Thesis (M.S.)--Rowan University, 2009. / Typescript. Includes bibliographical references.

Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves 517-531).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1984. / Typescript. Vita. Includes bibliographical references (leaves 357-380).

Thesis (Ed.D.) -- Central Connecticut State University, 2006. / Thesis advisor: Carol Carter-Lowery. "... in partial fulfillment of the requirements for the degree of Doctor of Education, Department of Educational Leadership." Includes bibliographical references (leaves 162-170) Also available via the World Wide Web.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Sept. 7, 2006). Includes bibliographical references.

Background: Diabetes remains an incurable disease and as the search for a cure continues, the need to minimise complications and enhance the quality of life of patients is essential. A key UK policy initiative in the management of diabetes is empowerment through education. However, implementation of policy in the context of healthcare delivery in general may be challenging at times and the provision and uptake of diabetes education is not an exception. Aims: This thesis aims to examine the barriers and enhancing factors that are associated with the uptake of structured patient education for patients newly diagnosed with type 2 diabetes. Methods: The study used a sequential mixed methods approach. The data were collected using a focus group and face-to-face individual interviews of multiprofessionals delivering the education, a questionnaire/survey of patients and individual face-to-face interviews of referring practitioners working in GP surgeries within a PCT. Findings: Factors influencing non-attendance at diabetes education centres relate to barriers associated with the patients, practitioners and government regulations. The patients were affected by their healthcare beliefs and personal circumstances such as work patterns, childcare problems, forgetfulness, bad weather and ill health. The practitioners’ barriers were mainly around patient versus practitioner communication, inter-professional collaboration and administrative protocols. The barriers associated with the government directives relate to government regulations and funding issues. In contrast to barriers, the predictors of attendance are personal motivation, individual perceptions and beliefs coupled with the guidance given by the practitioners. Whilst it may be difficult to avoid non-attendance completely, positive steps to reduce nonattendance include enhanced communication, a positive pay-for-performance system and adequate support to develop a positive attitude towards diabetes education. Conclusion: The results indicate that barriers to attendance are multifactorial and complex; therefore, response to improve uptake requires diverse interventions.

Despite popular and professional concerns with schools as institutions where socialization occurs, there are few empirical studies of classroom behaviour. The problem set for the study reported here was to observe classroom behaviour and to provide a theoretical description of what was observed in terms relevant to sociologists' interest in socialization. The thesis is thus a description of "normal form" behaviour in the classroom, with an analytic interest in how that relates to a useful conception of socialization. Socialization is first discussed with respect to some aspects of common culture, taken for granted by adults, but "taught" explicitly in first grade. Following that, the study reports upon the ways in which children acquire membership in the class, rule-learning associated with such membership, and the import of membership acquisition for the goal of socialization as conceived here, i.e. the production of social actors competent to handle "normal environments". It is argued that the classroom is one such environment encountered by children in early life, and that the work of the school as a "socializing agent" cannot be appreciated without some understanding of these matters. / Arts, Faculty of / Sociology, Department of / Graduate

by Lee Yung-wong. / Thesis (M.B.A.)--Chinese University of Hong Kong, 1980. / Bibliography: leaves 268-272.

Thesis (M. Soc. Sc.)--University of Hong Kong, 1984.

The Department of Education's commitment to transform the South African Education system from the apartheid era to the new democratic era has proved to be a challenging one. Overwhelming evidence indicates that conflict, violence, substance abuse and teenage suicides are escalating. Education has reached an impasse! Moral degeneration is increasing exponentially implying that academic or "book knowledge" alone is inadequate in addressing these issues. It is therefore imperative that existing strategies as well as new approaches in education be closely examined and revisited if necessary in order to reverse the present state of society to one that is safe and acceptable for all life forms. This research seeks to explore what values are being taught or caught at school and how these values are interpreted and expressed both by learners as well as educators within the school. The research has been conducted at two primary schools in the Durban area of Kabuli- Natal. One is a public school that is directed solely by the National Curriculum Statement. The other is an independent school that is directed by the NCS as well as a value-based education programme. This study has used the qualitative approach and is set within the interpretive paradigm. Semi structured interviews were used as the primary research instrument to generate data. In addition to this, observation and document analysis were used. These multiple methods have assisted in triangulating the data received in order to identify commonalities as well as inconsistencies. The analysis indicates that the aspect of human rights, respect and responsibility (3R's) is contained in the National Curriculum Statement and in the South African Constitution. However the major discrepancy lies in the effective promotion and implementation of these values at school. Findings show that learners displayed a clear understanding and appreciation of values when these values are integrated and reinforced everyday. This study concludes with the idea that a concerted effort must be made to promote the teaching of human values at schools. / Thesis (M.Ed.)-University of KwaZulu-Natal, 2007.