No description available.

No description available.

No description available.

No description available.

Thesis (M.S.P.H.)--University of Michigan, 1937.

Thesis (M.S.P.H.)--University of Michigan, 1937.

<p> En Puerto Rico, la educaci&oacute;n a trav&eacute;s de la experiencia de pr&aacute;ctica cl&iacute;nica o internado es parte de la estructura curricular de los programas de tecnolog&iacute;a m&eacute;dica. Este periodo de formaci&oacute;n universitaria se desarrolla en laboratorios cuyos profesionales asumen el rol de preceptor cl&iacute;nico. Esta investigaci&oacute;n, de tipo cualitativa y con dise&ntilde;o fenomenol&oacute;gico, tuvo el prop&oacute;sito de explorar, documentar y comparar las experiencias educativas de cuatro tecn&oacute;logos m&eacute;dicos que se desempe&ntilde;an como preceptores de pr&aacute;ctica cl&iacute;nica de estudiantes de tecnolog&iacute;a m&eacute;dica. Nos enfocamos en comprender c&oacute;mo los preceptores cl&iacute;nicos describen, de acuerdo a su experiencia, la gesti&oacute;n de supervisi&oacute;n de sus estudiantes. La informaci&oacute;n se recopil&oacute; mediante entrevistas, la observaci&oacute;n de la gesti&oacute;n educativa que organizan los preceptores y a trav&eacute;s del examen de los artefactos que median en los procesos de ense&ntilde;anza-aprendizaje que desarrollan. Los datos se transcribieron, se codificaron y se organizaron de acuerdo a categor&iacute;as tem&aacute;ticas que se desarrollaron. Entre los hallazgos, se destaca que los preceptores cl&iacute;nicos completan una gesti&oacute;n fundamental para el desarrollo de los estudiantes. La pr&aacute;ctica cl&iacute;nica, seg&uacute;n nuestros participantes, promueve el razonamiento cl&iacute;nico, la integraci&oacute;n de saberes, la comunicaci&oacute;n efectiva, la organizaci&oacute;n y el manejo de prioridades en el escenario laboral, el pensamiento cr&iacute;tico, la curiosidad intelectual, la autodirecci&oacute;n, el aprendizaje a trav&eacute;s de la vida y la capacidad de soluci&oacute;n de problemas. A pesar del &eacute;nfasis en la calidad de los periodos de formaci&oacute;n experiencial, los testimonios de los participantes reflejan que estos no participan de proyectos que fomenten su desarrollo como docentes del contexto cl&iacute;nico. Se evidencia, adem&aacute;s, que no reciben apoyo para afrontar los diversos retos que emergen al asumir un rol docente, como tampoco se reconoce su colaboraci&oacute;n en el proceso de formaci&oacute;n de los futuros tecn&oacute;logos m&eacute;dicos. La investigaci&oacute;n revel&oacute; que no existe una estructura de comunicaci&oacute;n adecuada entre los programas de tecnolog&iacute;a m&eacute;dica y los preceptores cl&iacute;nicos. La colaboraci&oacute;n con la formaci&oacute;n de los tecn&oacute;logos m&eacute;dicos, promueve el desarrollo de la identidad docente de los participantes, asunto que estos valoran porque reconocen que esta es una dimensi&oacute;n importante para su desarrollo profesional.</p>

The purpose of this study was to determine whether a relationship exists between knowledge of, and attitudes toward, health-related fitness among elementary physical education teachers. The relationship between teaching experience, age, and participation and attitudes toward health-related fitness among elementary physical education teachers was studied. Additionally, the study sought to determine whether elementary physical education teachers demonstrate a strong positive attitude toward health-related fitness and whether elementary physical education teachers have a high level of knowledge regarding health-related fitness. / Two instruments were selected for this study. The first instrument, the 55-item Personal Fitness Knowledge Inventory, was adapted by the researcher from an instrument designed by Rider, Imwold, and Johnson (1986). The second instrument (20 items) consists of a four-point modified Likert response pattern ranging from strongly agree to strongly disagree and is designed to measure elementary-level physical education teachers' attitudes. The questionnaire was developed by Fischer (1983). / Content validity of the instruments was determined by a panel of experts in the field of physical education. Initial reliability of the instruments was tested in the pilot study using the Kuder-Richardson Formula 20. / A random sample of 200 certified physical education teachers was selected from a list of 1,817 names from the State of Florida Department of Education in Tallahassee to serve as subjects for the study. / Descriptive statistics were used to illustrate pertinent factors about the sample, and correlation coefficient procedures were calculated to determine the relationship between teacher knowledge and attitudes regarding health-related fitness. / Therefore, to better understand the nature of the relationship between teachers' attitudes and their knowledge toward health-related fitness and the relationship between age, teaching experience, and participation and attitudes toward health-related fitness among elementary physical education teachers, simple linear regressions were calculated, which indicated a significant relationship between the teachers' attitudes and their knowledge (p $<$.05) and a significant relationship between teaching experience, age, and participation and attitudes (p $<$.05) regarding health-related fitness. Other findings of the study revealed that the teachers who participated have positive attitudes and a high level of knowledge regarding health-related fitness. / Source: Dissertation Abstracts International, Volume: 55-02, Section: A, page: 0239. / Major Professor: Robert A. Rider. / Thesis (Ph.D.)--The Florida State University, 1994.

It was the purpose of this study to compare the levels of organizational commitment of participants, nonparticipants, and new participants in an employer-sponsored health promotion program (HPP). It was the further purpose of this study to determine if participation in HPP activities had a positive effect on organizational commitment over a two-month period. / The subjects of this investigation were a sample of 127 faculty and staff members employed by Southwest Texas State University (SWTSU) in San Marcos, Texas. This sample represented the population of all employees at SWTSU. / Subjects were assigned to one of three groups depending on their status as participants, nonparticipants, or new participants in the university's health promotion program. A test-retest design has followed, utilizing the Organizational Commitment Questionnaire (Porter & Smith, 1970) to measure the level of organizational commitment of subjects at the beginning and end of a two-month period. A 3 x 2 (Groups by Tests) analysis of covariance was used to determine if significant differences existed between the groups upon test occasions. Suspected pre-existing differences in age, gender, tenure, education level, salary, and classification were controlled by covariate analysis. / It was hypothesized that: (a) employees participating in the health promotion program would have a higher level of organizational commitment than nonparticipating and new participating employees, (b) new participating employees would have a higher level of organizational commitment than nonparticipating employees, and (c) participation in health promotion activities would have a positive effect on organizational commitment over the two-month period. The analysis of the data supported none of these hypotheses. It was concluded that participation in HPP activities had no discernible effect on organizational commitment. / Source: Dissertation Abstracts International, Volume: 48-02, Section: A, page: 0330. / Thesis (Ph.D.)--The Florida State University, 1987.

The purpose of this study was to examine the effect of Marlatt and Gordon's (1984) relapse prevention treatment on exercise adherence and self-efficacy for exercise in subjects participating in an unsupervised exercise program. Subjects were 84 female and 52 male volunteer University students (mean age = 20.8 years). Subjects were randomly assigned to a relapse prevention training group (RPTG) or a control group (CG), and were instructed to exercise unsupervised a minimum of 3 times per week for 8 weeks. The intervention was designed to increase an awareness for high risk situations for exercise and to increase efficacy for these situations by developing appropriate coping strategies. A multivariate analysis of covariance (MANCOVA) was used to examine treatment effects on posttest measures of adherence, dropout, and exercise self-efficacy. Results showed that RPT subjects exercised (a) slightly more than control subjects during the 8-week program, and (b) significantly more than the control group during the last 2 weeks of the program. Statistical support was given to the effectiveness of RPT in increasing exercise maintenance. A follow-up study is needed to determine whether the treatment effect continued postprogram. However, results indicated that RPT subjects scored significantly lower on posttest overall efficacy scores than subjects in the control group. It is possible preprogram self-efficacy assessment for novice exercisers may be inaccurate. Further studies are needed to determine the ideal time and method for self-efficacy assessment for novice exercisers. / Source: Dissertation Abstracts International, Volume: 51-07, Section: A, page: 2274. / Major Professor: David Pargman. / Thesis (Ph.D.)--The Florida State University, 1990.