This study focused on the issue of paradigms in Human Resource Development (HRD). Its purpose was to validate the HRD Cube as a synthesized model of HRD and to explicate some of the extant paradigms of HRD. The study was carried out by examining the text of articles published in Academy of Human Resource Development (AHRD)-sponsored journals. Purposeful, stratified, and random sampling was used to select 16 articles published in AHRD-sponsored journals. Articles were treated as if they were the representative voice(s) of their author(s). Data units from within each article were identified and coded using two sequential techniques. First, units were axially coded and sorted into one of seven pre-determined categories based on the axioms of theory, research, and practice. Second, units were open coded using the constant comparative method, and themes and sub-themes were developed. Axial coding results identified a heavy emphasis on practice. The accumulation of units representing research and theory were comparatively smaller. Evidence of shared perspectives was found that emphasized the practice axiom. The accumulation of units emphasized research-practice, followed by theory-practice, and concluded with theory-research. Data units were also found that described all three axioms concurrently, theory-research-practice. Open coding results identified representative themes and sub-themes within each of the axiom-based categories of theory, research, and practice. Six themes developed in the theory category, 9 themes and 1 sub-theme developed in the research category, and 6 themes and 10 sub-themes developed in the practice category. The results provide evidence to support the overall construction of the HRD Cube. Theory, research, and practice perspectives of HRD were represented within the 16 articles used. The results also support the components described on each side of the HRD Cube. On the theory side, people, processes, and outcomes, and informing disciplines of HRD, were identified. Post-positive, interpretive, and critical epistemologies were identified on the research side. Individual, group, organizational, national, and global levels were identified on the practice side. Given the initial validation and support of the HRD Cube and of the components described within theory, research, and practice sides, within these 16 articles published in AHRD-sponsored journals, at least 18 prospective paradigms of HRD were identified.

In order to enhance safety and prevent the recurrence of major accidents it is necessary to understand why they occur. This understanding is gained by utilising accident causation theory to explain why a certain combination of events, conditions and actions led to a given outcome: the process of accident analysis. At present, the systems approach to accident analysis is arguably the dominant research paradigm. Based on the concepts of systems theory, it views accidents as the result of unexpected and uncontrolled relationships between a system s components. Various researchers claim that use of the systems approach, via systemic accident analysis, provides a deeper understanding of accidents when compared with traditional theories. However, the systems approach and its analysis techniques are yet to be widely adopted by the practitioner community and, therefore, a research-practice gap exists. The implication of such a gap is that practitioners may be applying outdated accident causation theory and, consequently, producing ineffective safety recommendations. The aim of this thesis was to develop the current understanding of the systemic accident analysis research-practice gap by providing a description of the gap, considering its extent and examining issues associated with bridging it. Four studies were conducted to achieve this aim. The first study involved an evaluation of the systemic accident analysis literature and techniques, in order to understand how their characteristics could influence the research-practice gap. The findings of the study revealed that the systems approach is not presented in a consistent or clear manner within the research literature and that this may hinder its acceptance by practitioners. In addition, a number of issues were identified (e.g. model validation, analyst bias and limited usage guidance) which may influence the use of systemic analysis methods within industry. The examination of how the analysis activities of practitioners may contribute to the gap motivated Study 2. This study involved conducting semi-structured interviews with 42 safety professionals and various factors, which affect the awareness, adoption and usage of the systems approach and its analysis methods, were highlighted. The combined findings of Studies 1 and 2 demonstrate that the systemic accident analysis research-practice gap is multifaceted in nature. Study 3 investigated the extent of the gap by considering whether the most widely used analysis technique (the Swiss Cheese Model) can provide a systems approach to accident analysis. The analysis of a major rail accident was performed with a model based on the Swiss Cheese Model and two systemic analysis methods. The outputs and usage of the three analysis tools were compared and indicate that the Swiss Cheese Model does provide a means of conducting systemic accident analysis. Therefore, the extent of the research-practice gap may not be as considerable as some proponents of the systems approach suggest. The final study aimed to gain an insight into the application of a systemic accident analysis method by practitioners, in order to understand whether it meets their needs. Six trainee accident investigators took part in an accident investigation simulation and subsequently analysed the data collected during the exercise with the Systems Theoretic Accident Modelling and Processes model. The outputs of the participants analyses were studied along with the evaluation feedback they provided via a questionnaire and focus group. The main findings of the study indicate that the analysis technique does not currently meet the usability or graphical output requirements of practitioners and, unless these issues are addressed, will struggle to gain acceptance within industry. When considering the research findings as a whole a number of issues are highlighted. Firstly, given the benefits of adopting the systems approach, efforts to bridge the systemic accident analysis research-practice gap should be made. However, the systemic analysis methods may not be best suited to analyse every type of accident and, therefore, should be considered as one part of an investigator s analysis toolkit . Adapting the systemic analysis methods to meet the needs of practitioners and communicating the systems approach more effectively represent two options for bridging the gap. However, due to the multidimensional nature of the gap and the wide variety of individuals, organisations and industries that perform accident analysis, it seems likely that tailored solutions will be required. Furthermore, due to the differing needs of the research and practice communities, efforts to bridge the gap should focus on collaboration between the two communities rather than attempting to close the gap entirely.

A tese "A PRÁTICA DA PESQUISA NO PROCESSO DE FORMAÇÃO DE PROFESSORES EM PEDAGOGIA: um desafio ao docente do ensino superior para a formação de um profissional reflexivo" investigou como os cursos de Pedagogia estão organizando seus processos pedagógicos de modo a contribuir na formação de profissionais reflexivos e quais as estratégias pedagógicas docentes que podem contribuir para o desenvolvimento deste profissional. Fundamentaram basicamente esse estudo os aportes teóricos nacionais de Demo, Anastasiou & Alves e Krahe ; e Schön, Alarcão e Tardif como internacionais. A coleta de dados foi realizada em duas Universidades (privada e federal) tendo como foco principal o curso de Pedagogia presencial. O instrumento para coleta dos dados junto às coordenações e docentes dos cursos foi a entrevista semi-estruturada. Trata-se de um estudo de caráter exploratório-descritivo e utilizamos o método de análise de conteúdo para tratamento dos dados. Este estudo constatou que: os cursos de Pedagogia se configuram como estruturas institucionais de apoio à gestão e implementação de propostas de aprendizagem inovadoras com base em concepções ético-políticas emancipatórias; a análise dos dados dos docentes e coordenação do curso de Pedagogia evidenciou que a articulação entre IES, Curso de Pedagogia e práticas docentes se faz necessária na formação dos profissionais reflexivos, que a organização curricular deve abarcar institucionalmente objetivos, princípios e ações para que as estratégias empregadas nos espaços pedagógicos transcendam iniciativas. Constatou-se que na IES pública, a articulação se manifesta com maior veemência nos depoimentos docentes. Quanto ao perfil do professor reflexivo os docentes demonstraram conhecimentos sobre o assunto e algumas competências são apresentadas para a necessária imbricagem entre o ensino e a prática da pesquisa para a formação deste profissional. Foram relatadas estratégias vivenciadas na prática pedagógica que podem contribuir neste processo e destacadas que, fundamentalmente, nenhuma delas dará conta desta formação se os conhecimentos não estiverem articulados às práticas sociais dos educandos. Este estudo concluiu que há muito mais a ser pesquisado nesta área se desejamos a formação de profissionais competentes, conscientes de seus desafios enquanto permanentes pesquisadores de suas próprias ações. / The thesis "THE PRACTICE OF RESEARCH IN THE PROCESS OF DEVELOPMENT OF PROFESSORS IN PEDAGOGY: a challenge to the higher education teaching staff for the development of a reflective professional" investigated how the Pedagogy courses are organizing their pedagogical processes in order to contribute to the development of reflective professionals and which pedagogical strategies from the teaching staff may foster the development of this professional. This study was basically based on the national theoretical base of Demo, Anastasiou & Alves and Krahe; and Schön, Alarcão and Tardif as international. The data collection was carried out in two Universities (private and federal), focusing mainly on the Presence Pedagogy course. The instrument for data collection at the coordination departments and teaching staff was the semistructured interview. It is an exploratory-descriptive study and the method used was content analysis for treatment of data. This study has verified that: the courses of Pedagogy represent institutional structures that support the management and implementation of innovative learning purposes based on emancipatory ethicalpolitical conceptions; data analysis of the teaching staff and coordination of the Pedagogy course has proved that the articulation amongst IES, Pedagogy course and teaching practices is necessary in the development of reflective professionals, that the curricular organization must embrace institutionally objectives, principles and actions so that the strategies employed in pedagogical spaces transcend initiatives. It was demonstrated that at the public IES, the articulation manifests with greater vehemence in the teaching staff testimonies. Regarding the reflective professor's profile the teaching staff demonstrated knowledge about the subject and some abilities are presented for the necessary involvement between the teaching and the practice of research for the development of this professional. Strategies experienced in pedagogical practice which may contribute in this process were reported and highlighted that, fundamentally, none of those will be able to meet this qualification if the knowledge is not articulated to social practices of the learners. This study concludes that there is a lot more to be researched in this field if we wish the development of competent professionals, aware of their challenges while permanent researchers of their own actions.

Submitted by Edileide Reis (leyde-landy@hotmail.com) on 2013-05-09T12:26:47Z No. of bitstreams: 1 Maria Geralda Aguiar.pdf: 729561 bytes, checksum: 1e00870565cef44e511844b7d87e009c (MD5) / Approved for entry into archive by NELIJANE MENEZES(rubi2276@gmail.com) on 2013-06-05T23:49:03Z (GMT) No. of bitstreams: 1 Maria Geralda Aguiar.pdf: 729561 bytes, checksum: 1e00870565cef44e511844b7d87e009c (MD5) / Made available in DSpace on 2013-06-05T23:49:03Z (GMT). No. of bitstreams: 1 Maria Geralda Aguiar.pdf: 729561 bytes, checksum: 1e00870565cef44e511844b7d87e009c (MD5) Previous issue date: 2005 / Esta pesquisa pergunta pelos nexos entre a prática de pesquisa e a produção de subjetividades na formação em enfermagem; assim, busca chamar a atenção para o caráter produtivo que o currículo assume na invenção da aluna de Enfermagem e nos processos de subjetivação e de identificação. Para tal fim, descreve algumas situações da vida cotidiana nos espaços sociais nos quais as alunas de Enfermagem da UEFS se comunicam, interagem e atuam, situações que as tocam e são discutidas no corpus constituído por nove monografias produzidas no período de 1996.1 a 2000.2. Aborda as noções de experiência, de sujeito, de subjetividade, de identidade e descreve alguns dos valores presentes no processo de institucionalização da enfermagem que atravessam a formação da enfermeira na contemporaneidade, detendo-se nos problemas relativos à construção do objeto em relação a aspectos da teorização foucaultiana acerca do poder disciplinar e dos modos de subjetivação. Apresenta elementos da arqueologia foucaultiana com os quais se buscou fazer uma ponte para a investigação das representações das alunas acerca dos saberes concernentes à formação em enfermagem que atravessa o corpus, passando, em seguida, pela análise dos enunciados que possibilitou estabelecer relações entre o que efetivamente é dito e o não dito. Após isso, toma um atalho por um breve histórico sobre os mecanismos pelos quais se deu a inserção das disciplinas de pesquisa no currículo de Enfermagem da UEFS. Descreve e analisa as experiências de formação discutidas pelas alunas e, por essa via, convertidas em problemas de pesquisa em nove monografias, tomando os significados que as alunas atribuem às experiências privadas como produtos de certos sistemas comuns de significação na enfermagem, constituindo os resultados da pesquisa empírica como o ponto de chegada de um saber que se produziu em trânsito. Desembarca com uma reflexão sobre o alcance desta pesquisa, no que tange à teorização do problema investigado e aos objetivos propostos, conformando-os como novas experiências no ensinar e no aprender, apresentando uma leitura das representações nas quais se enraízam as experiências de formação das alunas das disciplinas de pesquisa. / Salvador

This thesis comprises six new musical works composed between 2008 and 2015: ‘Struction (how I attempted to get the thoughts in my head into your head using only five instruments, five instrumentalists, metronome sound and MIDI') for amplified ensemble and pre-recorded soundtrack (2011); ‘My Life in Ventriloquism' for solo clarinet and pre-recorded soundtrack (2012); ‘Nightmusic' for solo violin (2012); ‘Replaceable Parts for the Irreplaceable You' for ensemble, pre-recorded soundtrack and video (2013); ‘Espial', a video work featuring string quartet (2014); and ‘Elbow Room' for amplified ensemble, pre-recorded soundtrack and video (2014). The works are presented in this thesis as musical scores (and other performance materials), accompanied by audio-visual documentation of performances. As a whole, these compositions reflect a period of practice-as-research into the role of metapraxis in musical performance and how it can be used to help convey non-musical thought through instrumental music. A commentary on this portfolio of new compositions begins by discussing two influential works — Mauricio Kagel's ‘Match' (1964) and ‘Failing: A Difficult Piece for Solo String Bass' (1975) by Tom Johnson — before examining each new work in detail in order to explicate the research and creative processes that led to their composition, to exteriorize a personal working practice and to document the reflection-on-practice which has furthered this research. The commentary details how I was able to write music on a variety of topics, including authority, technology and place, and concludes with some ideas for further research.

A tese "A PRÁTICA DA PESQUISA NO PROCESSO DE FORMAÇÃO DE PROFESSORES EM PEDAGOGIA: um desafio ao docente do ensino superior para a formação de um profissional reflexivo" investigou como os cursos de Pedagogia estão organizando seus processos pedagógicos de modo a contribuir na formação de profissionais reflexivos e quais as estratégias pedagógicas docentes que podem contribuir para o desenvolvimento deste profissional. Fundamentaram basicamente esse estudo os aportes teóricos nacionais de Demo, Anastasiou & Alves e Krahe ; e Schön, Alarcão e Tardif como internacionais. A coleta de dados foi realizada em duas Universidades (privada e federal) tendo como foco principal o curso de Pedagogia presencial. O instrumento para coleta dos dados junto às coordenações e docentes dos cursos foi a entrevista semi-estruturada. Trata-se de um estudo de caráter exploratório-descritivo e utilizamos o método de análise de conteúdo para tratamento dos dados. Este estudo constatou que: os cursos de Pedagogia se configuram como estruturas institucionais de apoio à gestão e implementação de propostas de aprendizagem inovadoras com base em concepções ético-políticas emancipatórias; a análise dos dados dos docentes e coordenação do curso de Pedagogia evidenciou que a articulação entre IES, Curso de Pedagogia e práticas docentes se faz necessária na formação dos profissionais reflexivos, que a organização curricular deve abarcar institucionalmente objetivos, princípios e ações para que as estratégias empregadas nos espaços pedagógicos transcendam iniciativas. Constatou-se que na IES pública, a articulação se manifesta com maior veemência nos depoimentos docentes. Quanto ao perfil do professor reflexivo os docentes demonstraram conhecimentos sobre o assunto e algumas competências são apresentadas para a necessária imbricagem entre o ensino e a prática da pesquisa para a formação deste profissional. Foram relatadas estratégias vivenciadas na prática pedagógica que podem contribuir neste processo e destacadas que, fundamentalmente, nenhuma delas dará conta desta formação se os conhecimentos não estiverem articulados às práticas sociais dos educandos. Este estudo concluiu que há muito mais a ser pesquisado nesta área se desejamos a formação de profissionais competentes, conscientes de seus desafios enquanto permanentes pesquisadores de suas próprias ações. / The thesis "THE PRACTICE OF RESEARCH IN THE PROCESS OF DEVELOPMENT OF PROFESSORS IN PEDAGOGY: a challenge to the higher education teaching staff for the development of a reflective professional" investigated how the Pedagogy courses are organizing their pedagogical processes in order to contribute to the development of reflective professionals and which pedagogical strategies from the teaching staff may foster the development of this professional. This study was basically based on the national theoretical base of Demo, Anastasiou & Alves and Krahe; and Schön, Alarcão and Tardif as international. The data collection was carried out in two Universities (private and federal), focusing mainly on the Presence Pedagogy course. The instrument for data collection at the coordination departments and teaching staff was the semistructured interview. It is an exploratory-descriptive study and the method used was content analysis for treatment of data. This study has verified that: the courses of Pedagogy represent institutional structures that support the management and implementation of innovative learning purposes based on emancipatory ethicalpolitical conceptions; data analysis of the teaching staff and coordination of the Pedagogy course has proved that the articulation amongst IES, Pedagogy course and teaching practices is necessary in the development of reflective professionals, that the curricular organization must embrace institutionally objectives, principles and actions so that the strategies employed in pedagogical spaces transcend initiatives. It was demonstrated that at the public IES, the articulation manifests with greater vehemence in the teaching staff testimonies. Regarding the reflective professor's profile the teaching staff demonstrated knowledge about the subject and some abilities are presented for the necessary involvement between the teaching and the practice of research for the development of this professional. Strategies experienced in pedagogical practice which may contribute in this process were reported and highlighted that, fundamentally, none of those will be able to meet this qualification if the knowledge is not articulated to social practices of the learners. This study concludes that there is a lot more to be researched in this field if we wish the development of competent professionals, aware of their challenges while permanent researchers of their own actions.

A tese "A PRÁTICA DA PESQUISA NO PROCESSO DE FORMAÇÃO DE PROFESSORES EM PEDAGOGIA: um desafio ao docente do ensino superior para a formação de um profissional reflexivo" investigou como os cursos de Pedagogia estão organizando seus processos pedagógicos de modo a contribuir na formação de profissionais reflexivos e quais as estratégias pedagógicas docentes que podem contribuir para o desenvolvimento deste profissional. Fundamentaram basicamente esse estudo os aportes teóricos nacionais de Demo, Anastasiou & Alves e Krahe ; e Schön, Alarcão e Tardif como internacionais. A coleta de dados foi realizada em duas Universidades (privada e federal) tendo como foco principal o curso de Pedagogia presencial. O instrumento para coleta dos dados junto às coordenações e docentes dos cursos foi a entrevista semi-estruturada. Trata-se de um estudo de caráter exploratório-descritivo e utilizamos o método de análise de conteúdo para tratamento dos dados. Este estudo constatou que: os cursos de Pedagogia se configuram como estruturas institucionais de apoio à gestão e implementação de propostas de aprendizagem inovadoras com base em concepções ético-políticas emancipatórias; a análise dos dados dos docentes e coordenação do curso de Pedagogia evidenciou que a articulação entre IES, Curso de Pedagogia e práticas docentes se faz necessária na formação dos profissionais reflexivos, que a organização curricular deve abarcar institucionalmente objetivos, princípios e ações para que as estratégias empregadas nos espaços pedagógicos transcendam iniciativas. Constatou-se que na IES pública, a articulação se manifesta com maior veemência nos depoimentos docentes. Quanto ao perfil do professor reflexivo os docentes demonstraram conhecimentos sobre o assunto e algumas competências são apresentadas para a necessária imbricagem entre o ensino e a prática da pesquisa para a formação deste profissional. Foram relatadas estratégias vivenciadas na prática pedagógica que podem contribuir neste processo e destacadas que, fundamentalmente, nenhuma delas dará conta desta formação se os conhecimentos não estiverem articulados às práticas sociais dos educandos. Este estudo concluiu que há muito mais a ser pesquisado nesta área se desejamos a formação de profissionais competentes, conscientes de seus desafios enquanto permanentes pesquisadores de suas próprias ações. / The thesis "THE PRACTICE OF RESEARCH IN THE PROCESS OF DEVELOPMENT OF PROFESSORS IN PEDAGOGY: a challenge to the higher education teaching staff for the development of a reflective professional" investigated how the Pedagogy courses are organizing their pedagogical processes in order to contribute to the development of reflective professionals and which pedagogical strategies from the teaching staff may foster the development of this professional. This study was basically based on the national theoretical base of Demo, Anastasiou & Alves and Krahe; and Schön, Alarcão and Tardif as international. The data collection was carried out in two Universities (private and federal), focusing mainly on the Presence Pedagogy course. The instrument for data collection at the coordination departments and teaching staff was the semistructured interview. It is an exploratory-descriptive study and the method used was content analysis for treatment of data. This study has verified that: the courses of Pedagogy represent institutional structures that support the management and implementation of innovative learning purposes based on emancipatory ethicalpolitical conceptions; data analysis of the teaching staff and coordination of the Pedagogy course has proved that the articulation amongst IES, Pedagogy course and teaching practices is necessary in the development of reflective professionals, that the curricular organization must embrace institutionally objectives, principles and actions so that the strategies employed in pedagogical spaces transcend initiatives. It was demonstrated that at the public IES, the articulation manifests with greater vehemence in the teaching staff testimonies. Regarding the reflective professor's profile the teaching staff demonstrated knowledge about the subject and some abilities are presented for the necessary involvement between the teaching and the practice of research for the development of this professional. Strategies experienced in pedagogical practice which may contribute in this process were reported and highlighted that, fundamentally, none of those will be able to meet this qualification if the knowledge is not articulated to social practices of the learners. This study concludes that there is a lot more to be researched in this field if we wish the development of competent professionals, aware of their challenges while permanent researchers of their own actions.

Early childhood educators in the United States and worldwide face the growing challenge of “schoolification,” - the imposition of conventional academic content from later grade levels into their classrooms (e.g., Ring & O’Sullivan, 2018). The science of learning offers a different approach with evidence to support more active, engaging, and inclusive educational environments for all students (e.g., Darling-Hammond et al., 2020, Hirsh-Pasek et al., 2020, Nasir et al., 2021). The Active Playful Learning framework is one promising model that combines principles of how children learn through play, and particularly adult-initiated, child-directed guided play (e.g., Weisberg et al., 2013), with the “6 Cs,” a set of skills for success in the classroom and beyond. A preliminary, mixed methods evaluation of an intervention to promote guided play in kindergarten classrooms through instructional coaching was conducted by Nesbitt et al. (under review) across New Hampshire. This study builds on the prior research, first by attempting to replicate the positive effects of the intervention for teachers and students, as provided by teacher reports. It then advances beyond the previous study to determine if teacher and student behaviors shaped by guided play and the playful learning principles are detectable through independent classroom observations. Lastly, it incorporates a preliminary comparison between intervention and business as usual control classrooms. Results support a replication of the previous teacher reports. Other results are mixed, but they indicate significant behavior changes consistent with adoption of playful learning, even if not yet guided play. This study represents a considerable advance in our implementation and evaluation of Active Playful Learning for educators and students. / Psychology

Implementing research-based practices in classrooms as a means of increasing achievement in mathematics for all students requires an understanding of many complex factors that influence classroom change. Situating the role of the teacher as critical to these efforts, teacher inquiry provides a theoretical framework from which to understand the importance of teacher-created knowledge in implementing new instructional practices. A teacher-researcher partnership may provide the support system for teacher inquiry to occur. This study investigated the effects of a research partnership on the implementation of research-based practices, specifically considering the views of teachers participating in the partnership, the differences in implementation based on interactions with researchers, and the features of the partnership that supported the implementation of new practices. Interpretative Phenomenological Analysis of secondary data was used to understand the experiences of twelve teachers who participated in a research partnership among a research-based non-profit, a national coalition of public schools, and two universities. Results from observation, survey, and interview data found teachers had a complex self-perception of their own roles in the teacher-researcher partnership including being a collaborator, a learner, and an agent of change. Additionally, teachers who interacted with researchers embraced the new materials and instructional practices more so than those who did not. Features of the partnership that were supportive of the implementation process included a focus on the teacher, evolution and responsiveness, and collaboration and integration. Implications for teachers, researchers, administrators, and others are discussed. / CITE/Mathematics and Science Education

Obesity, a condition of excess body fat, is one of the most complex problems facing health systems. Lifestyle management programs that combine diet, physical activity, and intensive behavioral therapy have been shown by research to support a degree of weight loss that produces health benefits (i.e., at least a 3-5% initial body weight). However, it has been difficult for research-developed programs to be delivered in typical practice to have a meaningful impact. Integrated research-practice partnerships that involve the coming together of academic researchers, health system administrators, and program delivery staff may help overcome this gap, especially during this transformational time in the healthcare sector. This dissertation aimed to develop an understanding of how using the integrated research-practice approach would facilitate and sustain evidence-based lifestyle management strategies across a health system to treat obesity among patients and employees. An integrated research-practice partnership with Carilion Clinic, a health system in western Virginia, served as an example for the study. From 2013-2016, the Carilion Clinic integrated research-practice partnership conducted a series of trials testing different strategies for delivering weight loss and weight loss maintenance support. An evaluation guided by the RE-AIM (Reach, Effectiveness, Adoption, Implementation, and Maintenance) framework was conducted to describe implementation processes and outcomes for each strategy. Lessons learned from the evaluation support the value of the integrated-research practice partnership approach as a solution for overcoming gaps in obesity care. A shared priority perspective between research and practice was identified as the powerful process for supporting facilitation and sustainability of strategies. In addition, findings from the evaluation produced evidence to inform the future development of a system for Carilion Clinic to help patients and employees lose weight and keep it off through lifestyle management. / Ph. D.