The title of this research is: “The nature of safety and security in public secondary schools”. The purpose of this study is, therefore, to determine the nature of safety and security in public secondary schools of Matlosana Area Office’s (AO) area of responsibility, with a view to developing a more comprehensive set of recommendations on how to improve the safety and security policy – to the benefit of educators, learners and visitors to school premises. The study was carried out in the North West Province’s department of Education. An empirical research was conducted to gather data from the respondents regarding the safety and security of educators, learners and visitors in public secondary schools of the Matlosana Area Office’s area of responsibility. The target groups were the AO Manager, the Safety Co-ordinator, the Safety Officer, the School Management Teams, educators, learners, School Governing Bodies and Adopt-a-Cop members. The investigation also analysed the extent to which public secondary schools are complying with the statutory and regulatory frameworks governing safety and security. The study employed a quantitative approach, using a structured questionnaire. In this study, the research is concluded with a presentation of the findings. Amongst others, it was found that some learners carry dangerous objects on school premises, because the Adopt-a-Cop programme is not effectively implemented. Conclusions were drawn on the basis of the findings; and finally, recommendations for further research were suggested. / Thesis (M. Development and Management)--North-West University, Potchefstroom Campus, 2012

This dissertation presents four studies designed to investigate and provide evidence based insight into the preparation of health educators in the science and practice of nutrition. A mixed methods approach was utilized for this research. First, a review of the current literature will be presented discussing (a) what other authors have written regarding nutrition education for allied health professionals, and (b) the availability of research advocating for nutrition education for health educators. Also included is the review of twenty-three (23) articles addressing how researchers conceptualize nutrition, and their rationale for nutrition's inclusion into the respective allied health discipline's curriculum. Secondly, an analysis of the health education curriculum of a professional health program is presented. With the use of an availability scale, the university's most recent catalogue as well as the curriculum of the health degree was analyzed. The health program was also assessed for the presence of nutrition credentialed faculty and the presence of nutrition requirements and electives. Thirdly, the development and administration of an instrument to test the nutrition, nutrition education and health education knowledge of a sample of health and nutrition students will be discussed. The self-administered instrument was developed by the author. The final sample (n=123) comprised a purposeful set of students all currently enrolled at Texas A & M University, College Station, TX. The student's final scores on the instrument were assessed based on major, classification and by whether they had pursued a nutrition course during their undergraduate tenure. Lastly, a qualitative examination of health educators with the Certified Health Education Specialist (CHES) credential will be presented. Employing a naturalistic approach, semi-structured interviews were conducted. The final sample comprised four (4) persons. Health educators provided narratives related to their prior experiences in nutrition and their perceived competency in delivering nutrition education. Prior to this study, scientific literature has been deafeningly silent on nutrition and the health educator, the ability of health educators to deliver nutrition education, as well as the advocacy of nutrition for the profession. Thus, this study represents the first step towards addressing the limitations associated with the role of nutrition educator and filling the theoretical gaps.

Thesis (Ph. D.)--University of Texas at El Paso, 2008. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Thesis (D.R.E.)--Temple Baptist Seminary, 1996. / Abstract. Includes bibliographical references (leaves 128-137).

Undergraduate honors paper--Mount Holyoke College, 2008. Dept. of Psychology and Education. / Includes bibliographical references (leaves 104-111).

Thesis (Ed.D.)--Georgia Southern University, 2008. / "A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Linda M. Arthur. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 123-128) and appendices.

Thesis (Ed.D.)--Teachers College, Columbia University, 1988. / Microfilm (positive) of typescript. Ann Arbor, Mich. : University Microfilms International, 1988.--1 reel ; 35 mm. Sponsor: A. Harry Passow. Dissertation Committee: Joseph Lukinsky. Includes bibliographical references: (leaves 291-300).

Thesis (Ed.D.)--Teachers College, Columbia University, 1993. / Typescript; issued also on microfilm. Sponsor: Franceska B. Smith. Dissertation Committee: Matthias Finger. Includes bibliographical references (leaves 251-263).

Thesis (M.P.H.)--University of Michigan, 1946.

Thesis (Ph.D.)--University of Wyoming, 2007. / Title from PDF title page (viewed on June 23, 2009). Includes bibliographical references (p. 271-282).