Professional research project (Au.D.)--University of South Florida, 2001. / Title from PDF of title page. / Document formatted into pages; contains 146 pages. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: A student manual of audiological procedures with accompanying laboratory assignments does not presently exist at the University of South Florida (USF). In the first year of the four year Au.D. program at USF, students are enrolled in Audiology Laboratory Clinic I, II, and III, in consecutive semesters. Groups of four to six students meet weekly for a 3-1/2 hour clinical laboratory session to receive training in test instruction, test procedures, test application, and test interpretation. The purpose of the first year Audiology laboratory clinic sessions is to prepare the student for clinical experience in year two of the Au.D program at USF. In preparation for these laboratory sessions, it was discovered that materials related to test procedures are currently scattered throughout a variety of texts, journals, manuals, educational software, videos, and web sites. No one source contains all the needed information on any given test procedure. / ABSTRACT: In addition, specific procedures outlined in documents [American Standards Institute (ANSI) and the American Speech-Language-Hearing Association (ASHA)] are not consistently used by the different sources. Thus, there is no standard procedural manual containing laboratory assignments that lead to the development of appropriate clinical testing skills by a first year Au.D student. A standard test procedural manual for pure tone audiometry, speech audiometry, and immittance testing, with assignments, was developed to assist in the cultivation of the students testing skills. The manual contains test history, purposes, procedures, scoring guidelines, interpretations, and limitations for each test. Laboratory assignments include practice exercises using a computer simulator, classmates, and volunteers. Each assignment is accompanied by discussion questions to enhance and augment student understanding. / ABSTRACT: A reference list is available to obtain further information on each topic area. This manual will be made available to the first year Au.D student as well as to the advanced Au.D student who would benefit from an all-inclusive, updateable source providing the best possible clinical procedures. The final product will be available for a fee in a notebook type format to allow for the inclusion of additional topics and updates as the standards of practice in Audiology change. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.

Call number: LD2668 .T4 1979 K56 / Master of Science

Thesis (MNutr)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Objective To develop and test a marketable, Continuing Professional Development (CPD) accredited training manual focused on the role of medical nutrition therapy (MNT) for healthcare professionals (HCP) of the multidisciplinary Type 1 and Type 2 Diabetes Mellitus (DM) management team. Methods The study consisted of two components: (a) development of the MNT manual and (b) testing of the MNT manual. The development of the MNT manual consisted of seven steps: (1) needs assessment and problem definition; (2) literature search; (3) draft one of the MNT manual; (4) peer review; (5) draft two of the MNT manual; (6) evaluation by means of a survey; and (7) the final MNT manual. The testing of the MNT manual’s impact on knowledge had a test-retest design which consisted of seven steps: (1) DM knowledge questionnaire development; (2) participant recruitment; (3) questionnaire pilot; (4) initial knowledge testing; (5) self-study of MNT manual; (6) retesting of knowledge; (7) statistical analysis. Results From the literature a total of 132 published documents were selected for inclusion in the MNT manual after grading of the information. The first draft was compiled and sent for peer review and language editing. Recommended changes were made and the second draft was developed and sent to 79 registered dietitians (RDs) who volunteered to complete a survey after reading the MNT manual. The survey indicated that the majority were satisfied with the content, which in turn led to the final MNT manual.The questionnaire was compiled using the content of the MNT manual and creating 10 questions per section of the manual. The pilot was conducted using 10% (n = 7) of the total sample. Minor changes were made. For knowledge testing, participants included RDs between the ages of 23 and 60 years, registered with the Health Professions Council of South Africa. A test-retest design was used. Participants scored a mean of 57.5% on the initial knowledge questionnaire (KQ1), ranging between 33.6% and 79.8%. They lacked knowledge on: management of the hospitalised patient; diabetes and exercise; diabetes and religion; gestational diabetes; supplements commonly used by diabetics; diabetes in prisons; diabetes in children; the function, side-effects and contra-indications of metformin. The mean score on the second knowledge questionnaire (KQ2) increased to 90.5%, with the lowest score 50.4% and the highest 99.2%.There were two questions where participants scored < 50% (mean of n = 79) which related to the type of insulin regime most suitable during Ramadan and risk factors for Type 2 DM in children. Data were also analyzed according to various socio-demographic variables, but only one significant difference was found between groups. Conclusions and implications There is adequate research available to develop a comprehensive guide for HCP on the nutritional management of DM. Such an MNT manual should be marketed for CPD purposes to encourage HCP to improve their DM management skills, as seen by the dramatic improvement in DM management knowledge of the RDs participating in this research. Future studies may include knowledge testing of other HCP, as well as testing to determine if the newly acquired information is put into practice to the benefit of DM patients. / AFRIKAANSE OPSOMMING: Objektiewe Die ontwikkeling en toets van 'n bemarkbare, Voortgesette Professionele Ontwikkeling (VPO) geakkrediteerde handleiding oor die rol van mediese voedings terapie (MVT) vir mediese personeel van die multi-dissiplinêre Tipe 1- en Tipe 2 Diabetes Mellitus (DM) behandelings span. Metodes Die studie het bestaan uit 2 komponente: (a) die ontwikkeling van die MVT handleiding en (b) die toets van die MVT handleiding. Die ontwikkeling van die MVT handleiding het bestaan uit sewe stappe: (1) assesering van benodighede en probleem definisie, (2) literatuursoektog; (3) aanvanklike konsep van die MVT handleiding; (4) eweknie evaluasie; (5) volgende konsep weergawe van die MVT handleiding; (6) evaluering deur ‘n meningsopname; en (7) die finale MVT handleiding. Die toets van die MVT handleiding se impak op die kennis het 'n toets-hertoets ontwerp gehad wat bestaan het uit sewe stappe: (1) DM kennis vraelys ontwikkeling; (2) deelnemer werwing; (3) toets van vraelys; (4) toets van aanvanklike kennis; (5) selfstudie van die MVT handleiding; (6) hertoetsing van kennis; en (7) statistiese analise. Resultate Uit die literatuur is 132 gepubliseerde dokumente gekies vir insluiting in die MVT handleiding na gradering van die kwaliteit van die inligting. Die aanvanklike konsep is ontwikkel, taalversorg en eweknie geevalueer. Aanbevole veranderinge is gemaak en die tweede konsep is ontwikkel en gestuur aan 79 dieetkundiges wat vrywillig die MVT handleiding gelees het en aan ‘n meningsopname deelgeneem het. Uit die meningsopname was dit duidelik dat die meerderheid tevrede was met die inhoud, wat gelei het tot die finale MVT handleiding.Die vraelys is opgestel met 10 vrae per afdeling van die MVT handleiding, en getoets deur 10% (n = 7) van die totale aantal deelnemers, waarna geringe veranderinge gemaak is. Vir kennis toetsing, is dieetkundiges tussen die ouderdomme van 23 en 60 jaar, wat geregistreer is by die Raad vir Gesondheidsberoepe van Suid-Afrika, ingesluit. Deelnemers het 'n gemiddeld behaal van 57.5 % op die aanvanklike kennis vraelys, met kennis wat gewissel het tussen 33.6% en 79.8%. Hulle het aanvanklik gebrekkige kennis gehad oor: die behandeling van die hospitaal pasiënt; diabetes en oefening; diabetes en godsdiens; swangerskaps diabetes; aanvullings gebruik deur diabete; diabetes in gevangenisse; pediatriese diabetes; asook die funksie, newe-effekte en kontra-indikasies van metformien. Die gemiddelde telling op die tweede kennis vraelys het toegeneem tot 90.5%, met ‘n laagste telling van 50.4% en hoogste van 99.2%. Daar was 2 vrae waar deelnemers < 50% (gemiddelde % van n = 79) behaal het. Hierdie vrae het verband gehou met die mees geskikte insulien behandeling tydens Ramadan en risikofaktore vir Tipe 2 DM in kinders. Data is ontleed volgens verskeie sosio-demografiese veranderlikes, maar slegs een beduidende verskil is tussen groepe gevind. Gevolgtrekkings en implikasies Daar is voldoende navorsing beskikbaar om ‘n omvattende handleiding vir mediese personeel oor die rol van voeding in die behandeling van DM te ontwikkel. So 'n MVT handleiding moet bemark word vir VPO doeleindes om mediese personeel aan te moedig om hul DM bestuursvaardighede te verbeter, soos gesien deur die dramatiese verbetering in DM bestuur kennis van die huidige deelnemers. Toekomstige navorsing kan die bepaling van kennis verbetering van ander mediese professies insluit, en of die verbeterde kennis in die praktyk DM pasiënte bevoordeel.

"The purpose of this study is to make an analysis of the employee handbooks now being used in industry from the point of view of format, content, and style in order to determine current trends in the writing of such publications, and develop conclusions and recommendations that will render aid in writing an employee handbook"--Introduction. / "August, 1950." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: J. Frank Dame, Professor Directing Paper. / Includes bibliographical references (leaves 56-58).

Typescript, etc. / Digitized by Kansas Correctional Industries

Typescript, etc. / Digitized by Kansas Correctional Industries

In 1991, the National Collegiate Athletic Association (NCAA) created the Challenging Athletes' Minds for Personal Success (CHAMPS)/Life Skills Program to support the student development initiatives of participating universities and colleges and to enhance the quality of the collegiate student-athlete experience within the university setting (NCAA, 2005). The CHAMPS/Life Skills Program focuses on five areas: Academic Excellence, Athletic Excellence, Personal Development, Career Development, and Service. Very few modifications have been made to the CHAMPS/Life Skills Program Educational material. The material is out of date and does not meet the needs of instructors or collegiate student-athletes. Many university faculty members use various forms of technology to supplement their teaching methods. The current presentation of the CHAMPS/Life Skills Program content exists only in paper- and pencil- format.The purpose of this creative project was to update the existing CHAMPS/Life Skills Program material and transform the material into an electronic format. This project focused on updating the Personal Development chapter, including updates to topics such as: stress management and self-esteem. A Sport Psychology chapter was created to equip CHAMPS/Life Skills Program instructors with sport psychology knowledge applicable to a collegiate student-athlete population. Electronic and additional hard copy resources were created in this project. The updated chapters and an evaluation form were distributed to three academicians familiar with the Creative Project. The academicians were asked to provide feedback and evaluate the updated chapters. The provided feedback can be used during the final preparation of the CHAMPS/Life Skills Program Manual. / School of Physical Education, Sport, and Exercise Science

This creative project has explored the possibility of establishing a field of technical literature which bridges the gap between processes books and engineering texts. The project, by setting an example, has presented a format which may easily be followed by other writers in the field.The project specifically deals with eleven contemporary sheetmetal forming techniques. In addition, the handbook presents an overall view of production planning, quality control, and standardization.

by Sondra B. Lage [and] Richard S. Marcus. / Bibliography: p. 45. / DSR Project 70149.

The purpose of the study was born out of a perceived need to establish an assessment strategy framework for the fashion programme of one Eastern Cape comprehensive university. The study focused on one Eastern Cape comprehensive university. The programme, National Diploma: Fashion, is offered by the university at two campuses (120km apart). Although this programme is currently offered at both of the sites under the auspices of the university, disparity exists in many of the academic functions within the programme. The most challenging is assessment and the implications of a non-existent standard framework for assessment across both campuses. This research undertook to identify a framework that would best serve the Fashion programme of the researched university. Assessment in the context of this study referred to the process of both gathering evidence of student learning as well as assigning grades to that learning. The lack of an assessment framework affects the quality of assessment. Consistency in the assessment process across both campuses is important. At present assessment is not consistent as it is done independently on each campus. This lack of consistency could prove to favour students at the one campus while marginalizing students at the other campus and vice versa. Inconsistency arises from staff having no common assessment framework to refer to when assessment takes place. This study was a case study. Interviews were conducted with a sample of lecturers and students from both sites. A document analysis of relevant policies was done. The documents included the Higher Education Quality Committee document Criteria for Programme Accreditation, 2004, the South African Qualification Authority document Criteria and Guidelines for Assessment of NQF Registered Unit Standards and Qualifications, 2001, and the South African Qualification Authority document Guidelines for Integrated Assessment, 2005. University policy documents pertaining to assessment were also included in the research.The findings of this study lead to the conclusion that there is no clear assessment framework currently in place for the National Diploma: Fashion at one Eastern Cape comprehensive university. The assessment methods currently in use are not fully understood and comprehended by lecturers or students. The assessment types are limited with little or no variety as to how assessment is practiced. Although continuous assessment is advocated in the department, a lack of understanding by lecturers and students as to the true practice of continuous assessment is evident. Much of the assessment is done at the end of a teaching module, rather than embedded in the teaching module. This means that assessment is done of learning rather than for learning.