Harapan among 250 undergraduate nursing students. The participants consisted of 1st year (n = 75, 30%), 2nd year (n = 104, 41.6%), and 3rd year students (n = 71, 28.4%). This study conducted as a cross-sectional study by inter
net based survey. A National TB Curriculum Consortium (NTCC) survey was used for collecting data which originally is an English version translated into Indonesian version and assessed through checking the internal validity and reliability. Data were analyzed using descriptive statistics, Pearson’s C
hi-square, independent t-test, one way ANOVA, Pearson’s correlation coefficient, and hierarchical regression, respectively.Results: Mean score of TB knowledge was 8.51 (SD ± 1.99), beliefs regarding TB instructions was 16.15 (SD ± 1.83), and clinical confidence in caring TB patients was 40.06 (SD ±
9.32). TB knowledge and year of study is positively correlated (r = .290, p < .001), however beliefs about value of TB instruction is negatively with year of study (r = -.233, p < .001), age (r = -.185, p < .001), frequency of practiced in TB unit (r = -.162, p < .001). On the other hand,
beliefs about value of TB instruction is positively correlated with hours of outside class learning (r = 0.181, p < .004). Univariate analysis showed that significant difference between nursing students’ belief and clinical confidence in caring TB patients (F = 5.711, p < .001). Hierarchical regress
ion result showed that predicting factors of clinical confidence in caring for TB patients were age, had care TB patients, and number of TB patients that had been taken care of.Conclusion: Several findings that are important such as the TB knowledge that low in the senior students, negative correlat
ion between beliefs and several aspects of clinical practicum specifically interfered with TB patients or TB unit, and knowledge is not correlated with the clinical confidence. Clinical confidence has no significant in the personal characteristics of the nursing students. Students who believed TB ed
ucation was important also had greater clinical confidence. This study found that had experience caring for TB patients previously and the number of TB patients cared for were both good predictors of clinical confidence in taking care of TB patients.