The intent of this investigation is to explore the issues related to the licensing and certification of interior designers in the United States. To achieve this, the national organizations in the field of interior design were contacted to provide information about the status of licensure on the national scene. Those organizations are: the American Society of Interior Designers; the Foundation for Interior Design Education and Research; the Institute of Business Designers; the Interior Design Educators Council, Inc.; the International Society of Interior Designers; the National Council for Interior Design Qualification; and, the National Legislative Coalition for Interior Design. In addition, an in-depth examination of the requirements of the states of California and New Mexico, and the District of Columbia provide a comparison of three different legislative programs currently in operation. This study also examines the conflicts between the fields of interior design and architecture in the context of the licensing of interior designers.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.

Thesis (M.S.)--University of Wisconsin--Madison, 1967. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

The main purpose of this study is to compare and analyze four interior design programs in the United States, offered at the first professional degree level, to the four interior design programs offered at the baccalaureate level in Thailand. The eight selected programs were: Arizona State University, University of Cincinnati, University of Missouri-Columbia, Rhode Island School of Design, Silpakorn University, King Mongkut's Institution of Technology, Rangsit University, and Bangkok University. The procedure for comparing these programs was made by using the Foundation for Interior Design Education Research's (FIDER's) Eight Basic Categories of Standards for accreditation. An in-depth analysis of each program was completed by breaking down the number of courses and the number of credit hours required in each interior design program and then placing each one into the appropriate FIDER category. In conclusion, the researcher found that between the two countries, the interior design programs showed much variation.

<p> A goal of schools is to provide students with practical nutritional information that will foster healthy lifelong behaviors. Unfortunately, students at one school were found to have difficulty grasping basic nutritional information and practical health-related skills. There remains an important gap in current literature regarding strategies to improve students' understanding of nutrition education material. The purpose of this study was to investigate the benefits of a 4-week nutrition intervention unit in the Foods I classes consisting of 82 male and female students in Grades 9-12. Constructivist teaching methods were implemented to provide students with both information and valuable skills, which might positively impact student health and student learning. A pre-experimental quantitative design was used for this study. The repeated-measures <i> t</i> test was used to compute differences in pre- and post-tests scores on the nutrition test, which indicated a 6.207 mean increase in student posttest scores. The 82 students also completed a Likert style survey, which indicated both a positive student result in perceiving a better understanding of nutrition knowledge, and a positive change in dietary choices due to constructivist teaching strategies used in the intervention. These results revealed the benefits of the nutrition intervention unit by the significant increase in students' nutrition knowledge and students' implementation of that knowledge in daily living. The results make an important contribution to the existing literature and can enhance social change initiatives through increasing students' knowledge of nutrition, providing them with life-based skills, and enhancing their quality of life.</p>

The purpose of the study was to develop and evaluate educational materials for dietetic practitioners in the Cajun and Creole regions of Southern Louisiana. They were designed to meet the educational needs of dietetic practitioners regarding Cajun and Creole food habits and health beliefs and serve as resource materials. The materials consist of informative text, exchange values, and modified recipes for traditional dishes. / The culture-specific competencies required for dietitians working in the designated regions were determined by conducting an interdisciplinary review of literature focusing on Southern Louisiana. This revealed information on Cajun and Creole food habits and health beliefs not present in the nutrition literature. / Focus group interviews and a mail survey of dietitians in selected parishes revealed their present level of knowledge and subsequently, their culture-specific educational needs. / The validity of the materials was assured by the use of culture-specific sources. The educational materials were developed, evaluated, and approved by a jury of individuals knowledgeable in cultural foods education and dietetic practitioners and nutrition educators in Southern Louisiana. / The following conclusions were formulated: (1) Conventional nutrition literature failed to yield pertinent information on Cajun and Creole food habits and health beliefs. Such information was obtained through an expanded search of interdisciplinary professional and scholarly literature in home economics, cooperative extension, medicine, public health, nursing, anthropology, history, and folklore. (2) Focus group interviews (a) revealed information undocumented in the literature and (b) reported current incidence of food- and health-related practices. This was incorporated into the educational materials. (3) Limited knowledge of Cajun and Creole food habits and health beliefs was exhibited by the 64% of Southern Louisiana dietitians participating in the mail survey. Particularly noteworthy was their apparent lack of knowledge of inter- and intra-regional variation in food habits and health beliefs. (4) The jury determined that the educational materials were appropriate for use by dietetic practitioners in Southern Louisiana. / Source: Dissertation Abstracts International, Volume: 54-02, Section: A, page: 0441. / Major Professor: Sally Hansen-Gandy. / Thesis (Ph.D.)--The Florida State University, 1993.

The primary purpose of this study was to document the changing styles of sportswear worn by American women for bicycling, swimming, and horseback riding from 1881 through 1910. Other objectives were to determine the rate at which style changes occurred, if the patterns of development were similar for the three sports, if the data differed according to source, and if women's sportswear influenced changes in other social roles. / During the late Victorian and Edwardian period American women shifted from passive to active sports participation. This study of the changes in women's sportswear was documented by extant garments (41), fashion magazine and catalog illustrations (403), and photographs (64), recorded by computer and displayed by seriation. / The suit was the most popular outfit for bicycling and horseback riding. It peaked in popularity for bicycling in the late 1890s and later became a popular style for streetdress. There was evidence of skirt hems rising, becoming less full and more practical in all three sports. The skirt became divided or had bloomers underneath for bicycling. All swimwear was bifurcated, and a quarter of the bicycling bottoms were bifurcated. An occasional bloomer, trouser, and even jodhpur was worn in the later part of the period without a skirt to conceal it. Thirty percent of the riding habits were for riding astride, which required bifurcation. / The evidence shows that sportswear styles exhibited a moderate degree of change throughout the period. The most dramatic style changes occurred in bicycling sportswear. Bicycle sportswear changed at the fastest rate and appears to have influenced and been influenced by street dress fashions. Swimwear and horseback riding styles were more functional throughout the period and changed at a slower pace. The data indicate no similarity in patterns of development for bicycling, swimming, and horseback riding sportswear. Chi square analysis showed significant differences among sources. Photographs and extant garments generally showed less traditional styles than illustrations regarding the use of bifurcated garments, skirts and blouses, and tunics. Women's sports became an instrument of social change, modifying and defining woman's larger role in society. The new role was reflected in the clothing worn for sport. / Source: Dissertation Abstracts International, Volume: 51-09, Section: A, page: 3001. / Major Professor: Carol Avery. / Thesis (Ph.D.)--The Florida State University, 1990.

This study was designed to investigate and compare attitudes toward the elderly of African American freshman college students at a historically black college and white freshman college students at a predominantly white college. In addition, the students' spiritual well-being, gender, and knowledge about aging were integrated to predict college students' attitudes toward the elderly. The original sample consisted of 299 individuals who filled out the survey questionnaire during class time with 149 students at the predominantly African American college and 150 at the white college. All 299 questionnaires were returned. Delimitation factors caused the final sample to consist of 234 subjects. / The students completed the Aging Semantic Differential Scale (ASD), the Facts on Aging Quiz (FAQ), and the Spiritual Well-Being Scale (SWB). The ASD Scale is an attitude assessment instrument consisting of a list of 32 bipolar adjective pairs in Likert scale format. The FAQ consists of 25 true-false statements and is designed to cover the basic physical, mental, and social aspects of aging. The SWB Scale is a 20-item self report scale consisting of religious well-being and existential subscales. / Results showed that freshman college students overall maintained positive attitudes toward the elderly with white students reporting more positive attitudes. Also, both African American and white college students showed a consistent lack of knowledge about aging with whites having a slightly higher score. Both groups of college students possessed a strong sense of spiritual well-being with white college students scoring higher than African American college students. Answers to the religious demographic questions indicated that over half of the college students surveyed are presently active with a religious group. When using regression to predict attitudes toward the elderly, gender was not significant for either race; however, spiritual well-being and knowledge were for the white students, and spiritual well-being was significant for the African-American students. Recommendations for teaching about aging were made. / Source: Dissertation Abstracts International, Volume: 56-04, Section: A, page: 1271. / Major Professor: Ruth Pestle. / Thesis (Ph.D.)--The Florida State University, 1995.

The purpose of this study was to examine the elderly person's consumer complaint behavior and susceptibility to misleading and deceptive practices in the marketplace. The study was based on social integration theory, which concerns a person's ties to society. Also included was the concept of perceived adequacy of resources. Resource categories examined in the present study included financial resources, time resources, and knowledge/skills resources. / A mailing list was purchased from American List Counsel, Inc., Princeton, New Jersey, to obtain a nationwide random sample of persons age 65 and older. Respondents to the mailed questionnaires included 143 males (56.3%) and 107 females (42.1%) and four unknown. The total response rate of usable questionnaires was 27% (n = 254). Mean age of the respondents was 71. / Results of this study indicated that social integration was not related to an elderly person's susceptibility to misleading/deceptive practices or his/her consumer complaint behaviors. An elderly person's perception of his/her resources was not related to his/her consumer complaint actions. Moreover, there was no significant relationship indicated for perception of resource adequacy and susceptibility to misleading practices. / Analysis of the data revealed a weak but significant rank correlation existed between age and complaint behaviors. In regard to perceived adequacy of resources and age, only the financial resources category showed any significance. Finally, a weak but significant relationship existed between age and susceptibility to misleading and deceptive practices in the marketplace. / Implications and suggestions for future research include continued emphasis on consumer education for elderly persons and assessing individual characteristics, particularly personality, as indicators of consumer complaint behaviors and susceptibility to misleading and deceptive practices. / Source: Dissertation Abstracts International, Volume: 51-03, Section: A, page: 0765. / Major Professor: Elizabeth B. Goldsmith. / Thesis (Ph.D.)--The Florida State University, 1990.

This study explores students' and their families' experiences during the pandemic response to COVID-19 by the higher education community. Using the hermeneutic phenomenological approach, we employed two open-ended surveys and semi-structured interviews of 16 parent-college student dyads (N = 34). The study draws on students' and parents' retrospective accounts beginning Spring 2020 through the Fall 2020 semesters. Families experienced a disruptive event initialized by the ebb and flow of information. Students' experiences varied based on their expectations and academic classification. The most consistent family challenges were the displacement of students and parents from their physical education and work locations while having to maintain student and occupation responsibilities. The educational experience was inconsistent and dependent on each professors' capacity to engage the students in the online environment. Students expressed feelings of loss of their student and educational experiences, but most students felt the spring courses prepared them to continue their education. Assignments due at random times and poor communication about expectations inhibit students from having dedicated time to interact and make memories. Most families adapted to the new normal by supporting the family members' identities as students and employees and ensuring everyone had the resource needed to succeed. Families experienced monotony and temporal disorientation. Families made meaningful memories through conversation, outdoor recreation, and other activities outside the daily routine. Family members provided feedback to one another to help the family maintain a stable system.