<p> The purpose of this doctoral research project was to determine if the impartation of the step-by-step "business plan" of Nehemiah in a nine-week class would assist participants in learning and applying this process to determine their unique calling from God, and integrating their faith in whatever realm they are called upon to lead: home, church, community, or workplace. </p><p> In Chapter One, "Introduction," the research author stated the ministry problems being addressed (lack of "integration" or "dis-integration" of faith and life; need for clarity regarding one's calling), and the contribution that this <i>Nehemiah: Leading with Integrity</i> class could make to the re-integration of faith and life and clarity of one's calling. </p><p> In Chapter Two, "Literature Review," the research author reviewed books on integration of faith and life (particularly books and articles on the Puritans); commentaries, books, articles, and papers on the content of the book of Nehemiah; books and articles on leadership (particularly integrity in leadership); books, articles, and papers on a theology of work and divine calling; and other research projects related to Nehemiah. </p><p> In Chapter Three, "Procedure and Research Methodology," the research author described hypotheses ("Nehemiah Project"); the intervention (the Nehemiah course); summary (weekly topics; the development of the <i>Nehemiah</i> manual and the integrated leader evaluation); the evaluation process; and assessment toward goals. </p><p> In Chapter Four, "Results," the research author reviewed the data collected from this study in two sections: (1) "Quantitative Analysis," analyzing the data collected from the Integrated Leader Evaluation (ILE) to determine if, in fact, there was a perceptible increase in a sense of integration in the nine areas of life listed above, as well as an increase in clarity regarding one" calling; and (2) "Qualitative Analysis," analyzing the journaling, classroom discussion, and "discovery papers" that outlined the individual steps that led to an increased sense of integration and calling that was expressed by the participants in this study. </p><p> In Chapter Five, "Conclusions," the research author summarized conclusions from this study. Included in this chapter were the restatement of the purpose of the study, interpretation of results (quantitative and qualitative results), conclusions based on the evaluation of data, overall recommendations, and recommendations to improve the project and conduct further research.</p>

This study was concerned with policy research for coordinating state higher education and telecommunication efforts. It focused on graduate and continuing education and on distance learning. (Distance learning is an extension of the classroom which utilizes interactive television.).;This study's research was to identify and analyze possible coordinating state policies that would best facilitate distance learning in Virginia. This is linked to how Virginia higher education can interact with business and industry to encourage academic and industrial cooperation in distance learning.;It was hypothesized that there is consensus among influential people in Virginia as to the best coordinating policy for Virginia's graduate and continuing education and distance learning. The results of the study indicated the research hypothesis was not fully supported. However, one of the seven policy options, the telecommunications cooperative, revealed near consensus (87%) among participants and was considered to be the best option to facilitate distance learning in Virginia. The results of the data fit with the study's theoretical model, Plude's Telecommunications Cooperatives Model.;The responses of influential Virginia leaders in higher education, government, business and industry seem to support these conclusions: (1) The participants confirmed that there was a real and urgent need for distance learning in Virginia's graduate and continuing education. (2) Participant opinions concerning the best way to fund and to coordinate a workable system did not result in overall agreement. However, they agreed in three areas: higher education must include business and industry, a state-level cooperative be formed to coordinate and facilitate a workable system, and funds for distance learning come from those who are involved--the customers and providers and these funds would include both state and private monies. (3) Participants gave strong support to the need for developing a coherent state policy in Virginia. (4) of the seven policy options considered, the participants considered a state telecommunications cooperative policy to be the best option.;In the future, policy research will need to focus on interstate and international education and in issues relating to education as a life-long pursuit.

What are the differences between the continuing education programs for museum workers in the United States and Great Britain, and what do these distinctions reveal about the ways in which the role of the museum worker is perceived in these respective countries?;This study will: (1) analyze the literature surrounding these questions, literature ranging in topics from the sociology of professions to descriptions of mid-career training options, (2) compare and contrast the museums, museum studies programs, and continued learning schemes for museologists, and, finally, (3) examine the differences and similarities between two representative programs, one for each country: the Seminar for Historical Administration and the Diploma Scheme of the Museums Association in Great Britain. From these comparisons both general and specific, the investigation will conclude with an interpretation of the differences in so far as they shed light on the varying perceptions of the museum worker in the United States and Great Britain.;In the United States, museum workers are exposed to a seemingly unlimited array of mid-career training options, a veritable smorgasbord of professional learning opportunities of varying quality and usually offered by agencies quite independent of the academy. "Contest" mobility prevails. The programs are responsive to an ever-changing market. While, in Great Britain, only a few options are available, most notable is the diploma scheme with its university affiliations. When compared to the American system, a semblance of "sponsored" mobility prevails, and one is struck by the limited, single-level and insulated nature of the programs available. This dissertation identifies these distinctions and expands on their significances as they pertain to current perceptions of the museum workers in each country.

Diss. Umeå : Umeå universitet, 2007.

Achievement of the teacher trainees

urban and rural women's literacy centres

Thesis (M. P. A.)--Texas State University-San Marcos, 2009. / "Fall 2009." Includes bibliographical references (leaves 59-64).

Thesis (Ph. D.)--University of Chicago, Dept. of Economics August 2003. / Includes bibliographical references. Also available on the Internet.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2007. / Includes bibliographical references.

Thesis (Ph. D.)--Virginia Commonwealth University, 2007. / Prepared for: School of Education. Bibliography: leaves 152-158. Also available online.