This study was designed to evaluate the effectiveness of a computer-based outreach programme that addresses one aspect of a national strategic recommendation in South Africa. This outreach programme, which started in 1982, was in its twentieth year of existence in 2001 and provided support in mathematics and physical science to Grade 12 students and teachers from historically disadvantaged schools. This study examined the role that the outreach programmes played at two schools during 2001 and endeavoured to provide an analysis of the intended, implemented, perceived and achieved programmes for this year. Therefore, the purpose of this study was to investigate the effectiveness of this outreach programme in providing support to both teachers and students in the teaching and learning of mathematics and physical science. The goals and objectives of the outreach programme (the intended programme) were identified from documentation of the Outreach Project and interviews with Outreach Project managers. In addressing the implementation of the outreach programme (the implemented programme), lessons at each of the two, Mini-Computer Supported Education Centres (MICSECs) were observed over a period of four months. At one centre (Centre A), the lessons consisted of a formal (talk-and-chalk) presentation followed by an informal part when students worked on the computer in the same period. At the second centre (Centre B), the MICSEC was used as an adjunct to the normal classroom lesson, that is, students were taught in their normal classrooms and then, at least once a week, taken by their teacher to the MICSEC to do problem-solving on the computers. The perceptions of students (the perceived programme) were examined by an actual and preferred version of the Computer-Assisted Learning Environment Questionnaire and by interviews conducted with both individual students and groups. / At Centre A, the students preferred more involvement, more open-endedness, more organisation and more learning assessment opportunities in their computer-assisted classes but also less integration of computers in their every day classes whilst desiring investigation procedures in their classes to remain the same. At Centre B, students preferred to be more involved, to have more open-ended activities in their classes, have more learning assessment opportunities and a greater level of integration of computers but a reduction in investigative activities. Findings from student interviews were summarised as reflecting three viewpoints with regard to the inclusion of computer-assistance in classes. Students holding one viewpoint considered the inclusion of computer-assisted learning as important to their learning and were convinced that their interaction with the computer, fellow-students and teacher, led to an improvement in their learning. Students holding the second viewpoint conveyed a message of insecurity in the use of computers for they were not sure whether their working with computers made any difference to their learning. Many students' views were somewhere between the first and the second viewpoints which left the impression that these students were not convinced that using the computers would guarantee them success in the final examination. The third viewpoint was strongly articulated by a group of three students at Centre A and to a lesser degree at Centre B (one student), who considered that the new computer-assisted classes played no role in their learning and that teacher-centred classes would produce better results. The extent to which the outreach programme met its objectives (the achieved programme) included improved student performance on the matriculation examinations. / Teachers and students were generally positive of the support that they received but indicated that more computer terminals were required to address students' individual needs. The mean achievement of students at both schools improved in both mathematics and physical science, but more so in physical science. The MICSECs mainly served as a resource to students at the school where the centres were based and provided limited computer skills to students from historically disadvantaged backgrounds. The findings of this study provided insight into the implementation of computer-assisted classes in two disadvantaged schools and the results can serve as baseline data for conducting research into computer-assisted learning environments in other secondary school grades in South Africa. However, it should be noted that students at the Grade 12 level also wanted a continuation of, indeed more of, teacher-centred teaching, in addition to the computer-assisted classes because of the perceived competency of teachers in helping them perform well in the matriculation examination.

Public health educators serve as a vital interface between medical and public health authorities and community members for the dissemination of important information related to disease prevention and health promotion. Public health educators deliver packaged educational programs, develop their own original programs, field impromptu health questions, and conduct community health assessments. This dissertation research employed a survey in January 2011 to illuminate the information-related attitudes and activities of health educators working in public health departments in Appalachia. The research questions explored how these health educators find and use information, how they perceive their information needs and their abilities to find and evaluate information related to their work, their satisfaction with the information resources available to them, and the impact of the economic and health status of their county or region on their information behavior. Key findings include that respondents are frequent information seekers with high-speed Internet access, but they need better access to information and data related to their work. Respondents use the web heavily but have concerns about evaluating online information. Information literacy training must accommodate their workflows and budgets. Library resource use is currently low but has the greatest potential for meeting their complex needs. Suggestions include multi-dimensional collaborations between health educators and information professionals and a new, more information-centric role for health educators.

Aims: To introduce the concepts “quality assurance”, “rational drug prescribing” and “outreach visits” in general practice in Storstrøm County, Denmark and study the effect of unsolicited mailed feedback and outreach visits on drug prescribing. Methods: The first step was to generate standardised charts displaying the county variations of drug volume prescribing within 13 major drug groups at the second ATC-level. The charts were mailed unsolicited to the 94 general practices in the county. Each practice could identify its position within the county prescribing variation. This procedure was repeated every six months from 1992 to 1998. In 1998 annual outreach visit were offered to general practice and 88 of 94 practices accepted. The awareness of prescribing profiles was monitored during the visits in 1998 and 1999. In 2000 a randomised controlled trial allocating practices into two parallel arms was launched. Effects of two desk guides on rational drug prescribing promoted during outreach visits were evaluated. Results: During the period of mailed feedback, there was a large variation in drug prescribing volumes between practices but little within-practice variation over time. No significant change was detected. Practitioners’ assessment of their own prescribing profiles improved significantly through the outreach visits. The prescribing of antibiotics was significantly affected by the desk guide whereas no effect was detected on the prescribing of non-steroid anti-inflammatory drugs. Conclusions: Semi-annually mailed feedback over a seven-year period had no significant effect on prescribing volumes or variations in prescribing volumes, but some effect on the practitioners’ awareness of their own prescribing profiles. Outreach visits significantly improved the awareness. A randomised controlled trial using outreach visits combined with a simple desk guide affected the prescribing of some antibacterial drugs as intended whereas the similar intervention had no detectable effect on the prescribing of non-steroid anti-inflammatory drugs.

Typical depredation behavior by cetaceans involves stealing or damaging prey items already captured by recreational or commercial fishing gear. Depredation among cetaceans has been reported to be increasing in both severity and frequency globally. This behavior is of particular concern for small stocks of cetaceans since any interaction with fishing gear has the potential to injure or kill animals leading to unsustainable losses. In Florida, depredation became evident in 2006 when the number of bottlenose dolphin (Tursiops truncatus) strandings resulting from fishing gear ingestion or entanglement sharply increased. For the resident dolphin community in Sarasota Bay, modeling showed continued mortalities from recreational fishing gear interactions were not sustainable. The major goals of this study were to 1.) characterize depredation and recreational angler interactions involving dolphins in Sarasota Bay, 2.) reduce dolphin-angler interactions through outreach, 3.) examine a case study to investigate the link between dolphin hearing loss and angler interaction behavior, 4.) test the effectiveness of passive acoustics in monitoring dolphin depredation at a fishing pier. Findings from this study provided a better understanding of depredation and angler interactions. Results indicated that dolphin-angler interactions in Sarasota Bay are increasing in frequency and are affecting an increasing number of dolphins, specifically adult males. Some dolphins in Sarasota Bay appear to utilize depredation as a foraging method (not just an opportunistic behavior) and were significantly more likely to be within 50 m of an active fishing line. Depredation and angler interaction behavior appear to increase in times of prey depletion (such as during a red tide) and heightened angler fishing activity. Educational outreach using an informational card proved successful in a case study showing about a 30% reduction in dolphin provisioning rates. The case study of F201 offers preliminary evidence that hearing loss is linked to depredation behavior and death for wild dolphins. Also, by detecting echolocation clicks as a proxy for dolphin presence, passive acoustics showed potential as an inexpensive method for monitoring depredation in problematic areas. Conclusions from this study can be utilized by scientists and managers when assessing depredation rates for a cetacean community and implementing an action plan.

This research study locates the functioning of Seven South Asian domestic violence organizations within the secular liberal framework of U.S. I describe the various services provided, and attempt to explore the disconnect that often occurs between these services and the unique needs and contexts of the South Asian immigrant domestic violence victims when they seek help in the U.S. I do this by defining the secular- liberal framework, and a discussion on the “individuated self” by drawing from Brown (2006). Through un-structured telephone interviews and participant observation this descriptive study of services, provided by these organizations, reflects the innovative approaches that address the needs of the South Asian immigrant communities. However, I argue, these services don’t fall under the secular–liberal framework, since they are “irrational” and “non-liberal” in nature. Ultimately, I state that the liberal framework is inherently exclusionary and fails to capture the nuances and complexities of gender and culture in domestic violence resolution in the U.S. In conclusion, and for future research, I suggest exploring alternate ways of dealing with domestic violence through increased community engagement and deriving the various meanings and negotiations that are made within those communities. / text

The goal of this study is to provide a better understanding of the impact of outreach programs designed to impart technology skills to middle-school students from underserved communities, on both participants and their families. An outreach program, called Hi-Tec CompNow, was chosen for this study. This program was conducted as an after-school program for middle-school students from underserved communities in central Texas wherein participants learn computer hardware and software skills during a ten-week period. The study utilized (a) an interpretive analysis of the data generated from a questionnaire administered at the beginning and end of the program to obtain participants‟ computer beliefs, (b) program observations recorded by the researcher during program sessions, and (c) interviews conducted by the researcher with participants and their families after program completion. Results of the study showed that the majority of participants experienced some increase in their CSE beliefs at the end of the program, but the changes were not statistically significant. The study further illustrated that participants interviewed by the researcher expressed increased confidence in computers, spent more time on home computers, and were able to resolve computer issues in their homes. Parents were pleased with the program as well and generally expressed increased confidence in their children‟s computer skills. The study identified some of the program attributes which seemed to have led to enhanced CSE beliefs in most participants. These included hands-on experiences and teacher demonstrations of computer skills. In addition, the study found that student encouragement through family support and commitment had a positive impact on participants‟ CSE beliefs, while negative family input had a negative impact. Lack of culturally-responsive learning content, participants‟ lack of use of the dial-up Internet service provided cost-free for a year, and perceptions that the computers provided by the program were outdated and thus not fully functional were factors which seemed to have undermined the program‟s impact on digital equity. Additionally, the program provided software which focused on document creation, spreadsheet-based analysis, and presentations. However, the study also revealed that most participants utilized home computers for more “recreational” purposes, e.g. playing games, and playing and/or editing music, games, and videos. The study suggests that well-intentioned outreach programs such as Hi-Tec CompNow are making laudable efforts to bridge the digital divide. However, they need to reinvent themselves to ensure underserved populations do not get left behind in a digital world that has moved beyond the desktop computer. To enhance the digital literacy of the underserved, digital equity programs must provide opportunities to build their skills in multimedia, mobile media and online participation in addition to fostering access to newer computers of good quality with high-speed and wireless Internet. / text

As of 2010, there are approximately twenty one surface water locations classified as impaired for Escherichia coli (E. coli) contamination in the State of Arizona. Of note is the San Francisco River (SFR) which is currently listed on the US EPA 303d list of impaired waters due to E. coli bacteria present at higher concentrations than the US EPA standards for partial- and full-body contact. In 2010-2011 surface water samples were collected at sites within the impaired region to monitor E. coli and areas known for heavy recreational uses. Of 70 samples collected over 1 year, 81% were positive for universal Bacteroides marker (Allbac). Of the 57 Allbac-positive samples, 68% show contributions of the human-specific marker and 60% were positive for bovine-specific marker. While 28% of the total samples assayed showed elevated levels of E. coli (>235 MPN/100mL), there were minimal significant correlations between Bacteroides and generic E. coli across all samples. While this information is significant, past research has suggested that successfully distinguishing the sources of fecal contamination will not alone reduce or eliminate disease associated with contaminated water unless these investigations are coupled with public outreach and education. With this in mind a survey was developed to gather information about water quality perceptions, water use, peoples' attitudes, knowledge, and behaviors related to the water resources in Clifton, AZ. Survey questions consisted of multiple choice and Likert scales questions and were provided in both English and Spanish and were conducted during the summer of 2012 and winter of 2013. A total of 150 surveys were deployed with 38 surveys completed for a response rate of 25%. Our study findings indicate mixed attitudes on water quality with 80% reporting the SFR has poor water quality for drinking and 39% agree the SFR has poor water quality for swimming. Yet, 84% consider the river safe enough for picnics and activities near the water. Also, it was interesting to note participants' opinions regarding consequences of poor water quality with 66% of respondents indicating that they are concerned with poor water quality and their health. Clifton is a very tight knit community so it was not unexpected that the majority of the respondents (61%) get water quality information by having conversations with other people and 68% from newspapers, factsheets and brochures. Based on the survey responses, our team worked to develop two peer reviewed Extension publications entitled; Microbial Source Tracking: Watershed Characterization and Source Identification (Arizona Cooperative Extension, #AZ1547) and Water Quality, E. coli, and Your Health (#AZ1624). Publications have been developed in both English and Spanish and will be part of future outreach to this and other Arizona communities. It is our goal that these survey findings can be used to better tailor outputs appropriate for the targeted audience, namely the local Hispanic population. These results are important because they add to understanding perceptions of water quality and health risks in this rural community; and can lend towards enhanced outreach practices in other similar communities.

Public programming is a distinct component of archival professional practice, although it has not always been so. Academic public programming is an even relatively newer phenomenon, but is gaining momentum as university and college archives seek to align themselves with an emerging engagement-based instructional paradigm that now widely informs academia. Postmodern insights have challenged archivists to reconsider the traditional view of records as static objects, frozen in perpetuity, and instead understand them as part of a never ending dynamic process encompassing multiple narratives and meanings. Academic archives in particular have begun exploring ways in which they might engage students in a new learning environment - through a new type of public programming that emphasizes the archivists’ unique role in knowledge creation. Academic archivists have a unique opportunity to insert archives into the curriculum and facilitate student engagement and inquiry, while supporting the academic mission of their parent institution. This thesis will explore ways to insert university archives more fully into the teaching function of the university. The thesis will conceptualize how university archives could be included in an interdisciplinary program offered by such archives, or in conjunction with other departments and faculties, that is designed to enhance student learning through the development of critical thinking skills and knowledge creation.

This study describes the reasons why street children in Jakarta, Indonesia choose to leave a life on the street and the steps that are taken to exit the street successfully. Also described are the street entry process, life on the street, street disengagement, life after the street, and the role of service providers. Nine key informants (six former street children and three workers who work with homeless children) participated in in-depth interviews that revealed that troubled family life is the most common cause of street entry, and while street life offers much freedom and excitement it is also the source of great danger to street children, and street disengagement often takes a number of attempts before a “successful” exit is fully negotiated. Forming trusting relationships with street- based outreach workers and attending NGOs that emphasize love and care were highly influential in aiding with street exit. Also key to a successful exit over time is the development of new skills and knowledge, as well as a positive sense of self and an identity that is not connected to street involvement. / Graduate / 0630 / 0628 / brendenrbtaylor@gmail.com

Public programming is a distinct component of archival professional practice, although it has not always been so. Academic public programming is an even relatively newer phenomenon, but is gaining momentum as university and college archives seek to align themselves with an emerging engagement-based instructional paradigm that now widely informs academia. Postmodern insights have challenged archivists to reconsider the traditional view of records as static objects, frozen in perpetuity, and instead understand them as part of a never ending dynamic process encompassing multiple narratives and meanings. Academic archives in particular have begun exploring ways in which they might engage students in a new learning environment - through a new type of public programming that emphasizes the archivists’ unique role in knowledge creation. Academic archivists have a unique opportunity to insert archives into the curriculum and facilitate student engagement and inquiry, while supporting the academic mission of their parent institution. This thesis will explore ways to insert university archives more fully into the teaching function of the university. The thesis will conceptualize how university archives could be included in an interdisciplinary program offered by such archives, or in conjunction with other departments and faculties, that is designed to enhance student learning through the development of critical thinking skills and knowledge creation.