Thesis (Ph. D.)--Columbia University, 1928. / "The Ohio state university studies. Graduate school series." "Selected bibliography": p. 82-86.

<p>This study exploits and describes how to manage donations and send them to the affected people when natural disaster occurs. Throughout my experience in working with some organizations for collecting donations, I found out that there are many problems that harden the goods. Since affected people need the help and the goods immediately, it will take time to reach and be delivered to the people who need them. The process takes a long period of time due to the following reasons: first, the donor ships unsolicited donations and that will consequently waist time and money because no one need them. Second, there is a time gap between receiving and sorting the donations. Third, donations? spaces need to be large and flexible. Fourth, the volunteers who work in good management put massive effort in sorting donations. Fifth, more volunteers are always needed. Finally, recipients still have to sort through donated goods to make them useful. In this research project, I came up with a solution that will help in these temporary donation places. I created a system that contains of 3 parts which will work together. The first part is a website that is designed as a source for the donors to know about if a disaster takes place and what donations are needed in each specific situation. The second part is the ?GoMa? stand which will be located in temporary donation places, so after you receive and know all the information about what people exactly need, you can take the donations to these places and find the stand to help minimizing time, place, and effort. The last part of the system is the labeling that will help the donors to consistently sort across multiple events and locations. Also, it will help the senders to streamline their logistics process, and to help the recipients understand what items they have gotten and how to deploy them.

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Purpose of the study. The purpose of this study was to determine the educational and experiential status of today's safety educators, teaching at the college level. Areas studied included the perceptions of the safety educators as to the value of their education and work experience in relation to their suitability to teach safety at the college level; the perception of the safety educators of the need for mandatory professional certification; and the professional development requirements to maintain certification. Methodology. A descriptive research methodology was employed to gather and report the data for the study. A survey questionnaire was sent to all members of the American Society of Safety Engineers (ASSE) who live in the United States and list their occupations as educators. The ASSE is the dominant professional safety organization in the United States and the society's members provided an excellent survey sample. Results. The results of the study were based on the data collected from the questionnaires returned by the respondents. The survey provided useful data on the demographics of the nation's safety educators. The survey provided information about the importance of education, experience, and professional certification for safety educators as perceived by the respondents. Conclusions. Relatively few safety programs exist at colleges and universities in the United States. Indications are that the opportunities for safety graduates will continue to grow. The American Society of Safety Engineers has developed a recommended core curriculum and established program standards for college safety programs. At this time only seven institutions have met the requirements for accreditation under these ASSE guidelines. While the ASSE recommendations do not include standards for safety educators, a well-defined safety curriculum will serve to disclose the goals and aspirations of the safety program. In turn, these goals and aspirations will serve to establish the prerequisite skills and talents necessary to become an educator in that safety program.

Industrial arts education is changing its curriculum to teach technology education. Teacher education programs in industrial arts have also changed their curriculums to prepare teachers for the new technology education programs. Current industrial arts teachers are in great need of staff development opportunities to help them deal with technological change, update their skills, and enable them to develop a curriculum to teach technology education. The purpose of this study was to survey Connecticut technology education teachers to determine their participation in specific staff development activities. The study also allowed responding teachers to identify how beneficial they perceived the staff development activities to be. In addition, the study was designed to identity significant correlations between staff development activities, attitude toward change, flexibility, and innovativeness. The substantive findings after a survey was administered are: (a) Connecticut teachers participated in a variety of staff development activities, with activities required as conditions of employment and activities related to state certification requirements receiving the greatest percentage of participation; (b) the staff development activities perceived as most beneficial by Connecticut technology teachers were those activities that were not required and in which the teachers voluntarily choose to participate; (c) a correlation was found between attitude toward innovation and participation in graduate degree programs, independent study, the technology teacher enhancement center, research projects, and curriculum development projects; (d) a correlation was found between flexibility and participation in teacher networks, and interdisciplinary teams; and (e) a correlation was found between innovativeness and participation in regional conferences, state conferences, state association meetings, student group advising, interdisciplinary teams, school committee meetings, and parent teacher groups. Lastly, recommendations were made for additional research and suggestions were made to modify the methodology.

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