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1
Gray, John D. „The basis of variation in the size and composition of grape berries“. Title page, contents and abstract only, 2002. http://web4.library.adelaide.edu.au/theses/09PH/09phg7794.pdf.
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"Department of Horticulture, Viticulture and Oenology, Faculty of Agriculture and Natural Resource Sciences, The University of Adelaide, Waite Campus, Glen Osmond S.A." Bibliography: leaves 136-149 This investigated focussed on selected aspects of berry development and ripening that were subject to variation. Shiraz and Chardonnay were chosen as experimental varieties because these cultivars presented a large range of variability in the field. The extent of the variation within each of the recorded berry parameters was assessed using the coefficient of variation (CV), a unitless measure of sample variability relative to the sample mean, ideally suited to comparative studies.
2
Whittle, Jan. „Postgraduate participation and performance : research students at the University of Adelaide /“. Title page, contents and introduction only, 1991. http://web4.library.adelaide.edu.au/theses/09EDM/09edmw627.pdf.
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3
Simpson, Donald. „The Adelaide medical school, 1885-1914 : a study of Anglo-Australian synergies in medical education /“. Title page, contents and introduction only, 2000. http://web4.library.adelaide.edu.au/theses/09MD/09mds613.pdf.
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4
Tyler, Michael J. „The biology and systematics of frogs : contributions submitted to The University of Adelaide /“. Title page and summary only, 2002. http://web4.library.adelaide.edu.au/theses/09SD/09sdt983.pdf.
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Thesis (D.Sc.)--University of Adelaide, Dept. of Environmental Biology, 2002.Vol. [2] comprises 6 reprints of published monographs in box folder; but numbered within the publications submitted listing (90 items), and within the 3 categories identified; at the beginning of vol. 1. Includes bibliographical references.
5
Boyd, Rosemarie Ann. „The role and impact of environmental studies on postgraduates in the workforce /“. Title page, table of contents and abstract only, 2003. http://web4.library.adelaide.edu.au/theses/09ENV/09envb7894.pdf.
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6
De, la Lande I. S. „Publications submitted for the degree of Doctor of Science in the University of Adelaide /“. Title page, preface and overview only, 1990. http://web4.library.adelaide.edu.au/theses/09SD/09sdl254.pdf.
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Thesis (D.Sc.) -- University of Adelaide, Faculty of Science, 1991.Vol. 1 has spine title: Control of vascular sensitivity. Vol. 2 has spine title: Aminergic transmitter disposition. Includes bibliographical references.
7
Findlay, Narelle Megan. „The private demand for higher education : a case study of the University of Adelaide and the Flinders University of South Australia /“. Title page, table of contents and abstract only, 1993. http://web4.library.adelaide.edu.au/theses/09EC/09ecf4945.pdf.
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8
Yuen, Robert C. Y. „A humanistic sociological investigation of the backgrounds and attitudes of University of Adelaide students of Mandarin /“. Title page, contents and abstract only, 1990. http://web4.library.adelaide.edu.au/theses/09EDM/09dmy94.pdf.
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9
Pearce, Sophie. „Motor cortical control of human jaw muscles : a thesis submitted for the degree of Doctor of Philosophy in the Department of Physiology, the University of Adelaide, Adelaide, South Australia /“. Title page, table of contents and abstract only, 2002. http://web4.library.adelaide.edu.au/theses/09PH/09php3595.pdf.
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10
Santhanam, Elizabeth. „Investigation and innovation of teaching and learning genetics at the introductory level in the University of Adelaide /“. Title page, contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09PH/09phs2338.pdf.
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11
Seymour, Roger S. „Studies in comparative physiology : a collection submitted for the degree of Doctor of Science in the University of Adelaide /“. Title page and references only, 1999. http://web4.library.adelaide.edu.au/theses/09SD/09sds521.pdf.
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12
Chur-Hansen, Anna. „An investigation of the English language proficiency and academic and clinical performance of University of Adelaide Medical School undergraduates /“. Title page, contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09PH/09phc5595.pdf.
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Thesis (Ph.D.) -- University of Adelaide, Dept. of Psychiatry, 1998.Author's revision to her thesis is in envelope on back page. Copies of author's previously published works inserted. Bibliography: leaves 472-502.
13
Onyeozili, Emmanuel C. „Fear of crime on private urban Historically Black College and University campuses: a survey of the Atlanta University Center students“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1993. http://digitalcommons.auctr.edu/dissertations/3249.
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The fear of crime is analyzed on six college and university campuses that make up the Atlanta University Center (AUC). The study utilizes interview questionnaire data on 325 students attending AUC institutions which were collected during the spring semester of 1993. The analytical procedures used include the reliability analysis, frequency distributions, cross tabulations and chi-square tests. The data analysis did not reveal any significant relationships between fear of crime and demographic characteristics except for gender of the students. Also, there was no significant relationship between fear of crime and prior victimization. However, the relationship between fear of crime and constrained behavior was significant. On the whole, it was evident that fear of crime increases the probability of constrained behavior, which in turn reduces victimization.
14
Hellyer, Sandra J. „Diverse perceptions of a midwest university“. [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3178424.
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Thesis (Ph.D.)--Indiana University, School of Education, 2005.Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2126. Adviser: Edward St. John. "Title from dissertation home page (viewed Nov. 27, 2006)."
15
Raser, Lisa Jayne. „Epistolary Pedagogy: Communicating Care in the University Classroom“. OpenSIUC, 2013. https://opensiuc.lib.siu.edu/dissertations/787.
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AN ABSTRACT OF THE DISSERTATION OF Lisa J. Raser, for the Doctor of Philosophy degree in Speech Communication, presented on October 30th, 2013, at Southern Illinois University Carbondale. TITLE: EPISTOLARY PEDAGOGY: COMMUNICATING CARE IN THE UNIVERSITY CLASSROOM MAJOR PROFESSOR: Dr. Suzanne M. Daughton While many scholars have affirmed the importance of communicating care in pedagogical settings (Noddings; Bubeck; Held; Ruddick; Monchinski; hooks; Palmer) there is a need for more scholarly discussion about what the communication of care between teachers and students looks like as a daily, tangible practice. Geneva Gay writes that educators "are hard-pressed to characterize [caring] in actual practice, to put a functional face on it that goes beyond feelings of empathy and emotional attachment" (48). In this dissertation, I examine letter writing in the classroom as one practice of communicating care between teachers and students. As a teacher who seeks to communicate care to my students, I am interested in what pedagogical care looks like, in action. Since I have employed my own "epistolary pedagogy" of writing letters to my students at the beginning of each semester, I want to know how my letter might communicate the giving of care and how the letters written by my students might communicate the receiving of care. Therefore, the data for this project consists of my letter that I wrote to my students at Southern Illinois University as well as a sample of thirty letters that I received back from my students in response to my letter. For analysis, I utilize a version of generic rhetorical criticism combined with a nonviolent communication lens as a method for revealing and understanding the communicative patterns that exist across this collection of letters. The textual evidence across the letters from my students suggests the rhetorical patterns of: self-disclosure, hopes and contributions, assessment, and connection with my letter. These patterns help me to understand ways that my students may be receiving my letter as care. This project explores how an epistolary pedagogy functions as care-in-action because it opens a space for communication between teacher and student, leads to feelings of comfort in the classroom, and provides an opportunity for teacher and students to build a continuing relationship.
16
Kim, Jong-Ho. „LEISURE, STRESS COPING, AND HEALTH IN UNIVERSITY EMPLOYEES“. OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1071.
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Stress is the main contributing risk factor in the development of chronic diseases such as cardiovascular diseases and diabetes as well as mental illnesses such as depression, anxiety, and somatic symptoms. In particular, job stress may undermine the productivity, morale, relationships, and well-being of employees. Mounting research demonstrate that leisure can contribute to one’s health and well-being by enhancing a stress coping mechanism. The primary purpose of this study is to investigate stress coping and health-promoting behaviors in conjunction with leisure by comparing three types of leisure (active, passive, and social). In addition, the associations between types of leisure motivation and types of leisure, personal attributes influencing types of leisure, and personal attributes moderating the impact of types of leisure motivation on active leisure, were examined. A cross-sectional study was conducted by distributing electronic surveys containing five instruments (Types of Leisure, Leisure Motivation, Coping Self-Efficacy, Perceived Stress, and Health-Promoting Behaviors) along with a demographic questionnaire to 3739 Southern Illinois University (SIU) full-time employees. Self-Determination Theory (SDT) was used to provide the theoretical framework for this study. Perceived stress, coping self-efficacy, and health-promoting behaviors in conjunction with types of leisure were examined. SDT, which mainly posits human psychological well-being induced by fostering intrinsic motivation as opposed to extrinsic motivation, derived research questions with respect to the relationships between types of leisure, types of leisure motivation, and health-promoting behaviors. In addition, the influences of types of leisure motivation on alleviation of perceived stress were examined by comparing the types of leisure (active, passive, and social). For the demographic variables, the influences of personal attributes such as age and BMI on types of leisure were examined. Lastly, whether perceived health status moderates the effect of the type of leisure motivation on active leisure was investigated. Demographic data showed that out of 605 (N = 605) who participated in the survey, 448 participants completed all the survey questions. Statistical analyses which employ descriptive, Pearson correlation, simple/simultaneous regression, and multivariate analysis of variance (MANOVA) were performed to investigate the research questions. The analyses revealed that all three types of leisure (active, passive, and social) were positively correlated with each other, coping self-efficacy, health-promoting behaviors and negatively correlated with perceived stress. Also, coping self-efficacy significantly predicted health-promoting behaviors as well as perceived stress. With respect to the associations between types of leisure motivation and types of leisure, intrinsic leisure motivation toward stimulation had the strongest significant association with active leisure. Intrinsic leisure motivation toward knowledge had the strongest significant association with passive leisure. Extrinsic leisure motivation identified had the strongest significant association with social leisure. With regard to types of leisure motivation influencing perceived stress, intrinsic leisure motivation toward external regulation was the strongest significant predictor for elevated levels of perceived stress even after taking into account intrinsic leisure motivation toward stimulation and extrinsic leisure motivation identified. In addition, extrinsic leisure motivation identified significantly predicted lowered levels of perceived stress. With regard to the association between types of leisure motivation and health-promoting behaviors, extrinsic leisure motivation identified had the strongest significant association with health-promoting behaviors. For the demographic variables in conjunction with types of leisure, females exhibited a significantly higher score on social leisure than males and education levels influenced active leisure, indicating that employees with a master's degree had a significantly higher score on active leisure than those with bachelor's degree or some college/high school diploma. Perceived health status significantly predicted active leisure, indicating that university employees with higher levels of perceived health status were more likely to participate in active leisure than those with lower levels of perceived health status. Lastly, the interaction between perceived health status and intrinsic leisure motivation toward stimulation was significant, indicating that the impact of intrinsic leisure motivation toward stimulation on active leisure differed depending on perceived health status. In other words, the impact of intrinsic leisure motivation toward stimulation was significantly greater in university employees with low perceived health status as compared to those with high perceived health status. This study seems to be meaningful in suggesting that leisure can be a contributing factor for health possibly through reducing perceived stress and enhancing health behaviors. Also, meaningful engagement in leisure may play a role as an effective stress coping strategy, which may lead to long term health-promoting behaviors by fostering intrinsic motivation. Personal attributes such as age, BMI, education level, and perceived health status may impact participating in active leisure. Furthermore, perceived health status may moderate the impact of intrinsic leisure motivation toward stimulation on active leisure. Further research comparing types of leisure impacting stress and health behaviors with more well-refined types of leisure scale is warranted.
17
Tracy, Christine. „Improving Undergraduate Student Retention at a Midwestern University“. ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4181.
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Student retention in higher education has become a national problem. At a small midwestern university, the retention rate has been declining, and the freshman to sophomore retention rate was 64% in 2013. The purpose of this intrinsic case study was to investigate ways to improve student retention. Tinto's theory of integration was used to explore the students' and administrators' perceptions of the factors that contribute to poor student retention to graduation. This study analyzed 519 student exit-forms from 2012-2015, 6 semistructured interviews from a purposeful sample of 10 administrators, and an analysis of university archival data. A thematic analysis of the data was completed. The following themes emerged from the analysis: financial problems, academic concerns, and social concerns. Based on the research findings, a 3-day professional development workshop was developed for university administrators, faculty, and staff to help increase their knowledge of retention, reasons why students are not staying, and strategies to academically and socially integrate students into the campus community. The workshop included strategies and activities designed to increase student retention. This study provided administrators, faculty, and staff with strategies and resources to help increase student retention, which may lead to improved graduation rates and less time to graduate.
18
Khaledpour, Sara. „Comparison of prejudice among University of Central Florida students“. Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1430.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Sciences
Psychology
19
White, John William. „A search for the pathophysiology of the non-specific occupational overuse syndrome (RSI) : a research project undertaken in the Department of Orthopaedics and Trauma, Royal Adelaide Hospital and the Department of Surgery, University of Adelaide /“. Title page, contents and abstract only, 1995. http://web4.library.adelaide.edu.au/theses/09PH/09phw5853.pdf.
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20
Nwosu, Mike Chike. „Youth Entrepreneurship Among University Graduates in Anambra State, Nigeria“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6637.
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Nigerian policy is inconsistent with regard to the promotion of entrepreneurship among young adults in Anambra State that would serve as a guide to becoming self-employed. Most young adults in Anambra State lack information on entrepreneurial characteristics to become self-employed. The issues confronting Anambra State as a result of youth unemployment include increase in crime rate, drug abuse, kidnapping, and suicide rate. Guided by the human capital theory, the purpose of this case study was to explore the entrepreneurship strategies that young adults in Anambra State needed to become self-employed after graduating from universities. Twenty youth entrepreneurs participated in the individual interviews, 5 participated in a focus group, and 5 policymakers participated in another individual interview. Data were coded and analyzed using Yin's 5 step procedure involving compiling, assembling, analysing, dissembling and repeating the entire process three times until the themes emerged. The emerging themes were mentorship, vocational training, and ad-hoc programs. These findings revealed that youth who participated in these programs (mentorship, vocational training and ad-hoc) obtained entrepreneurial strategies and consequently ran more profitable enterprises than those who did not. The implications for positive social change include recommendations to policymakers to expand the mentoring program among young adults and introduce vocational education that could enhance employment rate, thereby improving the standard of living, and create educational programs for university students with the expectation that upon graduation they may be able to develop businesses that may lead to the creation of employment and empower young entrepreneurs towards national growth and development.
21
Guerra, Achem Joaquin. „Clarifying Assessment Outcomes for a University-Based Technology Park“. ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1893.
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A private, nonprofit university in Mexico invested millions of U.S. dollars in a strategic initiative to build and operate technology-knowledge transfer parks (TKTP) with the mission of supporting the development of Mexican society's entrepreneurial capabilities. The university, however, lacked an assessment policy for gauging the effectiveness of the TKTP initiative. The purpose of this study was to explore stakeholder values about TKTP effectiveness in order to inform future assessment of TKTPs. The triple helix conceptual framework of collaboration between universities, business and industry, and government informed the design of this study. The central question for this study sought to clarify what stakeholders perceive to make TKTPs effective. The study employed stratified random sampling and cross-sectional stakeholder survey data (N = 129). Data analysis included descriptive statistics to present common themes about TKTP stakeholder values, as well as ANOVA to discern significant differences in TKTP valuations between the stakeholder groups. A key finding was that stakeholder groups lack enough information to assess whether the university achieved its original objectives by using the TKTP initiative. Other findings revealed that the stakeholder groups agreed on several criteria for TKTP assessment. A policy recommendation for TKTP assessment, based on the research findings, is provided as part of the project component of this study. This project study supports positive social change by encouraging the region's transformation into a more entrepreneurial, innovative, and knowledge-based economy through continued but more accountable use of TKTPs in Mexico.
22
Horn, Jody. „The nature and status of training in university-level food service enterprises /“. Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1408595371&sid=11&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2007."Department of Workforce Education and Development." Keywords: University-level, Food service enterprises Includes bibliographical references (p. 98-103). Also available online.
23
Vandongen, Robert. „[Biochemical and epidemiological basis of hypertension] : published works submitted to the University of Adelaide for the degree of Doctor of Science /“. Title page and summary only, 1987. http://web4.library.adelaide.edu.au/theses/09SD/09sdv246.pdf.
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24
Moore, Lucy Maree. „Hofstede's national cultural framework : a case study of the twinning arrangement between the University of Adelaide and Sepang Institute of Technology /“. Title page, abstract and contents only, 2002. http://web4.library.adelaide.edu.au/theses/09C/09cm8229.pdf.
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25
Crow, Brent Michael. „THE RELATIONSHIP BETWEEN UNIVERSITY STUDENT FACEBOOK USAGE AND ALCOHOL CONSUMPTION“. OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/808.
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The purpose of this study was to investigate whether college students' use of the social networking site Facebook influenced their alcohol consumption. In particular, the relationship between students' alcohol use and exposure to alcohol-related content through various features or activities on Facebook was examined. An additional focus was to identify whether certain variables increased the chances of predicting students' alcohol and Facebook use. The study employed a non-experimental, quantitative, descriptive and correlational research design to examine the relationship between students' alcohol consumption, Facebook use, and exposure to alcohol-related content through various applications or features on Facebook. The sample consisted of 502 undergraduate students enrolled in the university at the time of data collection. Data were obtained through the use of a survey instrument designed by the researcher, for the primary purpose of soliciting self reported rates of alcohol consumption, Facebook use, and exposure to alcohol-related content on Facebook. The results of this study indicate that student alcohol consumption and Facebook usage are on par with current research. No statistically significant correlations were found between Facebook usage, various features or activities on Facebook, and students' consumption of alcohol.
26
Lockwood, Arden. „EXPLORING UNIVERSITY PROJECT MANAGEMENT PRESENCE AS RELATED TO ORGANIZATIONAL MODELS“. OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/1018.
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This dissertation explores the presence of Project Management (PM) at 162 American Universities via data gathered from their publicly accessible websites. Motivated to expand the inventory of American university PM data to the international literature, I experimented with the potential to correlate statistically PM data items to organizational models and the effectiveness of university management. Using Confirmatory and Exploratory Factor Analysis (CFA and EFA) statistical methods, I investigated two University Project Management Presence Models [U(PM)2] and their relationships to the interdisciplinary research framework. Drawing from Project Management, Policy Analysis Research, Organizational Theories, and American Higher Education Histories, I also included qualitative techniques in the research design. I conclude that this study facilitates the analysis of universities as complex organizations through a Higher Education administrator's point of view. Not only do the findings suggest a correlation of PM data to predict a university's graduation rate, but also--more foundationally--the study confirms that Project Management does exist at American universities, even if that expertise does not yet exist.
27
Liu, Sherry. „Effectiveness of a University Bilingual Degree Program Among Overseas Chinese“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5497.
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The language and communication skills of foreign students have long been a concern in
U.S. universities. The majority of U.S. universities require foreign students for whom English is not their native language to take English language proficiency tests such as the Test of English as a Foreign Language (TOEFL) as part of admission requirements. Some universities have included interventions to increase the success of Chinese students against their struggle to understand English course content. One such program is the Gateway to Successful Tomorrow Bilingual Degree Program (GST). The gap to be addressed on this study was that the effectiveness of GST has not been formally evaluated among foreign students particularly overseas Chinese students studying at U.S. universities. The purpose of this study was to examine the effectiveness of the GST among overseas Chinese students studying at U.S. universities as measured through students' grade point averages (GPA) and TOEFL scores. The theoretical framework that guided this study was the Vygotsky's sociocultural theory. The quantitative study used a causal comparative design to gather quantitative data from student achievement records and TOEFL scores. Pearson's correlation analysis and analysis of variance were conducted to predict if underlying relationships exist among variables. Key findings of the analyses showed that GST students had a significantly higher GPA than non-GST student. However, results also indicated that there was no evidence that the GST program significantly improved TOEFL scores. The GST program had an overall positive impact on the international Chinese students' academic performance and with continued research international students stand to gain even more from this program.
28
Cort-Blackson, Maureen. „The Effects of Sleep Deprivation on Online University Students' Performance“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5547.
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Sleep deprivation affects the academic performance of online university students, and students who have family responsibilities and a full-time job have a higher prevalence of sleep deprivation. This phenomenological study examined the lived experiences of online university students regarding sleep patterns, sleep deprivation, and the impact on their academic performance. The theoretical foundation for this study was based on the opponent processing model that explains the 2 fundamental processes necessary for individuals to function at their optimum ability: the sleep-wake homeostatic process and the circadian rhythm processes. The research question explored the beliefs and perceptions of 10 online university students, while the sub questions focused on how distractions, social media, family, and work-related duties affected their sleep patterns. Purposeful sampling was used to recruit the participants who were current online university students, with a full time job, a family and family responsibilities. Data were analyzed through pattern coding and structural analysis. Four themes emerged from the analysis of the data: the effects of sleep deprivation, adjustment to daily lives, factors affecting sleep deprivation, and impressions of online education. Results demonstrated that sleep deprivation causes tiredness, sluggish thinking and cranky responses. Positive social change can be achieved if the 10 participants participate in building a community of online university students who will maintain an alumni base that can foster mentoring and empowering others to decrease sleep deprivation that helps in maintaining good academic standards.
29
Simmons, Janelle. „White Undergraduate Student Engagement at a Public Historically Black University“. ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3412.
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Historically Black colleges and universities (HBCUs) have provided academic and social support to Black students; however, with an increase in White students attending HBCUs, HBCU leaders have been challenged to acquire a better understanding of the White student population to increase their retention and graduation rates. This phenomenological project study addressed how White undergraduate students' participation in curricular and extracurricular activities influenced their academic success. The conceptual framework included elements from Astin's involvement theory and Helms's White racial identity development model. Eight White undergraduate students at a mid-size public HBCU were interviewed over 2 weeks. Exploratory analysis of one-one interviews and documents indicated minimal problems with peer-to-peer interaction or participation in extracurricular activities, but a slight disconnect between White students and faculty. Findings were used to develop a mentor program to improve relations between White students and faculty, which may increase White students' retention and graduation rates at the HBCU.
30
Salhani, Karim Salhani Rafic. „Understanding the Potential of University Teachers to Become Unit Coordinators“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5036.
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Current reports estimate that 1 in 5 unit coordinators at universities resign each year. When it comes to management of talent, universities lag behind other industries. The problem is university leaders lack empirical ways of identifying future leaders to ensure the survival and growth of the institution. The purpose of this study was to understand how university teachers demonstrate formal leadership potential by uncovering the main behavioral patterns, personal characteristics, tasks, and relationship-building activities of teachers that enable them to become excellent candidates for leading a department. With the Leadership Potential BluePrint as a conceptual framework, a multiple-case study design fostered the collection of data through in-depth interviews with 20 unit coordinators at universities in Lebanon. The results of a multiple-case and cross-case analysis suggest that successful unit coordinators are interpersonally skilled, collegial, emotionally mature, resilient, multitasking, driven, open, assertive, and cognitively intelligent. In terms of behaviors, they ensure an abundance of interactions, encourage teamwork, build consensus, delegate tasks and responsibilities, hold an open-door policy, motivate, inspire and develop others, ensure their physical presence in the department, foster an environment of honesty and transparency, and build trust in the workplace. This study is likely to produce a positive impact on university teachers' professional opportunities and students' postgraduate lives because of a better access to and development of unit coordinators.
31
Morgan, Ruth C. „Factors of Resilience that Support University Art and Design Students“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2074.
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Graduation rates in bachelor's degrees in the United States continue to be lower than stakeholders expect, despite the many advantages of college completion. This phenomenological study investigated the interplay between resilience, coping strategies, and college completion for undergraduate art and design students in an effort to improve graduation rates. The purpose of this study was to address gaps in the literature regarding art and design students' resilience and academic success. Findings were interpreted using 3 conceptual frameworks: resilience theory, Bronfenbrenner's ecology of human development, and Dweck's theory of mindsets and self-beliefs. Research questions guiding this study addressed the external and internal factors that support resilience, the most stressful situations students faced while attending the university, and the coping strategies students used to manage stress, regain resilience and graduate. Data collection included individual semi-structured interviews with 11 graduating seniors and an alum from a single public university in the eastern United States. Data were supplemented by individual semi-structured interviews with 1 faculty member and 2 campus counselors from the same university who had extensive interactions with art and design undergraduates. Key results from the data analysis found that supportive relationships with peers, access to financial aid, stress-free living environments, motivation, tenacity, and self-efficacy were important factors for academic success. The most stressful situations students reported were studio critiques, a lack of compatibility with roommates, and health issues. This study promotes positive social change by providing information for stakeholder's use in bolstering students' resilience in order to manage stress and improve college completion rates.
32
Zibran, Minhaz Fahim, und University of Lethbridge Faculty of Arts and Science. „A multi-phase approach to university course timetabling“. Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Arts and Science, 2007, 2007. http://hdl.handle.net/10133/633.
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Course timetabling is a well known constraint satisfaction optimization (CSOP) problem,
which needs to be solved in educational institutions regularly. Unfortunately, this course
timetabling problem is known to be NP-complete [7, 39].
This M.Sc. thesis presents a multi-phase approach to solve the university level course
timetabling problem. We decompose the problem into several sub-problems with reduced
complexity, which are solved in separate phases. In phase-1a we assign lectures to professors,
phase-1b assigns labs and tutorials to academic assistances and graduate assistants.
Phase-2 assigns each lecture to one of the two day-sequences (Monday-Wednesday-Friday
or Tuesday-Thursday). In Phase-3, lectures of each single day-sequence are then assigned
to time-slots. Finally, in phase-4, labs and tutorials are assigned to days and time-slots.
This decomposition allows the use of different techniques as appropriate to solve different
phases. Currently different phases are solved using constraint programming and integer
linear programming. The multi-phase architecture with the graphical user interface allows
users to customize constraints as well as to generate new solutions that may incorporate
partial solutions from previously generated feasible solutions.ix, 117 leaves ; 29 cm
33
Crews, Kimberly Anne. „Adult Students' Perceptions of Transfer Services at an Historically Black University“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2024.
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Data from the National Center for Education Statistics have indicated a steady growth of students attending 3 or more institutions while pursuing a baccalaureate degree. When students transfer institutions, they may have specific needs for their new institution. Informed by the transfer receptive culture framework, the purpose of this qualitative case study was to explore the perceptions of students who had attended 3 or more postsecondary institutions on the services they received, before and after their transfer. Purposeful sampling yielded 9 adult students with multiple-institution attendance histories. Data were collected through semistructured instant messaging interviews. A series of messages included multiple questions and opportunities for detailed participant responses. The interview data were open coded and thematically analyzed using constant comparative methods. The results indicated that the students expected a streamlined transition process, yet most perceived the institution to have limited technical and human resources dedicated to transfer services. The resource shortage contributed to institutional barriers requiring students to expend their cultural, social, and transfer capital to complete the transfer. Recommendations for the local institution include electronic transcript delivery, automated transcript processing, transference of student data maintenance, and early degree-specific credit evaluations. The study contributes to positive social change by providing research findings to the local site on possible ways to improve services for transfer students.
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Bokhari, Zaigham. „Integration into a Historically Black University: Transfer and Native Students' Experiences“. ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4126.
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Historically Black Colleges and Universities (HBCUs) receive the highest proportion of transfer students (TS) who encounter unique challenges to academic/social integration such as difficult socioeconomic backgrounds, insufficient support of their families, and limited access to student counseling and career guidance services on campus. The purpose of this study was to improve the understanding of the effects of these challenges on TS. Using the Survey of Native and Transfer Students Integration, the study collected quantitative data on measures of TS academic/social integration and qualitative data on TS personal experiences (n = 150). The results of correlation analyses suggest that (1) academic/social integration is positively correlated with institutional commitment regardless of student's status, but native students exhibit a higher degree of correlation; (2) TS have significantly higher GPAs than native students; (c) no statistically significant differences were found in academic/social integration between native and TS. The results of qualitative content analyses indicate that support by faculty/staff is the most beneficial factor in TS integration. Overall, the results demonstrate that academic/social integration has a positive effect on TS institutional commitments but contradict past findings that TS perform worse academically. The findings have implications for social change. At the individual level, the results will inform student advisors about TS unique challenges, which will benefit TS directly by improving academic/social integration process at HBCUs. At the organizational level, the results will help HBCUs to optimize educational policies, which will increase efficiency in students' academic goals attainment. At the societal level, the results will facilitate increases in graduation rates of TS at HBCUs, which will directly benefit their families and communities.
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Carter, Wesley. „Media Marketing Strategies University Leaders Use to Increase Alumni Financial Support“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5061.
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Colleges and universities in the United States could end operations in record numbers largely from financial shortfalls. The Urban Institute reported that nonprofit organizations lost $3.4 billion in reneged pledges from 2013 to 2014 from donor dissatisfaction, creating a problem because financial losses can occur from a lack of understanding on how media marketing efforts affect fundraising. The purpose of this qualitative multiple case study was to identify traditional and social media marketing strategies that some nonprofit college and university leaders use to increase alumni financial support. Interviews took place with 7 college or university leaders at 3 private, nonprofit colleges or universities in the southeastern United States. The 7 leaders consisted of 3 vice presidents, 2 provosts, and 2 presidents. The conceptual framework differentiated media into categories, 2 of which were owned media and earned media. As the primary data collection instrument, collection of marketing literature for each school and 7 semistructured interviews occurred. In the data analysis process, transcription of interview data and coding using the modified van Kaam method took place discovering themes. The 4 themes discovered included social media effectiveness, evolution of traditional marketing blending with social media marketing, social media marketing efficiency, and the multiplier effect of social media. Implications for social change included increasing the scholarship ability of schools, creating an affordable environment for students to receive postsecondary education. Additional benefits included enhanced economies for communities where a college or university resides and an improved level of education per capita in the areas surrounding a college or university.
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Cook-Wallace, Mary Kathleen. „Perceptions of university-level distance education agents with respect to commitment, administration and technology /“. Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1342741061&sid=8&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2007."Department of Workforce Education and Development." Keywords: University-level, Distance education, Commitment, Administration, Technology commitment Includes bibliographical references (p. 99-125). Also available online.
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Gordon, Liezel. „Career indecision amongst prospective university students“. Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51643.
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Thesis (MA)- University of Stellenbosch, 2000.ENGLISH ABSTRACT: The numerous prospective university students' who present at the Centre for Student Counselling of the University of Stellenbosch for guidance in selecting an occupation or university course, suggest that there is a high level of career indecision amongst such individuals. With the purpose of addressing career indecision, the present study examined the nature thereof amongst prospective university students. The prevalence of specific aspects of career maturity (namely, self-information, decision-making, career information, integration of self-information and career information, and career planning) underlying career indecision were investigated, as well as the correlations between these aspects. In addition, the correlations between the aspects of career maturity and certain biographical variables such as gender, home language, declared career choice, differentiation of interests, and self-reported level of career indecision were examined. Eighty-four prospective students, who presented for career counselling at the Centre for Student Counselling of the University of Stellenbosch, served as subjects in the study. The subjects completed the Career Development Questionnaire (CDQ), the Meyer Interest Questionnaire (MB-10) and a biographical questionnaire compiled by the researcher. The results of the study indicated that a substantial number of prospective university students experience career indecision. There were statistically significant correlations (p<0,01) between the 5 scales of the CDQ. In addition, there were statistically significant correlations (p<0,01) between the 5 scales of the CDQ, and self-reported level of career indecision. There were no clinically significant correlations between gender and home language, and any other variable measured. An attempt was made to address career indecision amongst the population group by making certain recommendations regarding the content and process of career counselling for prospective university students.
AFRIKAANSE OPSOMMING: Die aantal voornemende universiteitstudente wat by die Sentrum vir Studentevoorligting aan die Universiteit van Stellenbosch aanmeld vir voorligting in verband met die keuse van 'n beroep of universiteitskursus, is aanduidend van 'n hoë mate van beroepsbesluitloosheid onder die individue. Die onderhawige studie ondersoek die aard van beroepsbesluitloosheid onder voornemende universiteitstudente ten einde die beroepsbesluitloosheid aan te spreek. Die voorkoms van sekere komponente van loopbaanvolwassenheid (naamlik selfinligting, besluitneming, loopbaaninligting, integrering van selfinligting en loopbaaninligting, en loopbaanbeplanning) onderliggend aan beroepsbesluitloosheid is ondersoek, sowel as die verband tussen die komponente. Die verband tussen die komponente van loopbaanvolwassenheid en verskeie biografiese veranderlikes soos geslag, huistaal, verklaarde loopbaankeuse, onderskeiding van belangstellings, en self-gerapporteerde vlak van beroepsbesluitloosheid is ook ondersoek. Vier-en-tagtig voornemende studente wat by die Sentrum vir Studentevoorligting aan die Universiteit van Stellenbosch aangemeld het vir beroepsvoorligting, is by die studie betrek. Die subjekte het die Loopbaanontwikkelingsvraelys (LOV), die Meyer-Belangstellingsvraelys (MB-10) asook 'n biografiese vraelys wat deur die navorser opgestel is, voltooi. Die resultate het getoon dat In aansienlike hoeveelheid voornemende studente beroepsbesluitloosheid ervaar. Daar was statisties beduidende verbande (p<0,01) tussen die 5 skale van die LOV. Verder was daar statisties beduidende verbande (p<0,01) tussen die 5 skale van die LOV en gerapporteerde vlak van beroepsbesluitloosheid. Daar was geen klinies betekenisvolle verbande tussen geslag en huistaal, en enige ander veranderlike nie. Daar is gepoog om beroepsbesluitloosheid onder voornemende studente aan te spreek deur aanbevelings te maak in verband met die inhoud en proses van loopbaanvoorligting vir voornemende universiteitstudente.
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Singh, Mohan G. „Data base management system for the placement center of the Atlanta University“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1985. http://digitalcommons.auctr.edu/dissertations/2137.
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The Placement Center of the Atlanta University organizes interviews of the students with the companies around the country. A database management system is being developed for signing up and preparation of interview schedules on the IBM PC. The dBASE II database manager is used for creating the database and writing the programs to access the database. In the first phase, a pilot database management system was tested and suggestions were collected. This system us called Model I. In this model, the database exists in the third normal form. The students and the Placement Office personnel found this system to be not too user-friendly. Then Model I was modified to make the system more user-friendly and cut down the user-time. The modified system is called Model II, where the database is the unnormalized form.
This study makes a comparison of Model I and Model II and analyzes the advantages and disadvantages of both the models and concludes that in order to make a database system user-friendly and cut down the user-time, sometimes a database may have to be designed in the unnormalized form; knowing that a database in unnormalized form has insertion, deletion and update anomalies.
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Reeves, Neal D. „Estimating the potential supply of black entrepreneurship using the black university setting“. DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1988. http://digitalcommons.auctr.edu/dissertations/2385.
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The objective of this study was to identify factors that increase the potential supply of black entrepreneurs. We argued that blacks' ability to pursue entrepreneurial opportunities is related to their ability to obtain information and knowledge. The black university setting was selected as the stage to test this paradigm.
The data on which this study is based were obtained from the 1980-84 United Negro College Fund Statistical Reports.
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Cummins, Molly. „COMMUNICATING CARE: A CRITICAL COMMUNICATION PEDAGOGY OF CARE IN THE UNIVERSITY CLASSROOM“. OpenSIUC, 2014. https://opensiuc.lib.siu.edu/dissertations/809.
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The university classroom is an invaluable site for social activism. In this study, I focus on the university classroom in order to consider how university instructors care for students. More specifically, I consider what I call critical care--that is, care underscored by critical and critical communication pedagogy. I start by defining care, critical pedagogy, and critical communication pedagogy. Then, I focus on my own experiences autoethnographically to understand some of the ways I have come to understand care. After conducting interviews with teachers and those teachers' former students, I conducted dyad interviews between the teacher and the teacher's former student. I use the transcripts of these interviews as the data for an analysis of how these teachers and students understand care in their relationship. Because the teachers selected must have some background with critical and/or critical communication pedagogy, I also use the transcripts to build a case for critical care. I argue that critical care is the best way to build more humane and equitable classrooms.
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Dallas, Bryan. „ATTITUDES OF TEACHING FACULTY TOWARD INCLUSIVE TEACHING STRATEGIES AT A MIDWESTERN UNIVERSITY“. OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/456.
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This study measured postsecondary faculty attitudes toward academic accommodations and an inclusive teaching method called Universal Design for Instruction (UDI). The purpose of the study was to help determine a readiness for change among faculty with regard to implementing UDI principles, compare differences between faculty groups, as well as add to the postsecondary UDI research agenda. UDI requires faculty instructional design and has the potential to reduce the need for individualized academic accommodations and increase the retention and graduation rates of students with disabilities. The study included an online survey e-mailed to 1,621 faculty at Southern Illinois University Carbondale (SIUC). Independent variables included: amount of teaching experience, teaching status (i.e., full-time, part-time), academic discipline, and amount of prior disability-related training. Results showed significant differences among faculty based upon amount of teaching experience, prior disability-related training, and academic discipline. Generally, faculty with more teaching experience and prior disability-related training had more favorable attitudes toward accommodations and UDI concepts. Faculty in the colleges of Applied Sciences and Arts (ASA), Education, and Mass Communication and Media Arts had more favorable attitudes toward multiple means of presentation than the colleges of Science and Liberal Arts. Faculty in the college of Education had more favorable attitudes toward providing accommodations than the college of ASA. The study effectively started a dialogue with SIUC faculty on their willingness to use UDI principles. Overall, faculty reported mostly positive attitudes toward UDI concepts and traditional academic accommodations. Results could be utilized when proceeding with targeted training for faculty on UDI in postsecondary settings.
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Jeannin, Loïse M. „Professional Development Needs of Faculty Members in an International University in Thailand“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2187.
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In an international university in Thailand, with students coming from 92 different
countries, faculty members reported a need for professional development (PD). The purpose of this study was to understand faculty members' needs and preferences in the undergraduate department to help the administration offer appropriate PD programs. In accordance with the situated cognition theory, professional learning was approached as a social process embedded in workplace interactions. Research questions pertained to teachers' perceptions about their learning needs, program preferences, and the relationship between PD and student learning outcomes. In this descriptive case study, data were collected from fulltime faculty members via a focus group of 5 participants and 8 individual face-to-face and email interviews. In accordance with a maximum variation sampling strategy, the sample included faculty members from varied academic and cultural backgrounds and diverse lengths of experience in the university. Thematic coding analysis revealed 4 themes: (a) a desire to learn specific content such as classroom management techniques, pedagogy for university-level students, assessment design, and instructional technology; (b) a desire to observe and apply new techniques to better engage diverse students in large classes; (c) a desire to learn collegially to share context-relevant information; and (d) expectations from the university administration. As a result of this study, tailored recommendations for this university were derived to contribute to social change. Appropriate PD programs can enable faculty members to hone their pedagogical skills and improve student learning experience in this multicultural setting.
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Turner, Kendra M. „Impact of Change Management on Employee Behavior in a University Administrative Office“. ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3547.
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This qualitative case study focused on the effect of a system implementation upgrade on employees' job performance within a central administration department of a major research university in the Southern United States. Review of literature revealed a lack of a specific model or process for system implementation upgrades and its impact on employees' performance in a university administrative office. Guided by Kotter's research on change management models, the research questions examined the attitudes and behaviors of employees involved with the business process project. Data collection was through purposeful sampling and face-to-face interviews with 11 employees. Data were analyzed through pattern-matching technique. The findings were that employees initially felt positive about being a part of the business process project. During the project, employees actually experienced (a) a lack of training, which employees advised to management was very important to a new process; (b) no definitive assistance and a lack of communication for individual concerns; (c) management's increased job duties and responsibilities without increased income; and (d) feeling unvalued in employee meetings. The implications for social change include the potential for positive employee behavior in colleges and universities when management is considering a change model or process involving employees in a system implementation during organizational change.
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Myers, Greeley Robert. „University Presidents and the Role of Fundraising at Private Liberal Arts Universities“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2368.
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In the last decade, private liberal arts universities have experienced financial difficulties requiring the need to raise private funds. The financial viability of these universities depends on the ability of university presidents to raise money; however, challenges remain to carry out this task. To increase fundraising effectiveness at the university being examined, this case study identified skills and practices of 10 university presidents who achieved fundraising success during their tenure, such as the completion of a capital campaign or the growth of the university's endowment. Transformational leadership style traits were considered to determine their alignment with the successful fundraising behaviors identified. The 10 university presidents were selected to participate through referral sampling that identified peers from the professional networks of study participants that met the selection criteria. The presidents were interviewed, and those data were recorded, transcribed, organized, and coded into emerging themes. Results indicated the importance of setting a vision for the university and implementing behaviors that motivated donors to join that vision. Identified skills were practical applications of a leadership style that were grounded in the importance of personal relationships. The study contributes to positive social change by providing skills and behaviors for university presidents to improve their fundraising effectiveness in order to provide increased resources for universities to better carry out their educational mission.
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Sauer, Karen. „University Professors' and Department Directors' Perceptions Regarding Support for Freshman Academic Performance“. ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4021.
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In Chile, 50% of students who enroll in Chilean colleges do not graduate, negatively impacting their families' economic situations as well as national development. The purpose of this qualitative bounded case study was to gain a deeper understanding of the perceptions held by math, English, and general education professors regarding the support provided to freshman students in a program at 1 campus of a private Chilean university. Deci and Ryan's self-determination theory emphasizing internal and external motivations and social constructivism theory emphasizing development as a process comprised the conceptual framework. Both theories provide meaningful understanding of the drivers that support students in their learning process. The research questions focused on understanding the support that math, English, and general education professors and directors might provide to freshman students. A purposeful homogeneous sampling was used to identify 9 professors and 3 directors. Data collection involved semistructured interviews, peer debriefing, and member checks to triangulate the data. The findings revealed that the university could benefit from implementing a seminar program to acclimate conditionally admitted students to university studies. A 1-week seminar was developed. This study may contribute to positive social change by influencing professors' and directors' perceptions regarding possibilities for supporting students in improving their academic performance, thereby raising student passing and graduation rates to positively impact national development in Chile.
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Bateh, Justin Ted. „Leadership Styles and Faculty Satisfaction in the State University System of Florida“. ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1068.
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Universities must retain satisfied employees to enhance productivity and reduce turnover. Leadership represents one of the fundamental factors in job satisfaction. The purpose of this correlational study was to examine the relationship between perceived academic administrator leadership styles and the satisfaction of faculty members. The independent variables were the transformational, transactional, and passive/avoidant leadership styles of academic administrators as evaluated by faculty members. The dependent variable was job satisfaction of full-time faculty members. The Multifactor Leadership Questionnaire was used to identify the leadership style of an administrator as perceived by faculty members. Spector's Job Satisfaction Survey was used to assess a faculty member's level of job satisfaction. One hundred four participants from a state university in Florida completed the online survey. A logistic regression model was developed, and the statistically significant correlations indicated that (a) faculty members who identified transformational leadership as dominant had increased job satisfaction, (b) faculty members who identified transactional leadership as dominant had increased job satisfaction, and (c) faculty members who identified passive/avoidant leadership as dominant had decreased job satisfaction. Based on a 95% significance level, there was a significant relationship between the 3 leadership styles and job satisfaction. Using this model, academic leaders can take further action by refining their leadership styles on the basis of their faculty members' indicated preferences. The study results may contribute to social change by making academic administrators aware of effective leadership models that promote higher job satisfaction among faculty in universities.
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Valle, Danielle Elizabeth. „A Quantitative Evaluation of Service Priorities and Satisfaction of Online University Students“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2137.
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As online education grows, institutions must develop and evaluate student services to meet the needs of adult online students. The university at which the study was conducted had growing online enrollment, but no systematic examination of services from the students' perspective to drive service development and improvement. This represented a gap in self-evaluation, and the research confirmed gaps in student service offerings at the university compared to field standards. The purpose of this project study was to drive improvement of online student services based on analysis of student-driven data. The research questions asked how important academic and support services were to the university's online students and how satisfied the students were with the services. This quantitative study used the Priorities Survey for Online Students based on the expectation disconfirmation theory to collect data. The survey was sent to all of the university's 477 online undergraduate and graduate students. Descriptive statistics were used to compare the university's student responses to national data, report areas of service challenge, and assess variation in satisfaction according to previous online education experience. Key findings included lower than national mean satisfaction with career and tutoring services, challenge areas related to Blackboard preparedness, clarity of program requirements and communication channels, and lower levels of satisfaction with the most experienced online students. A presentation and white paper project were created for the university leadership with recommendations for using study results to improve and develop online student services. Social change is expected through improved and expanded online student services as a result of the project study.
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Mazo, Lucille. „University Educators' Instructional Choices and Their Learning Styles Within a Lesson Framework“. ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3499.
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Research on learning styles often focuses on the learning style of the student; however, the learning style of the educator may affect instructional choices and student learning. Few studies have addressed the lack of knowledge that exists in universities with respect to educators' learning styles and a lesson framework (development, delivery, and debriefing). This sequential mixed methods study explored university educators' conscious, reflective instructional choices as they related to learning styles application within a lesson. Two theoretical frameworks and one conceptual framework drew on Kolb's experiential learning theory; Bloom's, Reigeluth's, and Gagné's instructional design theories and models; and Fiddler and Marienau's events model of learning from experience. Research questions addressed learning styles, usage patterns, instructional choices, and reflections of university educators within a lesson framework. An online inventory recorded 38 university educators' instructional choices, learning styles, and learning styles patterns within the framework of a lesson. Interviews were conducted with 7 of the university educators to document their conscious reflections regarding their instructional choices. Results from the inventory identified that more than 56% of university educators applied the accommodation learning style during the stages of development and delivery of a lesson, and 34% applied the assimilation learning style during the debriefing stage; these findings were supported by detailed reflections about participants' instructional choices in relation to their learning styles. The knowledge acquired about learning styles applications within a lesson framework may benefit university educators' teaching, thereby providing a foundation for positive social change within academic and social communities.
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Ezeonyido, JohnPaul Chukwuemeka. „HIV Knowledge, Intoxication, Risky Behaviors, and Sexual Communication among Nigeria University Students“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1888.
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Poor sexual communication among Nigerian youth can create problems for health workers, medical practitioners, and the government in determining what is and is not working in their attempts to reduce sexually-related diseases. This quantitative study used self-administered questionnaires among 107 Nigerian university students, aged 18 to 35, to determine if a statistically significant predictive relationship existed between: (a) beliefs about alcohol, (b) HIV knowledge, (c) risk behaviors, (d) age, (e) religion, (f) gender, (g) sexual activity status, (h) dating status, (i) language, (j) sexual orientation, and (k) tribes of Nigerian university students and their sexual communication with partners. Previous studies did not use the AIDS risk reduction model (ARRM) as a theoretical framework to identify frequent risk factors in this population. This study was guided by the ARRM and used the Sexual Risk Survey (SRS), the HIV-KQ-18, the Revised Alcohol Expectancy Questionnaire (AEQ-3), and the Dyadic Sexual Communication Scale (DSC) to assess the participants. Independent-sample t tests were used to analyze the correlation of study variables and the results showed statistically significant differences only in tribal affiliation (p = .022), gender (p < .001; p =.016), dating status (p = .017), age (p = .006), and sexual activity status (p = .001). Linear regression analyses results showed no statistically significant predictive relationship, R = .322, R2 = .103, F (12, 94) = 0.904, p = .546, between HIV knowledge, beliefs about alcohol and risk behaviors of Nigerian students, and their ability to communicate sexually. These findings justify the need for more culturally sensitive studies and gender/age appropriate HIV intervention strategies in Nigeria.
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Braithwaite, Virginia Ann. „The Impact of University Writing Curriculum on Preservice Teachers' Praxis I Scores“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6976.
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Until 2014, admission requirements for the educator preparation program at a university in the north central United States included a minimum competency level on the Praxis I basic skills writing test and completion of one general education writing course. However, evidence from the university's ETS reports showed that less than 60% of students as first-time test-takers met the required score. The purpose of this study was to assess the effectiveness of the required writing course in assisting students to meet the Praxis I writing competencies. In 2014, the ETS Core Academic Skills for Educators test replaced the Praxis I. Because only 3 years of accumulated data on 88 examinees were available for the new test, the Praxis I writing test was used for this study. The learning theories of Albert Bandura, Jerome Bruner, John Dewey, and Lev Vygotsky guided the study. Utilization-focused program evaluation was used to investigate the problem. Data collected in this study were 5 faculty interviews, 2 student focus groups, and archival institutional data and national student engagement survey data. Data analysis was completed using curricular mapping and Atlas.ti 7 software. Findings indicated that the general education writing course did not provide students with the skills needed to meet minimum competency on Praxis I writing test. The study project, a curriculum plan for an education course, was developed to address test preparation and students' writing competency. The positive social change implications of this project are to increase the number of successful first-time test-takers on the writing test and to initiate collaborative discussions that would drive partnerships regarding the development of smooth transitions of writing expectations across K-16 institutions.