A high amount of the US population is not physically active, contributing to rates of heart disease and obesity. One strategy to increase physical activity is to use more active transportation, defined as walking or biking for transit. Besides increasing physical activity levels, active transportation can provide other benefits such as decreased air pollution from cars. College campuses provide opportunities for active transportation as most residences are close to campus. Therefore, we examined reasons for use and barriers to active transportation in students living in a community connected to a large university via a 1.9 mile, paved protected trail. Two pedestrian and bicycle counters were placed to find the number of walkers and bikers on the trail per day and students were recruited to take an online survey. We found that more people used the trail during the weekday compared to the weekend. Students did not receive much support from their friends and family to use the trail. Users of the trail were more likely to believe that using active transportation helps protect the environment while non-users were uncomfortable using a bike. Barriers included the time it took to use the trail and the need to carry items. Both users and non-users indicated that a financial incentive would motivate them to use the trail more. We conclude that non-users may be uncomfortable using a bike and worry about carrying their items for class. Changing university parking fees, providing bike lessons, and placing signs with directions and time to campus may increase active transportation to the university via this trail. / Master of Science / A high amount of the US population is not physically active, contributing to rates of heart disease and obesity. One strategy to increase physical activity is to use more active transportation, defined as walking or biking for transit. Besides increasing physical activity levels, active transportation can provide other benefits such as decreased air pollution from cars. College campuses provide opportunities for active transportation as most residences are close to campus. Therefore, we examined reasons for use and barriers to active transportation in students living in a community connected to a large university via a 1.9 mile, paved protected trail. Two pedestrian and bicycle counters were placed to find the number of walkers and bikers on the trail per day and students were recruited to take an online survey. We found that more people used the trail during the weekday compared to the weekend. Students did not receive much support from their friends and family to use the trail. Users of the trail were more likely to believe that using active transportation helps protect the environment while non-users were uncomfortable using a bike. Barriers included the time it took to use the trail and the need to carry items. Both users and non-users indicated that a financial incentive would motivate them to use the trail more. We conclude that non-users may be uncomfortable using a bike and worry about carrying their items for class. Changing university parking fees, providing bike lessons, and placing signs with directions and time to campus may increase active transportation to the university via this trail.

The purpose of this study was to understand the relationships between participation in park interpretive programs and attitudes, norms and behavior about theft of petrified wood at Petrified Forest National Park (PFNP). The Theory of Reasoned Action guided the research. Data collection included observation of theft behavior, on-site interviews and mailback questionnaires. Findings indicated that more time spent at interpretive centers and programs did not result in visitors; attitudes and norms about individual acts of wood theft being more negative. Also, attitudes and norms about petrified wood theft did not vary by type of interpretive programs judged most helpful in learning the park;s story and in learning the park;s rules and regulations. Tentative evidence suggests that the norm against taking a handful of wood was stronger among individuals who cited visitor centers as their most helpful source than it was for respondents who said the same about other national park interpretive programs. Similarly, the attitude variable that it is all right to take a piece of petrified wood as long as it is a small piece did vary for two categories of interpretive programs (other national park programs and all ranger programs). Ranger programs measured significantly higher than other national park programs. The rate of theft of petrified wood was not inversely related to the amount of interpretive programs participated in and did not vary by type of interpretation judged most helpful. Finally, attitudes and norms about petrified wood theft did not shape theft behavior. However, knowing visitors; attitudes helped to predict who would be a non-thief. / Master of Science

No / Despite the United Kingdom College of Radiographers aspiration that first line reporting or commenting by radiographers be normal practice, radiographers have not as yet embraced these opportunities in clinical practice and the number of radiographer commenting (initial reporting) schemes in operation is currently limited. This study explores radiographer opinion with regard to commenting with the aim of establishing the perceived opportunities and barriers to operating a commenting scheme with respect to trauma radiography. Method A survey of 79 radiographers working within a single multi-centre Trust in the north of England was undertaken using a questionnaire. Attitudinal statements were used to elicit information on perceived opportunities and barriers to the implementation of radiographer commenting. Results Fifty three questionnaires were returned within the specified time frame (n-53/79; 67.1%). A number of barriers to implementing a commenting scheme were identified including time, technology, anatomical confidence and training. Opportunities included improving professional profile and increased professional contribution to decision making within the patient pathway. No correlation was demonstrated between respondent demographic and responses suggesting that opinions expressed were not influenced by hospital site, radiographer grade or years experience. Conclusion Radiographers generally had a positive attitude towards the implementation of radiographer commenting and felt that their operation was both beneficial to patient care and the professional profile of radiographers. However, a number of barriers were identified and while concerns regarding training may be increasingly addressed by the Department of Health’s e-learning image interpretation package, the impact of changes in technology and subsequent service operation have not yet been fully evaluated.

Le raisonnement clinique s’avère être une pierre angulaire cruciale dans la pratique infirmière. Il se développe en contexte clinique, entre autres, alors que la stagiaire entre en relation avec une superviseure. La littérature met en évidence que les stagiaires dans des programmes de santé présentent des incertitudes et questionnements lors de stages en milieux cliniques. Or, s’ils ne sont pas répondus, ils peuvent freiner le développement du raisonnement clinique. Aucun écrit s’intéressant directement aux incertitudes des stagiaires en sciences infirmières n’a été recensé. But : Explorer l’expérience d’étudiantes en sciences infirmières lors d’un stage clinique en regard de l’expression des incertitudes à leurs superviseures. Méthode : Devis qualitatif descriptif impliquant neuf participantes de deuxième et troisième année au baccalauréat initial en sciences infirmières. Les données ont été recueillies par des entrevues individuelles semi-structurées, une synthèse des données a été validée par chacune des participantes lors d’une entrevue téléphonique ou par courriel. Une analyse de contenu a été effectuée. Résultats : La nature des incertitudes en contexte de stage clinique a été mise au jour. Les stagiaires expriment ou non leurs incertitudes pour diverses raisons. Autant l’expression que la non-expression des incertitudes provoquent des impacts positifs et négatifs chez la stagiaire. Également, divers facteurs ont été identifiés comme favorisant ou nuisant à l’expression des incertitudes. La relation superviseure-supervisée s’avère particulièrement importante comme levier dans l’expression des incertitudes. La superviseure a un impact majeur sur leur expression. Conclusion : Plusieurs incertitudes sont bien présentes chez les stagiaires. Leur expression ou non-expression entrainent plusieurs impacts dont possiblement sur le développement de leur raisonnement clinique. Certains facteurs contribuent à leur expression, il importe donc de les considérer pour soutenir le développement professionnel de ces infirmières en devenir / Clinical reasoning is proving to be a crucial foundation in today’s nursing practice. It develops in a clinical context, among other things, when the intern enters into a relationship with a supervisor. Literature shows that interns in health programs present uncertainties and questioning during internship in clinical settings. However, if they are not answered, they can delay the development of clinical reasoning. No writing directly addressing the uncertainties of interns has been identified. Goal: To explore the experience of nursing students during a clinical internship with regards to the expression of their uncertainties to their supervisor. Method: Descriptive qualitative research involving nine second- and third-year participants of the initial baccalaureate in nursing sciences. The data was collected by semi-structured individual interviews and a summary of the data was validated by each of the participants during a telephone or email interview. An analysis of the content was performed. Results: The nature of uncertainties in the context of clinical practice have been revealed. Interns may or may not express their uncertainties for various reasons. Both the expression and the non-expression of uncertainties can cause positive and negative impacts on the intern. Also, various factors have been identified as favoring or hindering the expression of uncertainties. The supervisor-supervisee relationship is particularly important as a lever in the expression of uncertainties. The supervisor has a major impact on their expression. Conclusion: Several uncertainties are present among interns. Whether or not they are expressed has several impacts, possibly on the development of their clinical reasoning. Certain factors contribute to their expression; therefore, it is important to consider them to support the professional development of these aspiring nurses.

Thesis (M.Tech.: Homoeopathy)-Dept. of Homoeopathy, Durban Institute of Technology, 2006 xv, 194 leaves / Globally, complementary and alternative medicine is a rapidly expanding sector of which homeopathy and the sale of ‘over-the-counter’ homeopathic medicines is an integral part. In South Africa, the sale of homeopathic products in 2003 increased by 16.4% over figures for 2000. The sale of homeopathic medicines specifically, increased by 23% for the same period, and the sale of homeopathic medicines consists of 67% of all homeopathic products sold. The main method of distribution of these products is via retail outlets like health shops and pharmacies (Health Products Association, 2005). It is thus expected that health shop staff have a basic understanding of complementary therapies, including homeopathic medicines, due to the fact that these products are available ‘over-the-counter’ in health shops. To be effective health service providers, they are expected to understand the principles of homeopathy and its application via the available ‘over-the-counter’ homeopathic products. However, at best we can only assume the understanding that the health shop staff have. Thus, the level of understanding of homeopathy amongst health shop staff was examined through the use of a quantitative questionnaire.

The problem of the present study is to determine what changes will take place in certain personal and social attitudes of pre-adolescent children at the fourth- and fifth-grade levels as a result of their "having learned about the factors that underlie behavior" through a mental hygiene program utilizing "causally" oriented materials at their own level of interest and understanding.

This study compared the sexual knowledge and sexual attitudes of college students. Utilizing the Sex Knowledge Inventory - Form Y and the Valois Sexual Attitudes Questionnaire, data was gathered from 203 students. Analysis of the data concluded no significant differences between the sexual knowledge of or the sexual attitudes of male and female subjects. A significant difference, at .01, was found between the attitudes of subjects scoring either low or high in sexual knowledge. Individuals with lower knowledge expressed less accepting sexual attitudes, while those with higher knowledge expressed more accepting sexual attitudes. Lastly, the correlation of sexual knowledge with attitude indicated a positive association to exist between high sexual knowledge and various' sexual topics.

Call number: LD2668 .T4 1986 L485 / Master of Science / Education

The purpose of this study was to explore American and Chinese college student underlying cultural assumptions, which influence their perceptions and behaviors in various domains of life. The objectives of this study were to: (a) To generate timely knowledge of Chinese and American youth's cultural images, meanings, and frame of reference. (b) To evaluate the extent and nature of psycho-cultural difference between American and Chinese population samples. (c) To increase the cross-cultural awareness of both cultural groups and offer deeper insights of perceptions and belief system of their contemporaries. (d) To examine how the economic, social and political changes affect people's images and cultural frame of reference. (e) To provide a better tool to prepare future study abroad students. The methodology employed in this research includes Associate Group Analysis (AGA), focus groups, and participant observation. The data derived from 73 returned surveys on 25 stimulus words (42 from Chinese respondents and 31 from American respondents). These were analyzed using AGA. Focus groups and participant observation were used as follow-up research methods to clarify, extend, and qualify findings on the topics explored in the analysis. The findings revealed that American self-image and their attitudes towards family, education, values, conscience and other domains of life showed strong individualistic traits with an emphasis placed on self-reliance. Compared to American students, Chinese students' cultural assumptions are related to broad cultural factors derived from Chinese traditional beliefs about self-control and group harmony. Under the influence of western culture, Chinese youth have undergone certain changes in their perceptions and practices. They are experimenting with independent thinking and more concerned with developing their interests and potentials. They readily visualize their material goals and struggle for more personal freedom. However, in spite of the strong pull of western culture and materialism, Chinese students still hold the traditional aspirations of "group harmony," "reciprocity," "mutual obligation" and "self-cultivation," reflecting the stability of community norms over time. / Graduation date: 2003

This study described how and why a Korean elementary teacher taught mathematics as he did. Specifically, the study sought to describe his beliefs about the teaching and learning of mathematics and relate them to patterns of classroom interaction and norms. An ethnographic inquiry guided the study of one third grade 10-year veteran teacher over three months in Korea. Through participant observation, the researcher observed Teacher Lee's teaching paying special attention to the mathematics lessons for one class of 45 students daily Monday through Saturday. Formal and informal interviews were used to collect data on the teacher and 17 of his students as well as other teachers (such as four teachers in the third grade), two principals, two mothers, and three beginning teachers. In addition to participant observation and interviews, a variety of documents were also collected, including newspapers, articles from journals, test items used in the teacher's classroom, daily worksheets, curriculum guide book, mathematics textbook, the school's newspaper. All videotapes and audiotapes were transcribed for inductive analysis. The analysis generated six major themes of the teacher's beliefs about the teaching and learning of mathematics and how those beliefs impacted the interactions and norms: (a) behave orderly, think freely; (b) teaching mathematics with understanding; (c) manipulative activities and games; (d) discourse-oriented teaching practices; (e) mathematical tasks; and (f) professional development. The teacher's beliefs about the teaching and learning of mathematics were closely related to the interaction patterns and classroom norms. This close relationship implies that identifying interaction patterns and classroom norms may shed light on understanding teachers' beliefs and teaching practices. The teacher's study group activity was a major professional development factor in promoting the consistent relationship. Implications and recommendations included (a) the need for more study of classroom norms and interactions as practical knowledge of teaching mathematics, (b) the need for investigating the effect of a study group to support teacher change, (c) the importance of the relationship between pedagogical content knowledge and teachers' beliefs, and (d) the need for more study of classroom management for teaching mathematics using understanding and discourse as an instructional strategy. / Graduation date: 2000