This presentation will discuss the challenges that clinical supervisors face when trying to balance efficient graduate student training and patient welfare in university voice clinics. We will propose a model in which we seek to balance the needs of the patient, student clinician, and clinical instructor.

Produktkataloger publiceras och distribueras idag av många detaljhandelsföretag, stora somsmå. Dock har det påvisats att katalogproduktion kan vara både tids- och resurskrävande. Dettaexamensarbete har därför syftat till att finna en lösning på problemet genom att undersökabehov och förutsättningar och därpå utveckla ett verktyg som kan underlätta arbetet med attskapa produktkataloger. Målsättningen var att det resulterande verktyget per automatik skulleframställa en produktkatalog i PDF-format utifrån ett befintligt artikelregister.En förstudie visade att trots olikheter i befintliga produktkatalogers utformning finnsändå vissa gemensamma element såsom produktbild och pris. Detta faktum utnyttjades vidutvecklingsarbetet där det förutsattes att ett artikelregister, oavsett typ av datakälla, alltidinnehåller vissa informationselement som kan publiceras. För att sedan ge utrymme förolikheter i den grafiska utformningen av en katalog implementerades en separat mallhantering.Syftet med detta var att ge användaren möjligheten att justera exempelvis placering av textfält,bilddimensioner och bakgrundsbilder efter eget behov och tycke.För att komma i hamn tilläts projektet att växa i omfattning och under våren 2013 fungeradekataloggenereringsverktyget i enlighet med de mål som satts upp. Trots detta ses fortfarandestora möjligheter för vidareutveckling, särskilt som behovet av effektiviserad katalogproduktiontycks stort. / Today, product catalogs are published and distributed by a large share of retail companies.However, the process of catalog production can be both time consuming and resource heavy.The purpose of this thesis has been to find a solution to that problem. This was done byresearching different needs and demands regarding catalog production which was then followedby implementation of a software tool that could accomodate those needs. The goal was toautomatically produce a product catalog in PDF format out of an existing product database.A pilot study showed that despite differences in existing catalog layouts, there still aresome common elements such as product image and price. This was used as a basis during theimplementation in which it was assumed that a product database, no matter the type of datasource, always contains specific information elements to be published. To allow for differentlayouts of a product catalog, a separate template handler was implemented. The purposeof this was to give the user an opportunity to configure for instance text field placements,image dimensions and which background images to use - all in favor of individual needs andoppinions.To reach the goals the scope of the project was extended and during spring 2013 it wasfinalized with the desired functionalities. Despite this, a whole lot of possibilities regardingfurther development can be seen, especially since the need of a more efficient process of catalogproduction seems to exist.

Η εργασία αυτή έχει ως αντικείμενο την ανάπτυξη ενός συνεργατικού προγράμματος (groupware) για τη δημιουργία διαγραμμάτων μέσω διαδικτύου. Το πρόγραμμα αυτό, ονομαζόμενο CreDia (Diagram Creator), αναπτύχθηκε έτσι ώστε να εκτελείται από φυλλομετρητές ιστού χωρίς προηγούμενη εγκατάσταση. Στο κείμενο της εργασίας γίνεται αναφορά στη διαδικασία ανάπτυξης του προγράμματος αυτού, στο πείραμα ευχρηστίας και στη χρήση των αποτελεσμάτων του για την αποσφαλμάτωση και την ανάπτυξη της τελικής έκδοσης του προγράμματος. / The object of this paper is the creation of a groupware program for creating diagrams collaboratively over the internet. This program, called CreDia (Diagram Creator). The aforementioned paper decribes the development of the first version of this program, the user testing and debugging and the development of the program's final version.

Child sexual abuse (CSA) is a complex issue among African American children, who experience significantly higher rates of CSA (Sedlak et al., 2012). Despite this, a dearth of research has examined CSA prevention among African American children. Moreover, there are no established culturally sensitive prevention programs targeted at addressing CSA among this demographic. This study addressed a significant gap in the literature by developing and evaluating the Speak7 African American Child Sexual Abuse Prevention Program (Speak7). Speak7 is a culturally sensitive, adult-focused CSA prevention program that aims to enhance the CSA prevention competence of adults who provide for African American children. Speak7 was developed by the principal investigator of this study using the National Standards for the Primary Prevention of Sexual Assault through Education (Carmody et al., 2009). Speak7 was evaluated using a formative approach to assess and enhance the acceptability of this intervention for African American adults. A qualitative design consisting of a pilot intervention with a focus group and key informant interviews was adopted to enable a detailed exploration of African American adults’ perceptions of Speak7’s program design, strengths, weaknesses, cultural congruence, and value. Qualitative data were analyzed using thematic content analysis (Braun & Clarke, 2006). Nine themes emerged from the data: (1) acceptable design, (2) identified strengths, (3) identified weaknesses, (4) culturally appropriate, (5) valued by targets, (6) recommendations, (7) appropriate for targets, (8) dynamic engagement, and (9) views of CSA. Findings reveal critical insights into participants’ perspectives regarding the acceptability of Speak7 and inform program revisions.

[pt] A pesquisa teve como objetivo primordial compreender as relações estabelecidas entre o Instituto Nacional de Estudos e Pesquisas Educacionais (INEP) e as políticas públicas do Governo Militar, no período de 1968 a 1970. Consideramos como expressão exemplar dessa relação um projeto denominado Operação-Escola, proposto no âmbito do Programa Estratégico do Desenvolvimento (PED), gestado no interior do Ministério do Planejamento e Coordenação Geral (Miniplan), e executado pelo INEP. Procuramos, a partir do objetivo proposto, caracterizar a rede de relações estabelecida entre o Ministério do Planejamento e o Ministério da Educação por conta deste programa, o qual mobilizou importantes setores de instituições ligadas a estes órgãos, como o INEP e o Instituto de Pesquisa Econômica Aplicada (IPEA). Tais instituições configuraram uma rede de relações e de circulação de poder que ao mesmo tempo em que se constituiu em uma resultante da configuração política do Governo Militar, trouxe-lhes novas diretrizes e perspectivas no âmbito da planificação econômica implementada no Brasil durante o período (especialmente entre os anos de 1968 e 1970). Partimos de uma análise de documentos elaborados por órgãos que integraram o referido projeto governamental, e, a partir destes, procuramos caracterizar a Política Educacional Brasileira no contexto de aprofundamento das contradições inerentes ao modelo capitalista periféricodependente adotado pelo Brasil nesta época. Como alguns dos resultados, podemos destacar: a) a inflexão na perspectiva de atuação política e técnica do INEP; b) o embate no âmbito de dois setores do Estado Brasileiro, entre diferentes concepções de Educação e Desenvolvimento. / [en] The goal of this research is to understand the fundamental relationship between the Instituto Nacional de Pesquisas Educacionais (INEP) and the public policies of Military Government through 1968-1970. We consider as an examplar expression of this relationship the project called Operação-Escola, proposed as part of the Programa Estratégico do Desenvolvimento (PED), gestated inside the Ministério do Planejamento e Coordenação Geral (MINIPLAN) and executed by INEP. We intend to characterize thenetwork stablishedbetween the Ministério do Planejamento and the Ministério da Educação because of this program, which mobilized important sectors of both institutions related to these organs, such as the INEP and the Instituto de Pesquisas Econômicas Aplicadas (IPEA). Those institutions have configured a relationship network and a circulation of power that, as a result of the political configuration of the Military Government, also brought to them new sets of directions and perspectives for the Brazilian Government s economical planning during the period (especially between the years of 1968 and 1970). We set out from an analysis of documents on the above project, elaborated by these organs, and from these documents we seek to characterize the Brazilian Educational Policy in this context of the deepening of the contradictions inherent to the peripheric-dependent capitalist model followed by Brazil at this time. As some of the results, we emphasized: a) the inflexion of perspective on political and technical performances by INEP; and b) the clash within this two sectors of the Brazilian State, between different conceptions of Education and Development.

This diploma thesis focuses on support of development, research and innovation in the European Union. The first part contains some definitions of terms development, research and innovation. It also provides a brief description of history of support for this sphere. On the example of Czech Republic this thesis describes sources, which can be used to get financial support. The final part evaluates the drawing of Structural funds in Czech Republic and also the participation of Czech scientists on framework programmes, which are supporting development, research and innovation.

Background At least 111 schools and colleges of nursing across the nation provide both PhD and DNP programs (AACN, 2014a). Collaboration between nurses with doctoral preparation as researchers (PhD) and practitioners (DNP) has been recommended as essential to further the profession; that collaboration can begin during the educational process. Purpose The purpose of this paper is to describe the development and implementation of successful DNP and PhD program collaboration, and to share the results of that collaboration in an educational setting. Methods Faculty set strategic goals to maximize the effectiveness and efficiency of both new DNP and existing PhD programs. The goals were to promote collaboration and complementarity between the programs through careful capstone and dissertation differentiation, complementary residency activities, joint courses and inter-professional experiences; promote collegiality in a blended on-line learning environment through shared orientation and intensive on-campus sessions; and maximize resources in program delivery through a supportive organizational structure, equal access to technology support, and shared faculty responsibilities as appropriate to terminal degrees. Discussion Successes such as student and faculty accomplishments, and challenges such as managing class size and workload, are described. Conclusions Collaboration, collegiality and the sharing of resources have strengthened and enriched both programs and contributed to the success of students, faculty. These innovative program strategies can provide a solid foundation for DNP and PhD collaboration.

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No description available.

Academic advising has been a part of United States (U.S.) colleges and universities since their inception, yet academic advising as we know it today is a relatively new profession. Over the last several decades, many colleges and universities have employed professional advisors, rather than teaching and learning faculty, to carry out the academic advising functions however little is known about the structures of these advising programs. Academic advisors often serve on the front lines (i.e., high student contact hours) and advocate for student success by supporting students in learning about their institutions, uncovering their personal and professional goals, and encouraging them to pursue life goals. However, the responsibility of academic advising and advisors varies at institutions of higher education across the country and this variation is not well understood. The purpose of this research was to better understand the structures of engineering academic advising at large four-year, primarily residential institutions with a first-year engineering program. To accomplish this purpose, the following overarching research question guided my study: How do first-year engineering programs structure academic advising, and what services, programs, and support are in place for academic advisors and students? To answer this question, I used a qualitative multi-case study design to understand the landscape of advising in first-year engineering programs and the organizational structures of their advising programs. I used Habley's Organizational Models for Academic Advising (1983) as a way to categorize the structures of academic advising and Frank's (1993) Integrated Model of Academic Advising Program Development as a conceptual framework for understanding how academic advising programs develop, the services provided, programming available, and how to enable the advisors to better support the student population. My findings include identifying: 1) several similarities between case sites' organizational structures of advising, 2) new student orientation and major exploration as main services offered at all sites, 3) a lack of formalized planning across all case sites, and 4) the prominence of advisor training with a desire to have more formal advisor recognition programs. Recommendations for future research, practice, and policy are provided along with a proposal for a new model for First-Year Engineering Advising Programs. / Doctor of Philosophy / Academic advising is a function within higher education that serves students by providing guidance to navigate the higher education system. Academic advisors often serve on the front lines of the higher education environment and advocate for student success by supporting students in learning about their institutions of higher education, uncovering their personal and professional goals, and encouraging them in their academic pursuit. Academic advising has been a part of the United States (U.S.) higher education system at colleges and universities since their inception, yet academic advising, as we know it today is a relatively new profession. Over the last several decades, many colleges and universities have employed individuals to serve as professional academic advisors. These individuals spend the majority of their time and availability on the sole function of academic advising. However, the responsibility of academic advising and advisors varies at institutions of higher education across the country and this variation is not well understood. The purpose of this research was to gain a better understanding of the responsibilities and organizations of first-year engineering academic advising programs at large four-year, primarily residential institutions with a first-year engineering program. I interviewed individuals at universities and analyzed relevant advising program documents to understand the evolution of their advising programs, the services they provide, their program goals, and professional development available to them. My research uncovered 1) several similarities among the organization of the advising programs, 2) key academic services such the onboarding process for students known as new student orientation and methods to help student select an academic major, 3) a need to develop program planning initiatives and 4) the existence of training and lack of advising awards. Recommendations for future research, practice, and policy are provided along with a proposal for a new model for First-Year Engineering Advising Programs.