Source: Dissertation Abstracts International, Volume: 29-05, Section: A, page: 1414. / Thesis (Ph.D.)--The Florida State University, 1968.

The purpose of this study was to investigate the differences in perceptions held by the Board of Directors and the membership (Registered Record Administrators and Accredited Record Technicians) of the American Medical Record Association. / A stratified random sample of 373 medical record practitioners responded to a questionnaire designed by the researcher for this study. Two objectives guided the study. / Objective one was measured through the testing of hypotheses using the 2-tailed t-test of significance. Objective two was measured through the testing of one hypothesis using the one-way analysis of variance. Significance was set at the.05 level. / The findings indicated that: (1) RRAs and ARTs tend to have similar perceptions regarding the benefits gained from continuing education activities and the opportunities to participate in continuing education activities. However, their perceptions vary on the focus of continuing education activities and the allocation of resources for continuing education. (2) RRAs and the members of the Board of Directors hold similar perceptions regarding the focus of continuing education activities and the opportunities to participate in continuing education activities. However, their perceptions differ on the benefits gained from continuing education activities and the allocation of resources for continuing education. (3) ARTs and the members of the Board of Directors hold similar perceptions on the focus of continuing education activities and the opportunities to participate in continuing education activities, but their perceptions differ on benefits gained from continuing education activities and the allocation of resources for continuing education. (4) Rank and file membership and the members of the Board of Directors tend to have similar perceptions regarding the focus of continuing education activities and the opportunities to participate in continuing education activities, but have different perceptions regarding the benefits gained from continuing education activities and the allocation of resources for continuing education. / Generalized conclusions reached by this study are: (1) there is little difference in perceptions regarding the role of the professional association in the continuing education of its membership among the groups under study, however, some differences were found; and (2) membership characteristics are more influential in affecting perceptions than employment characteristics and educational background. / Source: Dissertation Abstracts International, Volume: 51-12, Section: A, page: 3993. / Major Professor: Irwin Jahns. / Thesis (Ph.D.)--The Florida State University, 1990.

This study proposes and examines the theory that ownership of knowledge is central to overcoming alienation. This theory says that we are not alienated from ourselves, the products of our work, our social relations or non-human objects, per se, we are alienated from our knowledge of ourselves, from our knowledge of the products of our work, from our knowledge of our social relations and/or from our knowledge of non-human objects. Acquiring personal ownership of knowledge requires a reflective critique of present knowledge combined with actions consistent with that criticized self-reflected knowledge. / The dissertation, however, does not begin with this assertion. It begins with an analysis of the theories of Karl Marx, Jurgen Habermas, Paulo Freire and other alienation theorists. That analysis leads to the hypothesis that the environment in which to gain ownership of knowledge and thus to overcome alienation is Habermas's "ideal speech situation". / Accordingly, the components of this ideal are delineated and measures of them are devised. The components of the ideal environment for discourse are the following: freedom from external and internal constraints, self-reflective critique of knowledge, utilization of that criticized knowledge, consistency of the environment with both communicative rationality and consensus-building. Three participatory environments depicted in the literature are assessed to determine the degree to which they incorporate these components. / Each of the environments appears to approximate that ideal. In other words, they seem to be effective in helping participants overcome alienation. As with all theory building efforts, further research to verify these constructs is in order. / Source: Dissertation Abstracts International, Volume: 56-03, Section: A, page: 0797. / Major Professor: Peter Easton. / Thesis (Ph.D.)--The Florida State University, 1995.

The purpose of this study was to develop an understanding of the contextual nature of literacy usage by a group of older adults living in rural North Florida. An attempt was made to determine what low-literate elderly persons perceive as their literacy needs and interests as well as the impact of the presence or absence of literacy skills on their lives. / Ten retired persons who were at least sixty years old and had less than an elementary school education were recruited for this study. Six of the informants were currently participating in a literacy program; four were nonparticipants. The principal research method used was the application of Spradley's (1979) ethnographic interview procedures and related theoretical perspectives to the cultural setting of this small group of elderly persons in one-to-one interviews. Ten case studies are provided since such descriptive data have not been available previously in the research literature. Rural elderly informants were chosen for this study since they represent an undereducated, underserved segment of the population. / Grounded theory (Glaser & Strauss, 1967) was used to explain the value literacy has to this group of older adults. Theory was discussed as it emerged from the analysis of these interviews along with recommendations for further research and implications for program development. Differences in how literacy is viewed according to gender, age cohort and program participation status are discussed. / Based on the data collected and the analysis completed, five assertions are made: (1) Participants in literacy programs change their views of literacy away from a schooling concept and begin to describe their roles as learners; (2) New reading habits and abilities can be developed during late adulthood; (3) Older adults are motivated to change by a balanced desire to satisfy coping and expressive needs; (4) Illiterate older adults have learned to compensate for the lack of literacy skills in ways that are not effective in late adulthood; (5) Possessing or acquiring literacy skills can have a positive impact on the lives of older adults. These assertions challenge existing theories of motivation and the competence of illiterate older adults. The descriptive data also document the existence of a negative impact of illiteracy on the lives of older adults as well as the positive impact of acquiring literacy skills. / Source: Dissertation Abstracts International, Volume: 51-09, Section: A, page: 2957. / Major Professor: Emanuel Shargel. / Thesis (Ph.D.)--The Florida State University, 1990.

To boost the literacy rate, and improve the education of the population, the Nigerien government launched an adult literacy program in 1964. Shortly after the onset of the program, follow-up activities became necessary to facilitate application and retention of the knowledge that former literates had acquired. / More than thirty years after their initiation, these "post-literacy programs" have not proved viable. To find out the underlying causes of this problem, naturalistic methods of inquiry appeared preferable in order to give the main constituencies of the literacy program (policy-makers, implementing staff, and intended beneficiaries) an opportunity to asses the results. / The objectives of the research were: (1) to determine the role of the program design process in producing the observed results; (2) to gauge the importance of contextual factors in accounting for the situation; and, (3) to investigate the influence that stakeholders' views and other contextual factors have had on the application of learning. / The literature reviewed included program development, sociology of adult education, policy analysis, transfer of learning, diffusion of innovations, and social change theories. With a systems perspective of analysis as base ground, a conceptual framework combining Jones and Zumeta's model of policy analysis (1980, pp. 192-202), and Stufflebeam's CIPP model (1971) was used to analyze the data. / Though the data collection method was qualitative, the design departed from that of traditional naturalistic studies as four levels of inquiry including a sample of thirty centers were retained. Data were collected in: Niamey, the capital city of Niger (documentation review and interviews with policy-makers); thirteen regional literacy offices (survey of implementing staff); a number of local communities (group and individual interviews); and internationally in Dakar and Ouagadougou. / The data suggest that program designers overlooked contextual factors that determine literacy demand and readiness of communities for change, and that implementation was deficient. The greater success of activities sponsored by NGOs and development projects underscores, however, the viability of the basic post-literacy model if adequate resources are made available. / Source: Dissertation Abstracts International, Volume: 57-04, Section: A, page: 1443. / Major Professor: Peter Easton. / Thesis (Ph.D.)--The Florida State University, 1996.

The study asked the question of whether or not meaningful outcomes were being derived from participation by older adults enrolled in tuition waiver opportunities. The purpose was to describe the meaningfulness of the learning outcomes through a quantitative survey employing the Course Valuing Inventory, and a qualitative analysis of 15 survey respondents' reported individual experiences and how those experiences contributed to the reported learning outcomes. The results of the survey revealed a moderately strong degree of meaningfulness attached to the experiences and outcomes. The specific individual experiences of the interviewees were organized into four contextual categories, which were: (1) Program Entry and Involvement, (2) Instructor, (3) Students, and (4) Content, and were summarized into the three experiential themes of acceptance, stimulation, and tolerance. The learning outcomes of the interviewees were reported along with a summary of the relationship between the individual's experiences and the learning outcomes which resulted in the emergence of five value themes: (1) Tolerance, (2) Belonging, (3) Sharing, (4) Knowledge and Skill Development, and (5) Personal Growth. The conclusions were that older adult students do derive meaningful learning outcomes from tuition waiver opportunities and that those outcomes are enhanced by the five value themes. Recommendations are suggested in the areas of policy, institutional procedures, and further research. / Source: Dissertation Abstracts International, Volume: 50-11, Section: A, page: 3447. / Major Professor: Irwin Jahns. / Thesis (Ph.D.)--The Florida State University, 1989.

Source: Dissertation Abstracts International, Volume: 40-06, Section: A, page: 3056. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 32-11, Section: A, page: 6084. / Thesis (Ph.D.)--The Florida State University, 1971.

Source: Dissertation Abstracts International, Volume: 32-11, Section: A, page: 6086. / Thesis (Ph.D.)--The Florida State University, 1971.

Source: Dissertation Abstracts International, Volume: 32-12, Section: A, page: 6734. / Thesis (Educat.D.)--The Florida State University, 1971.