Project Thesis (D. Min.)--Denver Conservative Baptist Seminary, 1999. / Includes bibliographical references (leaf 278).

Thesis (Ph. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 217-140).

Project Thesis (D. Min.)--Denver Conservative Baptist Seminary, 1999. / Includes bibliographical references (leaf 278).

Thesis (Ph. D.)--Illinois State University, 2002. / Title from title page screen, viewed December 1, 2005. Dissertation Committee: James C. Palmer (chair), Edward R. Hines, Albert T. Azinger, Mohammed Nur-Awaleh. Includes bibliographical references (leaves 152-164) and abstract. Also available in print.

Thesis (doctoral)--Technische Universität, Dresden, 2005. / Includes bibliographical references (p. 191-199).

Thesis (Ed. D.)--Illinois State University, 2005. / Title from title page screen, viewed September 26, 2006. Dissertation Committee: Dent M. Rhodes (chair), Temba C. Bassoppo-Moyo, Thomas Crumpler, Patricia Rushing. Includes bibliographical references (leaves 196-200) and abstract. Also available in print.

L'escarre est une complication multifactorielle après lésion médullaire. Le profil des facteurs de risque diffère entre la phase initiale et la phase chronique. Lors de la phase chronique, le poids des facteurs liés aux comportements de santé – à risque ou protecteurs – reste à définir. Pour autant, la plupart des programmes d'éducation thérapeutique menés auprès des personnes lésées médullaires s'attachent à avoir une action sur ces facteurs de risque, en permettant au patient d'être un acteur central de sa prise en charge. Sur la thématique cutanée, le Skin Management Needs Assessement Checklist est le seul outil retrouvé dans la littérature pour évaluer le risque comportemental chez les personnes lésées médullaires. Il s'agit d'un questionnaire en langue anglaise composé de 12 items explorant la surveillance cutanée, la prévention de l'escarre et la prévention des plaies réalisées par les personnes lésées médullaires. Il nous a paru répondre à nos attentes sur le champ conceptuel et clinique. Ce travail s'est attaché à réaliser une traduction, une adaptation transculturelle et une validation complète de la version française du SMnac. Le SMnac révisé, obtenu à l'issu de la phase de traduction et d'adaptation transculturelle est composé de 19 items. La reproductibilité du questionnaire est excellente. La validité de construit, évaluée par 7 hypothèses de convergence et 3 hypothèses de divergence est satisfaisante. La cohérente interne est élevée, et la sensibilité de changement, évaluée à la phase initiale de la prise en charge, est élevée. / Pressure ulcer is a multi-factor complication after spinal cord injury. The risk factors are different between the acute stage and the chronic stage. During the chronic stage, the impact of health behavior risk factors still needs to be determined. Furthermore, most educational therapeutic programs conducted on persons with spinal cord injury are aimed to act on these risk factors allowing the patient to be in charge of his or her health. On a skin level the Skin Management Needs Assessment Checklist is the only tool found in the literature to assess behavioral risks in persons with spinal cord injury. It is a questionnaire in the English language including 12 items exploring skin monitoring, pressure ulcer and wound preventions. It met with our expectations both on conceptual and clinical levels. This work consisted in providing a translation, transcultural adaptation and complete validation of the French version of the SMnac. The revised SMnac obtained after the translation and transcultural adaptation is made of 19 items. Questionnaire's reproducibility is excellent. Construct validity was evaluated with 7 convergence hypotheses and 3 divergence hypotheses and is satisfactory. Internal coherence is high and responsiveness to change, evaluated during the acute phase of SCI management, is also high.

The subject of this thesis is the nature of Christian transformation as understood through the process of discipleship in the Wesleyan tradition and United Methodism in particular. A basic premise is that contemporary discipleship efforts are perceived as ineffective in spite of the numerous strategies that exist within the field of Christian education. The contention of this thesis is that the current situation is rooted in a failure to address the holistic and integrated nature of Christian transformation, which from a Wesleyan perspective is understood as the process of sanctification. This thesis explores a more holistic vision for discipleship, drawing upon methodology proposed by Richard Osmer to do theological reflection as it engages Wesleyan theology and transformative learning theory (TLT), a contemporary adult educational theory. The result is a contribution to the field of Christian education that has implications for disciple making ministries in the local congregation. Alasdair MacIntyre's theory of practice is developed as a means of accounting for the present incoherence within discipleship ministries, and to resource the development of a more holistic approach to the process of Wesleyan discipleship. As a result, discipleship is conceived of as a single complex practice comprised of four inseparably related and integrally connected dimensions: virtues, disciplines, ethos and telos. The theoretical framework also provides insight into contemporary discipleship efforts by systematically isolating each component and investigating the particular emphasis that is stressed, thus truncating the practice of discipleship. Putting this framework into conversation with TLT provides a way for theological reflection that can broker a cross-disciplinary dialogue between TLT and Wesleyan discipleship. The resulting discourse discerns which relevant aspects of TLT can be appropriated within a Wesleyan context and how TLT contributes to the field of Christian education. Contributions that Wesleyan discipleship can make to the field of TLT are also explored. The thesis develops an educational theory that views discipleship as a single coherent complex practice that is consistent with the process of sanctification in the Wesleyan tradition. Such a theory overcomes the current situation that results in isolating various discipleship efforts by prompting the field of Christian education to consider discipleship as sanctification that transforms persons and their contexts in holistic ways.

Lifelong learning is known and well-studied in the West, but many times the findings of studies conducted in Europe and USA are simplified to universal findings. Although the world is not that simplistic, it is often argued that the East has a more collectivistic culture while the West is leaning more towards an individualistic. Only a few studies have been conducted on the subject in the East and those studies have a macro-perspective with a focus on political and economic values, while the individual perspective is left unexplored. The aim of this study is to gain a better understanding of what Thai students expect from their professional future from a lifelong learning perspective and how culture in terms of individualistic and collectivistic dimensions influences these expectations. This is a qualitative study where our empirical data come from ten semi-structured interviews, with last year’s university students in Bangkok. The findings showed that the students’ expectations are influenced by the collectivistic culture while at the same time being connected with the rapid moving society around them. This could be seen as a divided thinking between old traditions and new possibilities, between individualistic dreams and collectivistic loyalty. The findings suggest that lifelong learning in Thailand is influenced by more than just the collectivistic dimension, as previous research shows. We offer a consideration of the situation above and believe young adults are finding their own way, trying to please both sides of a complex situation.

The purpose of this study was to identify perceptions of environmental changes that promote self-directed learning in the workplace by Human Resources Development (HRD) practitioners and to investigate possible differences of the dependent LPA score variables to independent variables of highest level of education achieved, race/ethnicity, age, gender, position title, industry, size of the organization, and years of HRD experience. The research used a mixed method design. Qualitative data were recorded through four focus groups until a saturation of comments was reached. Quantitative Pearson product moment correlation and ANOVA statistics were used to show the possible differences of LPA scores with each demographic variable. Tukey post-hoc tests were used to compare significant differences in mean scores of associated variables. Focus groups were conducted with 14 Human Resources Development (HRD) practitioners to collect the top five environmental preferences that promote self-directed learning in the workplace. The environmental preferences, the Learning Preference Assessment (LPA), and the demographic form made up the survey to measure participant self-directed learning readiness across independent variables. A total of 163 participants completed the survey. Results showed the consensus mean scores for importance of implementing environmental preferences that promote SDL in the workplace was 3.39 for other written categories and 3.31 for organization culture encourages employees to learn on their own. The consensus mean scores for ease of implementing environmental preferences that promote SDL in the workplace was 2.53 for flexibility to work virtually with mobile access to learning and 2.16 for managers guide employees/match content to role. Pearson product moment correlations showed no significant evidence of relationship between the continuous LPA mean scores and age variables. Group mean scores were compared for the remaining independent variables. The results were significant for the level of education and the size of the organization. Tukey post-hoc multiple comparisons tests were conducted for the differences of LPA scores and the demographic variables of highest level of education achieved and the size of organization. Only the level of education categories of high school diploma or equivalent and master’s degree were found to be significant.