Thesis (Ph. D.)--University of Wisconsin--Madison, 1984. / Typescript. Vita. Description based on print version record. Includes bibliographical references (leaves 138-146).

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 228-235).

Thesis (M.L.A.)--University of Texas at Arlington, 2005. / Includes bibliographical references (leaves 63-66). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (M.L.A.)--University of Texas at Arlington, 2005. / Includes bibliographical references (leaves 63-66).

Class of 2012 Abstract / Specific Aims: To identify and assess cultural competency courses for healthcare professionals that are available to pharmacy students. Methods: A literature review was performed to identify research articles discussing pharmacy courses in health care disparities. Additionally, a systematic review of all curricula for ACPE accredited schools of pharmacy was conducted and these syllabi were subsequently evaluated. Main Results: The search identified XXX articles focusing on specific health disparities curricula in schools of pharmacy and XXX syllabi about specific courses. Out of those articles and syllabi XXX were included in the analysis. Results are pending. Conclusions: Anticipated results will be utilized to design effective health disparities curricula at the University of Arizona College of Pharmacy.

No description available.

Golf course design, construction and maintenance began as a reflection of the natural landscape. Over time, however, golf course designs and settings sometimes have taken on artificial or unrealistic characteristics. Characteristics such as greens that can be mechanically moved to vary the difficulty of play (Hilton Head Country Club), traditional golf courses developed in the desert, and TPC (Tournament Players Championship) golf courses designed to accommodate additional spectators while limiting vegetation. Most of today's manicured courses also depend on the application of inorganic pesticides and fertilizers, deemed more efficient, but potentially harmful to golfers and the environment.This study examines three things: construction of a nine-hole golf course on a specified site without drastically changing current or natural conditions; on-going restoration efforts by a local area group/organization on that site; and the successful incorporation of additional user groups into the golf course setting.Through the use of four current site categories - Current Vegetation Survey, Slope Survey, Soil Survey, and Potential Hydrology Survey - determinations were made forproper hole location, potential wetland creation, adequate soil conditions for fairway creation, and vegetation succession. Each category was drafted on a clear 24" X 36" mylar sheet with the proposed site boundary drawn at 1"=200'-0" scale (for practical purposes concerning this creative project, the four 24" X 36" mylar sheets were reduced to an 8 1/2" x 11" format.) All four sheets (categories) were layed on top of each other in no particular order to produce a credible guide/map overlay of current site conditions of this sustainable and regenerative golf course design (see Appendix G, A58-A62 for the map overlay process used.) Location and design of the nine fairway holes successfully reflected all but a few of the standard golf layout practices. For example, golf holes to be laid out in a north/south direction, the inclusion of 'dog legs' and hole hazards, avoidance of steep slopes, and adherence to accepted lengths and sizes for greens, fairway holes and distances between holes.Creation of this unique golf course design was also contingent upon its accessibility to additional user groups and reduced golf car usage - unless golfers are physically challenged. These user groups include joggers, walkers, fishermen, cross-country skiers, campers, and hunters (when deemed appropriate.) The final Nine-Hole Golf Course Design Layout sheet included these additional user groups without intentionally interfering with the golfing activity. Thefinal design suggests adequate safety for those additional user groups according to the common precautions taken by golf courses. Such precautions include the location of signage displays to inform golfers of golf course safety policies, and buffer areas to protect persons in areas deemed most susceptible to stray golf shots. Standard golf course safety policies include: play at your own risk, the golfing establishment is not responsible/liable for personal injury induced by stray golf shots, and no joggers or walkers allowed on golf course. Further design study, perhaps, is needed to prevent any remote chance of injury from stray golf balls.To garner reaction towards the more sustainable/regenerative golf course, golfers self-described as average to good were asked to fill out a survey/questionnaire form. Approximately eighty forms were sent via mail and hand delivered to golfing establishments in Muncie, Indiana. Thirty-three responses were received. Results from the survey/questionnaire suggested that golfers would accept most of the aspects concerning natural/organic maintenance practices and the limited use of golf cars, but were concerned with the possibility of slower play due to increased roughs, wetlands and safety hazards. The survey/questionnaire also revealed that golfers had a negative response toward additional costs associated with organic maintenance practices and with safety for additional user groups. Nevertheless, respondents overall were very interested in ideas promoting a more ecologically safe golfing activity. Although the golfers who responded said they would participate on such a golf course setting, until such a golf course is designed and built, it remains to be seen whether they would accept such a venue. / Department of Landscape Architecture

Thesis (M.S.)--California Polytechnic State University, 2010. / Title from PDF title page; viewed on June 21, 2010. Major professor: Terry L. Vassey, Ph.D. "Presented to the faculty of California Polytechnic State University, San Luis Obispo." "In partial fulfillment of the requirements for the degree [of] Master of Science in Agriculture, Specialization in Environmental Horticulture Science ." "June 2010." Includes bibliographical references (p. 56-58).

Devry University, a private for-profit higher education institution, generates its revenue exclusively by students* tuition. In addition, DeVry University offers courses via two modalities: blended and online. Unfortunately, Devry University has seen its student enrollments decline over the last few years. Because of lower student enrollment levels, DeVry University has had to limit its course offerings. The problem of practice addressed in this dissertation is an insufficient number of blended course offerings for current DeVry students. To remedy this problem, an initiative was started at DeVry University to address the insufficient number of blended course offerings and to pilot a new course modality, cross-listed (C-L) courses, in the March 2014 session at four campus locations. More specifically, this initiative involved offering several sections of CIS115 (Logic and Design with Lab) in its C-L modality. C-L courses combine students registered in more than one modality: in this case, blended and online modalities. Upon completion of the pilot offering of C-L courses, an evaluation was conducted to determine if the new C-L modality had a positive impact on addressing the stated problem of practice. This evaluation used an outcome-oriented post-test only design with non-equivalent groups (quasi-experiment) coupled with qualitative components. The quasi-experiment compares outcomes of students enrolled in C-L courses (the treatment group) with students enrolled in blended and online courses (comparison groups) using post-achievement data. The results of the evaluation revealed that students who completed the C-L CIS115 courses performed as well as students who completed blended or online CIS115 courses, considering their course satisfaction levels and course outcomes. Professors* perceptions of the C-L modality were also analyzed; results indicate that professors are willing to endorse the new modality but not without suggesting some improvements. The evaluation also revealed that there was an increase in the number of blended courses offered at DeVry University campuses, suggesting that the problem of practice may be addressed by this initiative. Recommendations for further studies include repeating the pilot offering in the C-L modality, with the inclusion of professors* suggestions for improvement identified in this study. These improvements include providing campus-based professors with an ability to broadcast and record their classroom lectures for the benefit of all students enrolled in C-L courses.

No description available.