Thesis (Ph. D.)--University of Missouri-Columbia, 1998. / Typescript. Vita. Includes bibliographical references (leaves 92-97). Also available on the Internet.

Thesis (M.Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 88-93). Also available in print.

Diss.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1980. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 397-405).

Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Sept. 14, 2006). Includes bibliographical references.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2006. / Title from PDF title page (viewed on Nov. 20, 2006). Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

Utilising integral parts of diverse socio-academic interaction finders establishing virtual online environment incorporating a collection of computer advances as interaction-support e-models was assumed most adequate in the Saudi context, where research confirmed poorer writing proficiency level than the desired standards of university students studying EFL as their major (Hujailan, 2004; Jahin, 2007; Gahin & Idrees, 2012; and Al Asmari, 2013). This environment facilitates interactional communications aiming at (basically) enhancing peer/expert revision and feedback provision processes needed for writing (or other language skills), and (generally) supporting knowledge construction. However, educationalists are not sure whether the purported benefits claimed by advocates of such interactional approach to the teaching of Writing (IATW) and associated means and techniques are true. Research also revealed negative attitudes of the Saudi college students towards learning a second language (ibid). The fact that demanded investigation on those issues inquiring whether an IATW programme – a package carefully designed as per the constructs of the approach referred to above – can be an effective tool to enhance Arab university EFL students' proficiency in English writing; and produce more positive attitudes towards learning English (writing in particular)? Following a mixed method (positivistic and interpretive-constructivist) research framework on the above-determined research question, this study was conducted. As a pre-test-post-test control group design of experimentation, data collection method used two instruments: a) pre- and post-writing proficiency tests (WPTs) to measure improvement of (27) experimental group students' writing ability, compared with that of the control group (28); and b) interviews to measure the impact of an IATW environment on a sub-set of (22) students' attitudes towards their interactional English writing approach experience. An action plan was followed to do relevant tests, two writing instruction methods, and semi-structured interviews. Quantitative data analysis of the WPTs revealed that the IATW made statistically significant difference in the experimental students’ overall Writing proficiency, compared with the control group scoring. The programme did not make statistically significant improvement in all Writing sub-skills than the control group. It improved the IATW students’ performance in the sub-skills: ‘Evidence & Reasoning’, ‘Organisation’, ‘Cohesion & Logical Consistency’, and ‘Mechanics’ in different degrees. However, the results revealed non-significant effect of the approach on the Writing sub-skills: ‘L2-related or L1-related Grammar’ error reduction. Conversely, the interactional mode did not function better than the traditional (non-interaction-based) approach in ‘Vocabulary’ or ‘Range of Ideas’: the traditional method showed more effectiveness. The experiment showed weak effect sizes in all cases. Qualitative analysis of the interviews revealed that the participants exposed to the interactional activities have developed positive attitudinal disposition: quite considerable ‘motivational intensity’, and increased ‘desire to learn’. Further discussions with the interviewees generated more evaluative thoughts (both favourable and unfavourable). They appreciated the IATW as easy-to-reach, relevant, purposeful writing activities; and communicative mode that played a role in elimination of passive experience of learning, and learner autonomy. However, they placed priority to other schooling goods than the approach adopted, and highlighted major constraints of utilising computer and iB applications for supporting interaction: lack of expertise, internet access, and time consuming. The insight gained from the findings posed a set of implications highlighted, and recommendations for further research study areas suggested.

Class of 2012 Abstract / Specific Aims: The purpose of this study was to test an interactive educational program for older adults on preventing accidental falls. Methods: This was a prospective, descriptive study evaluating the helpfulness of an interactive educational program. English speaking residents were recruited from five independent senior living communities in Arizona. The intervention consisted of a 30-minute interactive PowerPoint presentation followed by a 10-minute question and answer session. Information provided during the presentation focused on information from the CDC and the Fall Prevention Center of Excellence. Participants completed an anonymous questionnaire to rate the helpfulness of the program. The primary dependent variable was overall helpfulness of the educational session. Other variables included: intention of changing future behavior related to preventing falls, whether participants would recommend the program to others, participant perception of gained knowledge, change in fear of falling, and interest in meeting with pharmacist to discuss medications. Categorical data was analyzed by calculating frequencies and percentages and continuous data by calculating means and SDs. A t-test for independent groups was used to compare men and women. Main Results: A total of 93 individuals attended the presentations. Out of 81 completed surveys, 5 did not indicate gender, 7 additional did not indicate age, and 6 were over 89 years of age. Demographic data for the men and women was similar. 90% of participants indicated that the program was either "very helpful" or "moderately helpful". 92% of participants responded “absolutely yes” or “likely” that they would recommend the program. No participants strongly disagreed that they had a better understanding of fall risks or medications that increase fall risk. 87% of participants responded “absolutely yes” or “likely” that they plan to increase daily exercise . 42% of participants said it was “not likely” that they plan to make changes in their living environment. Conclusions: An interactive educational program on fall safety and prevention is helpful for older adults. As one of the most widely accessible health care providers, pharmacists and pharmacy students are well suited to provide patient education and improve outcomes. The results of this study provide preliminary data supporting the usefulness of a patient education program on fall safety prevention administered by pharmacy students.