Thesis (D. Min.)--Ashland Theological Seminary, 1992. / Abstract. Includes bibliographical references (leaves 241-246).

Thesis (M.A.)--Miami University, Dept. of Theatre, 2005. / Title from first page of PDF document. Document formatted into pages; contains [1], iii, 114 p. Includes bibliographical references (p. 110-114).

Thesis (Ph. D.)--Georgia State University, 2009. / Title from title page (Digital Archive@GSU, viewed June 25, 2010) David W. Stinson, committee chair; Joyce E. King, Brian A. Williams, Lou E. Matthews, committee members. Includes bibliographical references (p. 237-253).

Thesis (M.A.)--Ball State University, 2009. / Title from PDF t.p. (viewed on June 07, 2010). Includes bibliographical references (p. 81-84).

Thesis (M.S.)--The University of North Carolina at Greensboro, 2009. / Title from PDF t.p. (viewed May 11, 2010). Directed by Nancy Hodges; submitted to the Dept. of Consumer, Apparel, and Retail Studies. Includes bibliographical references (p. 114-122).

Thesis (Ph.D.)--Northwestern University, 2003. / Source: Dissertation Abstracts International, Volume: 64-04, Section: A, page: 1302. Adviser: James Newton Poling.

Thesis (Ph. D.)--University of Missouri-Columbia, 2000. / Typescript. Vita. Includes bibliographical references (leaves 154-164). Also available on the Internet.

The purpose of this practice improvement project was to implement an interprofessional team process to increase hypertension control in African American men, aged 21 to 59 years, with newly diagnosed hypertension in a primary care setting. This collaborative interprofessional team-based approach included education, health coaching, and follow-up. The guidelines of the Eighth Joint National Committee guided treatment. Systolic and/or diastolic blood pressure improved after implementation. Culturally appropriate interprofessional practice models acknowledge African American men as full participants in their health care team.

No description available.

The purpose of this study was to focus on the theoretical framework of cultural capital as a potential catalyst for the graduation rates of African American men in community colleges. Cultural capital is being defined as 'institutionalized, i.e., widely shared, high status cultural signals (attitudes, preferences, formal knowledge, behaviors, goods and credentials) used for social and cultural exclusion' (Lareau and Weininger, 2003, p. 587). Unfortunately, cultural capital as a construct has been difficult to measure quantitatively due to varying interpretations of the variable structure (Dika and Singh, 2002; Pishghadam, Noghani, and Zabihi, 2011; Sullivan, 2001). Consequently, researchers have indicated the need to better operationalize cultural capital, to provide better avenues for both replication and extension of the constructs measurement (Noble and Davies, 2009). Therefore, this study first employed exploratory factor analysis (EFA) with the National Education Longitudinal Survey (NELS:88/00) to determine the latent variable structure of a measure of cultural capital in the community college field. Second, a factorial analysis of variance (ANOVA) was conducted based on the new variable structure to determine whether there are differences in the self-reported levels of cultural capital for African American male students as compared to male and female students of other races within community colleges. Third, a binary logistic regression was conducted to determine how well the variables of cultural capital predict graduation for African American men in community colleges. The EFA, utilizing a sample of 3097 participants, extracted six factors indicative of the latent variable structure of cultural capital: (a) parental involvement, (b) habitus, (c) engagement with parents, (d) educational level of parents, (e) high school extracurricular activities, and (f) awareness of college norms. The resultant variable structure was then used to determine that there were no significant differences between the self-reported levels of cultural capital for African American male students and both male and female students from other races within community colleges. Similarly, the variables of cultural capital were not found to be a significant predictor of graduation for African American males within the community college field. As a result, implications for future research were outlined to include replicating the study with a more current dataset and replicating the study with a four-year student population. Additionally, implications for counselors in community college settings included highlighting an awareness of college norms, encouraging student engagement with parents, increasing parental involvement, and promoting collaboration with high school counselors and college counselors in high school environments. / Ph. D.