LEADER 02906oam 2200481 450 001 9910418321903321 005 20230621135709.0 024 8 $ahttps://doi.org/10.5281/zenodo.1137701 035 $a(CKB)4100000011479664 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/64474 035 $a(OCoLC)1202567341 035 $a(ScCtBLL)fbcfee97-98b8-43c9-8497-49edbf1e56e5 035 $a(EXLCZ)994100000011479664 100 $a20210223h20172017 fy 0 101 0 $ager 135 $aur||#|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aFALKO-Physik $eFachspezifische Lehrerkompetenzen im Fach Physik. Entwicklung und Validierung eines Testinstruments zur Erfassung des fachspezifischen Professionswissens von Physiklehrkräften /$fAnja Schödl 210 $aBerlin/Germany$cLogos Verlag Berlin$d2017 210 1$aBerlin, Germany :$cLogos Verlag Berlin GmbH,$d[2017] 210 4$d©2017 215 $a1 online resource (various pagings) $ccharts; digital file(s) 225 0 $aStudien zum Physik- und Chemielernen ;$v236 300 $aBased on author's doctoral thesis. 311 08$aPrint version: 3832545530 320 $aIncludes bibliographical references. 330 $aZiel des hier vorgestellten Projekts war es, ein Testinstrument zur objektiven, reliablen und validen Messung des fachdidaktischen Wissens (FDW) und des Fachwissens (FW) von Physiklehrkräften der Sekundarstufe zu entwickeln. FALKO-Physik folgte bei der Testkonstruktion einem projektübergreifenden Rahmenmodell, das sich an die COACTIV-Studie anlehnt sowie die Wissenstaxonomie Shulmans berücksichtigt. Dabei wurde im Unterschied zu anderen Testkonstruktionen im Fach Physik besonders darauf Wert gelegt, mehrere zentrale physikalische Themengebiete sowohl im FW-Testteil als auch im FDW-Testteil zu implementieren. Während der Validierungsphase erfolgte eine Untersuchung von Physiklehrkräften sowie angehenden Physiklehrkräften (Studierenden) der Sekundarstufe I. Die Reliabilität des FW-Testteils war zufriedenstellend (,82), das FDW konnte dagegen nur eingeschränkt reliabel gemessen werden (,65). Weiterhin wurden Konstruktvalidierungsstudien mit Konstrastgruppen durchgeführt. Während beispielsweise Gymnasiallehrkräfte und Fachphysiker im FW aufgrund der ähnlichen fachlichen universitären Ausbildung erwartungsgemäß vergleichbar abschnitten, war der Vorteil der Lehrkräfte im FDW dagegen erheblich größer. 606 $aPhysics 610 $aProfessionelles Wissen 610 $aLehrerkompetenz 610 $aTestkonstruktion 610 $aKompetenzmessung 610 $aValidierung 615 0$aPhysics. 676 $a370 700 $aSchödl$b Anja$0939359 801 0$bUkMaJRU 906 $aBOOK 912 $a9910418321903321 996 $aFALKO-Physik$92117411 997 $aUNINA LEADER 01049nam 2200361 450 001 9910824997403321 005 20230822234010.0 010 $a1-64536-503-4 035 $a(CKB)4100000011138412 035 $a(MiAaPQ)EBC6180889 035 $a(EXLCZ)994100000011138412 100 $a20200808d2020 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe homicide manifesto $eprotocols of a violent crime's investigation /$fCpt. Jose 'Pepi' Granado 210 1$aNew York, New York :$cAustin Macauley Publishers,$d[2020] 210 4$d©2020 215 $a1 online resource (132 pages) 311 $a1-64378-742-X 606 $aHomicide investigation 615 0$aHomicide investigation. 676 $a363.259523 700 $aGranado$b Jose$01612753 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910824997403321 996 $aThe homicide manifesto$93941713 997 $aUNINA LEADER 05251nam 2200601 450 001 9910812407603321 005 20230807211129.0 010 $a0-8261-9615-2 035 $a(CKB)3710000000167683 035 $a(EBL)1729546 035 $a(SSID)ssj0001262253 035 $a(PQKBManifestationID)12416082 035 $a(PQKBTitleCode)TC0001262253 035 $a(PQKBWorkID)11211983 035 $a(PQKB)11741748 035 $a(Au-PeEL)EBL1729546 035 $a(CaPaEBR)ebr10895278 035 $a(CaONFJC)MIL625001 035 $a(OCoLC)883375791 035 $a(MiAaPQ)EBC1729546 035 $a(EXLCZ)993710000000167683 100 $a20140724h20152015 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aNursing rural America $eperspectives from the early 20th century /$fJohn C. Kirchgessner, Arlene Keeling, editors 210 1$aNew York :$cSpringer Publishing Company,$d2015. 210 4$d©2015 215 $a1 online resource (190 p.) 300 $aDescription based upon print version of record. 311 $a0-8261-9614-4 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aCover; Title; Copyright; Contents; Contributors; Foreword; Preface; Notes; Share Nursing Rural America: Perspectives From the Early 20th Century; Chapter 1: Town and Country Nursing: Community Participation and Nurse Recruitment; American Red Cross Rural Nursing Service (1912 to 1913); The First Year; Community Participation; Access to Care; The Work; Additional Education for Rural Practice; Insufficient Workforce; Town and Country Nursing Service (1913 to 1918); Bureau of Public Health Nursing (1918 to 1932) and Public Health Nursing and Home Hygiene and Care of the Sick (1932 to 1948) 327 $aInsufficient Number of Qualified Rural Public Health NursesConcluding Years of the Arc Rural Public Health Nursing Service; Conclusion; Notes; Chapter 2: Public Nursing in Rural Wisconsin: Stretched Beyond Health Instruction; The First County Nurses; Defining the Work of the County Nurse; Nurse-Physician Relationships; The Reality of Budgetary Constraints; Conclusion; Notes; Chapter 3: School Nursing in Virginia: Hookworm, Tooth Decay, and Tonsillectomies; Origins of School Nursing; Rural Schools; Advances in School Health; Hookworm and Sanitary Surveys; Transportation and Distances 327 $aSpecialty ClinicsGaining Access to Families; Financial Barriers; Conclusion; Notes; Chapter 4: Nursing in Schoolfield Mill Village: Cotton and Welfare; Development of an Industrial Nursing Specialty; The Southern Cotton Textile Industry: 1880-1930; Culture, Work, and Health in Southern Textile Mill Villages; Establishing Trust; An Unsafe Environment; A Need for Improved Nutrition; Focus on Safety; Practicing to the Full Extent of Their Education; Health Promotion and Disease Prevention; Schoolfield Village, Dan River Mills, Virginia; Conclusion; Notes 327 $aChapter 5: Care in the Coal Fields: Promoting Health Through Sanitation and NutritionFrom Mountaineers to Miners; Coal Company Care; Health Care Aboveground and Underground; Nurses in the Coal Fields; Koppers Nurses Improve Access to Care; Conclusion; Notes; Chapter 6: Mary Breckinridge and the Frontier Nursing Service: Saddlebags and Swinging Bridges; Roots of the Frontier Nursing Service; A Rural Nurse-Midwifery Service is Born; Rural Health Model; Challenges of a Rural Nurse-Midwifery Service; Advantages of the Rural Setting; Living and Working in Impoverished Mountain Communities 327 $aUsing the Full Extent of KnowledgeConclusion; Notes; Chapter 7: Migrant Nursing in the Great Depression: Floods, Flies, and the Farm Security Administration; The Great Depression and the Dust Bowl; The Ditch Camps; Promoting Health; Government "Suitcase Camps"; Practicing at the Full Extent of Their Education; Gaining Trust; Following the Crops; Conclusion; Notes; Chapter 8: Nursing in West Texas: Trains, Tumbleweeds, and Rattlesnakes; Exploring the Pecos; Ranching and the Railroad; Texas Tea; The Early West Texas Oil Industry; Roughnecks and Rattlesnakes; "Like a War Zone"; An Offer Accepted 327 $aA New Life in West Texas 330 $a""Each chapter depicts nurses facing and overcoming a multitude of challenges as they addressed the medical needs of rural Americans. Because of their spirit of acceptance and community cooperation, their outcomes were remarkable: fully immunized communities, a decrease in mortality rates, statewide health policy implementation, and growth in community pride. The resilience of these nurses and their communities serves as a source of professional pride for problems solved and health enhanced."". -Mary S. Collins , PhD, RN, FAAN. Glover-Crask Professor of Nursing. Director, DNP Program. Wegmans 606 $aRural nursing$zUnited States 615 0$aRural nursing 676 $a362.1/04257 702 $aKirchgessner$b John C. 702 $aKeeling$b Arlene Wynbeek$f1948- 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910812407603321 996 $aNursing rural America$94082149 997 $aUNINA