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ESC Congress 2022的問題，透過圖書和論文來找解法和答案更準確安心。 我們找到下列包括價格和評價等資訊懶人包
國立陽明交通大學 護理學系 童恒新所指導 沈淑芬的 高齡心血管疾病病人之症狀群集復原軌跡探討 （2021），提出ESC Congress 2022關鍵因素是什麼，來自於高齡、心血管疾病、症狀群集、自我管理、生活品質、復原軌跡。
而第二篇論文國立中正大學 教育領導與管理發展國際碩士學位學程 詹盛如所指導 迪凱晴的 Policy Transfer and SDG 4: The Case of Philippine Basic Education （2020），提出因為有 的重點而找出了 ESC Congress 2022的解答。
高齡心血管疾病病人之症狀群集復原軌跡探討
為了解決ESC Congress 2022 的問題，作者沈淑芬 這樣論述：
背景：針對症狀群集的研究主要集中在腫瘤學領域，但這也是心血管病人的重要概念。此外，在台灣沒有研究調查患有心血管疾病的高齡族群的症狀群集復原軌跡，而生活品質是衛生保健結果的良好指標，使用症狀群集及自我管理概念來檢視對高齡心血管疾病病人生活品質的影響值得進一步研究。目的：深入了解隨著時間的變化，患有心血管疾病高齡病人的症狀群集復原軌跡以及其對生活品質及自我管理的影響。研究方法：本研究為縱貫面重複測量之研究設計，採取方便取樣，在三個時間點收集資料(住院第一天、第三個月及六個月)。以人口學資料、疾病資料、心血管疾病症狀、生活品質及自我症狀管理量表等工具進行資料收集。使用統計軟體進行描述性統計及獨立樣
本單因子變異數分析、重複測量行變異數分析、廣義估計方程及潛在成長類別分析等推論性統計來分析研究資料。研究結果：本研究共計收案146人，完成第二次收案有115人(79%)，完成第三次收案為94人(64%)，研究顯示症狀嚴重度有性別之差異；經由時間變化於第三個月後，症狀群集、生活品質及自我管理都有逐漸改善趨勢，到第六個月改善幅度下降。症狀群集與生活品質及自我管理呈現負相關性，而自我管理對生活品質有調節效果。結論：針對此族群的照顧需具有高度敏感性，瞭解基本屬性差異及隨時間流逝所帶來的變化，以提早發現不適症狀，適時介入處理並於3-6個月強化自我管理教育，以維持病人良好生活品質。
Policy Transfer and SDG 4: The Case of Philippine Basic Education
為了解決ESC Congress 2022 的問題，作者迪凱晴 這樣論述：
Inspired by the recognition that education is fundamental to human, social, and economic development and a key to achieving the Sustainable Development Goals (SDGs), the curiosity about the strategies and processes employed by other countries to use SDG 4 in framing their national education pol
icies and programs, and the desire to use the lessons and implications to propose future education policies and programs to the Philippine government; this study aims to find out how the Philippines’ Department of Education (DepEd) received, interpreted, and transferred SDG 4: Quality Education, int
o its national basic education policies and programs. Using Phillips and Ochs’ (2003) Policy Borrowing Framework, this study analyzed policy documents and other official releases from the DepEd and other Philippine government agencies and conducted an interview with a top education policy official t
o find out the motivations for adopting SDG 4; the DepEd’s decision-making process in the adoption of SDG 4; the adaptation of SDG 4 within the Philippine basic education context; and the effects on the current educational structures and outcomes. Findings revealed that the DepEd’s adoption of SDG 4
was motivated by the country’s commitment to the principles of the United Nations and the belief in the SDGs’ guiding philosophy of “leaving no one behind” in education. The findings support the idea that the DepEd’s adoption of SDG 4 is realistic and practical and provides insight into the variety
of ways through which the ideas of the SDG 4 were introduced and disseminated in the Philippines. The findings also show that the Philippines’ context and priorities are in sync with the SDGs, making adaptation suitable and speedy. The DepEd’s adaptation of SDG 4 came in the form of the institution
alization and strengthening of key inclusion programs and new initiatives to improve access to and the quality of education. Although gaps still remain, the strengthened education policies have resulted in positive impacts on the DepEd’s SDG 4 indicators and targets. Monitoring mechanisms have also
been established to ensure all education stakeholders are staying on track of their commitments. The findings might be of value to current and future education policy makers in the Philippines through understanding the current perceptions of SDG 4, reflecting on the strengths and weaknesses of ongoi
ng policies and programs, evaluating the impacts of SDG 4 on existing systems, and allowing them to engage with other countries’ education policy makers regarding how SDG 4 and its targets are approached.