Thesis (Ed.D.)--Boston University

This study was concerned with policy research for coordinating state higher education and telecommunication efforts. It focused on graduate and continuing education and on distance learning. (Distance learning is an extension of the classroom which utilizes interactive television.).;This study's research was to identify and analyze possible coordinating state policies that would best facilitate distance learning in Virginia. This is linked to how Virginia higher education can interact with business and industry to encourage academic and industrial cooperation in distance learning.;It was hypothesized that there is consensus among influential people in Virginia as to the best coordinating policy for Virginia's graduate and continuing education and distance learning. The results of the study indicated the research hypothesis was not fully supported. However, one of the seven policy options, the telecommunications cooperative, revealed near consensus (87%) among participants and was considered to be the best option to facilitate distance learning in Virginia. The results of the data fit with the study's theoretical model, Plude's Telecommunications Cooperatives Model.;The responses of influential Virginia leaders in higher education, government, business and industry seem to support these conclusions: (1) The participants confirmed that there was a real and urgent need for distance learning in Virginia's graduate and continuing education. (2) Participant opinions concerning the best way to fund and to coordinate a workable system did not result in overall agreement. However, they agreed in three areas: higher education must include business and industry, a state-level cooperative be formed to coordinate and facilitate a workable system, and funds for distance learning come from those who are involved--the customers and providers and these funds would include both state and private monies. (3) Participants gave strong support to the need for developing a coherent state policy in Virginia. (4) of the seven policy options considered, the participants considered a state telecommunications cooperative policy to be the best option.;In the future, policy research will need to focus on interstate and international education and in issues relating to education as a life-long pursuit.

What are the differences between the continuing education programs for museum workers in the United States and Great Britain, and what do these distinctions reveal about the ways in which the role of the museum worker is perceived in these respective countries?;This study will: (1) analyze the literature surrounding these questions, literature ranging in topics from the sociology of professions to descriptions of mid-career training options, (2) compare and contrast the museums, museum studies programs, and continued learning schemes for museologists, and, finally, (3) examine the differences and similarities between two representative programs, one for each country: the Seminar for Historical Administration and the Diploma Scheme of the Museums Association in Great Britain. From these comparisons both general and specific, the investigation will conclude with an interpretation of the differences in so far as they shed light on the varying perceptions of the museum worker in the United States and Great Britain.;In the United States, museum workers are exposed to a seemingly unlimited array of mid-career training options, a veritable smorgasbord of professional learning opportunities of varying quality and usually offered by agencies quite independent of the academy. "Contest" mobility prevails. The programs are responsive to an ever-changing market. While, in Great Britain, only a few options are available, most notable is the diploma scheme with its university affiliations. When compared to the American system, a semblance of "sponsored" mobility prevails, and one is struck by the limited, single-level and insulated nature of the programs available. This dissertation identifies these distinctions and expands on their significances as they pertain to current perceptions of the museum workers in each country.

The retention of adult learners in rural educational settings throughout the United States is challenging for adult education instructors. Adult learners in rural areas encounter internal and external barriers, including lack of self-efficacy and minimal transportation. Research exists regarding the retention of adult learners, but little is known about the barriers to persistence among adult learners in rural areas, or the motivations experienced by students and instructors. The purpose of this qualitative case study was to identify perceived barriers to retention at a rural adult learning center in Georgia and to provide suggestions to improve adult education and literacy initiatives. Knowles' theory of andragogy was used to guide this investigation. The research questions examined instructors' and students' perceived and experienced barriers, motivations, and recommendations for better strategies. Responses were recorded from semistructured interviews with 3 instructors and 9 adult students who represented the various levels of Adult Basic Education or General Educational Development within the rural setting. Data were coded and sorted by themes using inductive thematic analysis. The participants' detailed narratives indicated that situational hardships were a perceived barrier and personal investment was a motivator. Based on participants' recommendations to improve time management and incorporate technology-based instruction, a professional development training program for learning center instructors was created. The training may promote positive social change by providing research based techniques, which may increase retention and graduation rates at the local site.

Thesis (Msc.(Med.)(Pharmacy))--University of Limpopo, 2010 / Background Information regarding disease epidemiology, treatment options and emerging infections and resistance constantly challenge the knowledge of the health care practitioner. Antibiotic prescribing patterns was identified by the Dr George Mukhari hospital antibiotics committee as an area of concern. Due to this concern it was decided to investigate the prescribing patterns in adult patients with meningitis admitted to the internal medicine wards at Dr George Mukhari hospital. Objectives To determine the current antimicrobial prescribing patterns in adult patients diagnosed with meningitis, to record the causative organisms and sensitivity patterns, to record the outcom e, cost and length of treatment. Method Patient and prescriptions data were recorded prospectively on specially designed data sheets from five internal medicine wards for four months (May to August 2008). Patients were followed until discharged. Results Sixty-six patients were enrolled; 41 recovered, 22 died, 2 refused treatment and 1 absconded. Ceftriaxone was prescribed the most frequently and was administered to 58 patients; four patients with confirmed cryptococcal meningitis received amphotericin B IVI, three patients were started on iv Rifafour® for suspected tuberculosis meningitis and one was started on cefuroxime. Specimens from only 22 patients were sent for culture and sensitivity tests; ten were positive for yeast-like organisms, three for S pneumoniae and one for N meningitides and tuberculosis respectively. The average duration of treatment of patients with meningitis was 9.2days. The total cost of antiinfectives used for treatment of meningitis amounted to R111, 292.53 and the average cost per patient was R1 686.25. The cost of all medicines prescribed for the 66 patients amounted to R116, 490.43. Conclusion Ceftriaxone was used frequently as empiric therapy. Specimens for culture and sensitivity were not sent routinely. Therefore it was difficult to monitor and observe any resistance patterns and to contain cost of treatment.

Source: Dissertation Abstracts International, Volume: 39-06, Section: A, page: 3300. / Thesis (Ph.D.)--The Florida State University, 1978.

Source: Dissertation Abstracts International, Volume: 40-06, Section: A, page: 3049. / Thesis (Ph.D.)--The Florida State University, 1979.

Source: Dissertation Abstracts International, Volume: 35-09, Section: A, page: 5761. / Thesis (Ph.D.)--The Florida State University, 1974.

Source: Dissertation Abstracts International, Volume: 35-12, Section: A, page: 7597. / Thesis (Ph.D.)--The Florida State University, 1974.

Source: Dissertation Abstracts International, Volume: 39-03, Section: A, page: 1255. / Thesis (Ph.D.)--The Florida State University, 1978.