Thesis (Ph. D.)--University of Western Sydney, 2002. / A thesis submitted in fulfillment of the requirement for the degree of Doctor of Philosophy at the University of Western Sydney, College of Science, Technology and Environment, 2002. Includes bibliographical references (p. 352-370).

Thesis (M.S.P.H.)--University of Michigan, 1939.

Thesis (M.S.P.H.)--University of Michigan, 1939.

Thesis (Ph. D.)--University of Washington, 1989. / Vita. Includes bibliographical references (leaves [253]-263).

Thesis (Ed. D.)--West Virginia University, 2006. / Title from document title page. Document formatted into pages; contains vii, 112 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 69-71).

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 95-97). Also available via the Internet.

The dissertation is based on the exploration of resources and materials for the instruction of low achieving mathematics students in an urban school district of Western Massachusetts. Mathematics is one of the four most important subjects in the educational curriculum at the junior high school level. Due to the educational revolution of the 1950s and 1960s, new and better mathematics are being taught in the schools of today. However, only the more able students have been able to glean from the curriculum. The low achiever in mathematics finds little that meets his or her needs. Due to repeated failure in the attempt to learn mathematics, the low achiever formulates a low self-esteem and experiences a psychological dropout. The purpose of this research study was to explore methods and materials with the hope of finding resources and materials to teach mathematics to low achieving mathematics students. The researcher contends that if low achieving mathematics students were taught mathematics by using concrete objects and manipulative devices, instead of conventional textbook and lecture methods, low achievers tend to learn faster, retain more, and achieve higher as a result. To test this theory, the researcher taught a small group of low achievers in mathematics for six weeks using concrete objects and manipulative devices to teach and demonstrate various mathematical concepts. He also had the students use calculators as computational aids. He found that the students demonstrated greater interest in mathematics, increased attention span, and better performance. A teachers' handbook was developed.

Conclusions: Participatory training was more effective in improving KAP scores than didactic training. Participatory training could reduce occurrence of injury and sick leave, but not MSD at one year follow up. The cost-benefit ratio of participatory training was better compared to didactic training. The participatory training could be recommended for training frontline workers. / In the year after training, the incidence rates of injury events reduced from 144.5 per 1,000 person-years to 73.5 per 1,000 person-years (Z=3.199, p<0.001) in intervention group. No statistical significances were found for injury reduction in control groups. The proportions of workers taking sick leave reduced from 32.0% to 24.6% in intervention group ( chi 2=5.609, p=0.018), but didn't reduce significantly in control groups (p>0.05). The MSD prevalence rates didn't reduce significantly in intervention and control groups (p>0.05). / Keywords: Frontline worker, Participatory training, Occupational health and safety, Randomized controlled trial, Evaluation / Methods: A randomized controlled trial (RCT) was conducted among frontline workers in Shenzhen, China from June 2008 to May 2010. The impact of the training programs was assessed with knowledge attitude and practice (KAP), experiences in work-related injury, sick leave and musculoskeletal disorder (MSD) at baseline and one year after training. Chi square test and two-proportion Z test were applied to compare the occurrence of injury, sick leave and MSD in different groups. / Objectives: To find out whether participatory training is effective in improving occupational health and safety (OHS); to see if participatory training is more effective than didactic training in improving OHS; and to document whether participatory training has a better cost-benefit ratio than didactic training. / Results: 918 intervention workers received participatory training and 2,561 control workers received didactic training. The follow up rates at three-month and one-year after training were 71.1% (2,473/3,479) and 56.3% (1,321/2,347), respectively. / The average baseline KAP scores of 64.9+/-15.0, 63.5+/-14.7 and 78.1+/-18.0 improved significantly at immediate evaluation (82.7+/-12.3, 71.9+/-12.4 and 90.6+/-12.7), at three months (79.3+/-11.5, 73.9+/-10.6 and 91.7+/-9.6), and at one-year after training (76.7+/-12.1, 72.0+/-10.3 and 88.9+/-10.8) in three groups. / The cost-benefit ratios were 1:1.20 for participatory training and 1:1.06 for didactic training if the cost savings were calculated with median costs and workdays lost. The cost-benefit ratios were 1:2.36 for participatory training and 1:1.97 for didactic training if the cost savings were calculated with mean costs and workdays lost. / Yu, Wenzhou. / Adviser: Ignatius T.S. Yu. / Source: Dissertation Abstracts International, Volume: 73-02, Section: B, page: . / Thesis (Ph.D.)--Chinese University of Hong Kong, 2010. / Includes bibliographical references (leaves 165-174). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [201-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese.

The following study identifies and describes the cultural knowledge of women working in the construction industry regarding occupational health and safety. Data was gathered on 6 female construction workers, using the techniques of participant observation and the ethnographic interview. Results of the field observation and the interviews revealed that the women had a high level of knowledge of many work place hazards. They were also aware of kinds of accidents and injuries and a number of ways of cutting down on the hazards. Less was known about chronic, progressive, as opposed to acute injury. Despite their belief that most accidents were preventable, the women described a variety of reasons for not taking precautions. The major reasons given involved peer pressure and lack of time.

This thesis reports a research study to measure the impact of industrial sponsorship on student, academia, and industry. The thesis provides a review of the literature in the field of engineering education, university-industry collaboration and student sponsorship. It describes the design of the study and methods of data collection and data analysis. It then presents a discussion of the impact of sponsorship. The research project was conducted at Loughborough University from 2006-2009. It has captured existing practice across sponsored and non-sponsored programmes within the Engineering Faculty at Loughborough University together with a small number of national and international sponsorship schemes. Data were collected from the undergraduate engineering students, graduates, sponsoring/non sponsoring companies, and the academic staff of engineering departments using questionnaires, interviews and documentary analysis. This study highlights the values and issues of the relationship between employers and students during their undergraduate study from the perspective of students, employers and academic staff. It takes a mixed-method approach to assess the attitudes and perception of individuals from these parties and identify the barriers which limit further engagement in order to propose guidelines for further improvements. The results show that the majority of the stakeholders valued industrial sponsorship as a way of developing the quality of undergraduate degrees and generating enough of the high quality engineers that the industry needs. There was close agreement on these matters between the parties involved. Overall the findings of the research showed that the parties main expectations of sponsorship schemes were largely met by the reality of sponsorship. Greater awareness of the details of sponsorship schemes, including how they work and what is involved, would make employers more likely to offer sponsorship and encourage more students to apply for sponsorship. Conclusions are drawn on the benefits that sponsorship offers, the incentives for these stakeholders, the role of sponsorship in building a relationship between students and their future employers, its contribution to the attainment of learning outcomes, the degree of sponsorship attractiveness to the investigated companies, the obstructions which limit partnership and recommendations for further developments.