A descriptive, phenomenological research design was used to gain a deeper understanding of the nature and meaning of couples’ experiences as they made the transition to parenthood. Specifically, this study examined what is the lived experience of couples making the transition to parenthood and what meaning do they ascribed to the experience of brief, couple-focused, preventative interventions? Five couples who were expecting their first baby participated in this study. From the data provided, two major categories emerged. The first was the couples’ experiences with becoming new parents and the second was the couples’ experiences with therapy. Under the first category, five major themes emerged: (1) physical and emotional challenges, (2) bonding with baby, (3) satisfaction in roles and new identity, (4) impact of social support, and (5) stability of relationship satisfaction. Three themes were discovered under the category related to the couples’ experience with therapy: (1) facilitated communication, (2) stress management, and (3) preparation for the transition. This study concluded by discussing the essence of the phenomenon of couples’ experiences with the transition to parenthood and the meaning they ascribed to therapeutic interventions along with clinical implications of these findings.

The purpose of this study was two-fold. First the researcher set out to determine if phonemic awareness skills improved for first grade students of teachers who used the Lindamood Phoneme Sequencing Program (LiPS; Lindamood & Lindamood, 1998). Second, an attempt was made to determine if there was a relationship between reading improvement in decoding and teacher level variables (i.e., perception of their knowledge of the LiPS program (Lindamood & Lindamood, 1998), and relevant demographic variables).<p>Students scores based on the Learning Disabilities Working Committee Kindergarten screening tool (LDWC, 2005) were compared to their respective scores on the Learning Disabilities Working Committee Grade One screening tool (LDWC, 2002). Comparison of progress for all students were evaluated as well as assessment of progress for students deemed at risk (below the 25th percentile) of reading failure compared to those not at risk (above the 25th percentile). Teachers perceptions of the critical elements of the LiPS program (Lindamood & Lindamood, 1998) and demographic information were collected. The teacher level variables gathered from this survey (i.e., teaching experience, formal training, knowledge, or skill level in program delivery) were correlated to students scores on the screening tools.<p>Results revealed that teacher demographics, such as teaching experience, specialized training, and intensity of instructional approach are related to student reading achievement in decoding; however, no clearly defined relationship was found between teachers perceptions of the LiPS program (Lindamood & Lindamood, 1998) and student achievement. Paired-sample t-tests were also used to determine if statistically significant differences existed between the means of phonemic identity, phonemic blending, and letter/sound identification between Kindergarten and Grade One. Even though statistically significant results were noted, consideration of the actual change in mean scores and effect size suggested if a practical significance existed. Results indicated that gains were made by students in phonemic awareness and letter/sound correspondence; however, greater gains were noted for students deemed at-risk whose teachers used the LiPS program (Lindamood & Lindamood, 1998).

The purpose of this study was two-fold. First the researcher set out to determine if phonemic awareness skills improved for first grade students of teachers who used the Lindamood Phoneme Sequencing Program (LiPS; Lindamood & Lindamood, 1998). Second, an attempt was made to determine if there was a relationship between reading improvement in decoding and teacher level variables (i.e., perception of their knowledge of the LiPS program (Lindamood & Lindamood, 1998), and relevant demographic variables).<p>Students scores based on the Learning Disabilities Working Committee Kindergarten screening tool (LDWC, 2005) were compared to their respective scores on the Learning Disabilities Working Committee Grade One screening tool (LDWC, 2002). Comparison of progress for all students were evaluated as well as assessment of progress for students deemed at risk (below the 25th percentile) of reading failure compared to those not at risk (above the 25th percentile). Teachers perceptions of the critical elements of the LiPS program (Lindamood & Lindamood, 1998) and demographic information were collected. The teacher level variables gathered from this survey (i.e., teaching experience, formal training, knowledge, or skill level in program delivery) were correlated to students scores on the screening tools.<p>Results revealed that teacher demographics, such as teaching experience, specialized training, and intensity of instructional approach are related to student reading achievement in decoding; however, no clearly defined relationship was found between teachers perceptions of the LiPS program (Lindamood & Lindamood, 1998) and student achievement. Paired-sample t-tests were also used to determine if statistically significant differences existed between the means of phonemic identity, phonemic blending, and letter/sound identification between Kindergarten and Grade One. Even though statistically significant results were noted, consideration of the actual change in mean scores and effect size suggested if a practical significance existed. Results indicated that gains were made by students in phonemic awareness and letter/sound correspondence; however, greater gains were noted for students deemed at-risk whose teachers used the LiPS program (Lindamood & Lindamood, 1998).

Submitted in partial compliance with the requirements for the Master's Degree in Technology: Chiropractic at the Durban University of Technology, 2013. / Background: Considering the quadruple burden of disease and chronic shortages of health care professionals in South Africa, the stance of the chiropractic profession on public health (PH) matters has not been established. Therefore, this study aimed to determine the attitudes and perceptions of chiropractors practicing in South Africa on PH, health promotion (HP) and disease prevention (DP). The objectives were to determine demographic profile, lifestyle practices and attitudes and perceptions of practicing chiropractors in South Africa regarding PH agencies, HP and DP. Methods: An IRB approved quantitative survey (electronic and postal) was used to collect data from a total sample of practicing chiropractors in South Africa (meeting inclusion criteria). Follow up email and telephone calls were made to encourage response from participants. After a 17 - week period, returned questionnaires were collected and data analysed. Results: A response rate of 45% was obtained. Of the participants, 51.7% were female, 60.3% practiced in upper – middle income communities and 66.4% perceived themselves as neuro - musculoskeletal specialists. Over 90% of practitioners regularly counselled patients on postural habits, injury prevention and ergonomic risk reduction. Where as 35.1% agreed to counselling patients on STI / HIV prevention, tobacco cessation and related risks (41.4%), alcohol abuse (53.4%) and cancer prevention (56.9%). Regarding evidence – based practice (EBP) and PH agencies, 39.1% could not identify the statistical significance of the p value and 46% were unable to provide examples to journals they used to inform best practice. Similarly, 59% of the participants could not identify PH agencies to refer to for information on smoking cessation / risks or PH agencies to refer patients on HIV (57%), notifiable diseases (59%) and terminal illnesses (45%). Conclusion: The results suggest that chiropractors from this study were proficient on topics of DP, but were reletively less proficient in regards to PH, HP and EBP. It was recommended that further research be done regarding EBP within the profession and that greater emphasis be placed on topics of HP and PH in chiropractic training programmes.

Thesis (Ph.D.) -- University of Western Sydney, 2005. / "A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy, College of Social and Health Sciences, University of Western Sydney, 2005." Includes bibliographical references and appendices.

The diploma thesis deals with the application of the risk analysis method for environmental impact assessment of a business entity. In the introduction of the theoretical part, an environmental review is carried out, focusing on the approach of the Slovak Republic, followed by theoretical background on environmental management, and in the end of the first part there is a survey of risk identification methods. The analytical part presents the system of environmental management in the company. After evaluating the current state, the thesis proposes its own proposals as preventive measures, which contribute to more effective management of environmental pollution risk.

The lack of learner discipline in ordinary schools is a universal concern. Managing learners’ discipline is even more challenging in special schools since learners with special educational needs (LSEN) struggle with a wide range of difficulties that impact their behaviour. Many of these learners do not readily recognise authority and have a very hard time following school rules. These are often secondary problems stemming from primary conditions, such as communication disorders which are complex and difficult to manage. This case study was conducted at a special school in the Gauteng province of South Africa. A sample of 18 members participated in the study by answering semi-structured interview questions. The goal of this qualitative study was to answer the main research question: How do special schools manage learner discipline? To do this, the nature, intensity and frequency of the disciplinary issues of learners in special schools had to be explored. The unique challenging and disruptive behaviours of individual learners in special schools include but are not limited to ADHD-associated behaviours, extreme aggressiveness, the throwing of tantrums, verbal abuse and direct threats towards teachers and other learners, hitting, biting and scratching teachers, severe defiance, and severe bullying. These behavioural challenges have a negative impact on both the quality of teaching and learning as well as on the safety and security of all school stakeholders. The findings of this study were interpreted through the theoretical lens of the social model of disability, as learners in special schools are accommodated using measures implemented from a social premise. While using the medical model of disability as a base, teachers and other staff at the research site currently apply the principles of the social model of disability to accommodate learners with behavioural problems in spite of the limitations of this model. These environmental accommodative measures have also proven successful in removing spatial barriers and assisting the staff in managing learner behaviour. This study used Charles’ (1989) definition concept as a working definition for the management of discipline in schools focusing on preventive, supportive and corrective discipline. The literature review focussed on these concepts in relation to the management of discipline of learners with special educational needs. As postulated by Charles (1989), the goal of preventative discipline is to prevent disruptive behaviour before it occurs. In terms of preventative disciplinary measures, the school chosen for this study used its code of conduct alongside the well-established classroom rules to serve as the basis for managing learner behaviour. Supportive discipline, on the other hand, refers to support strategies that are developed to assist an individual acquire social and behavioural competence. In line with existing literature, effective supportive disciplinary measures are focused on individualised strategies developed by multi-disciplinary teams to assist individual learners. It must be noted that parental input and support is a vital component of this process. The findings of this study, which are detailed in the closing chapter of the dissertation, indicate that the environmental accommodations made for learners from the premise of the social model of disability are, to an extent, successful in removing environmental barriers within the educational context and assisting staff in managing learner behaviour. The third pillar of discipline management, corrective discipline, refers to measures that help redirect poor behaviour when it does occur. This is aligned to Charles’ (1989) definition of discipline. Corrective discipline is therefore not a punitive disciplinary measure, but instead focuses on providing individual support to help correct current behavioural patterns and prevent further inappropriate behaviours from developing. / Dissertation (MEd)--University of Pretoria, 2020. / Education Management and Policy Studies / MEd / Unrestricted

Diabetes affects approximately 10% of the American population with an annual expenditure of approximately $174 billion dollars. The utilization of electronic medical records (EMR) combined with the meaningful use (MU) initiative may ensure that diabetic patients receive the recommended preventative care. Dorthea Orem's self-care deficit theory and the transtheoretical model of behavior change was utilized to design this quality improvement project. Medical professionals at a small private practice received education on American Diabetic Association (ADA) treatment standards and how to use the EMR system to track patients receiving the recommended diabetes care. The project question examined the effectiveness of provider education on improving ADA treatment standards and on using the EMR system to adhere to MU objectives of providing diabetic preventative care measures of annual dilated eye examinations, annual microalbumin levels, and annual microfilament foot examinations. A convenience sample of 3 providers and 309 patients was used and data were collected on Excel spreadsheets pre and post intervention through the Crystal Reports system to assess the percent improvement in the rates of preventative care. An impact evaluation revealed that the project achieved its objectives showing a 5.07% increase in diabetic preventative care. The program evaluation determined that the project is worth sustaining in the clinical setting as it provides a practical and economical way of improving diabetic patient care. This improvement project suggests that MU and adherence to ADA treatment standards has the potential to make a positive social change through increasing the amount of diabetic patients receiving preventative care.

No description available.

This thesis aims to examine the current state of oral health promotion with respect to fluoridation, the impact that the lack of dental care has financially on the patient and the overall health system and a discussion of alternative options that could help to improve the current state of oral health care. While acknowledging research and official reports that indicate dental caries as the most prevalent preventable health condition in the lives of children, this thesis is a literature review studying the positive and negative effects of systemic and topical fluoride on both adults and children. Exploring differing perspectives of fluoridation's benefits and efficacy as a preventative oral health care measure, including community water fluoridation and topical fluoride application, this thesis will examine its effects on dental caries nationally and internationally. Although the prevalence of caries has decreased, to date, no systematic reviews have addressed adequately the disparities between incidence, severity, and recurrence of dental caries especially between children and adults. Likewise, substantial research has not yet adequately addressed the differences found in children that may make them more susceptible than adults to over fluoridation through a combination of systemic, topical fluoridation and water consumption. The literature review also includes the breakdown of costs and cost-effectiveness of dental care, including factors that increase cost, as well as suggestions to shift towards an emphasis on preventative care in attempt to reduce overall costs. Improving access to care especially to the underinsured is discussed. Furthermore, a review of the dental therapist occupation utilized successfully in other countries is discussed as this could be a viable solution for the shortage of dental professionals in areas with minimal access of care here in the United States. This is turn may reduce the number of disparities in oral health care, by reducing the severity of oral health disorders that result from an increased delay or neglect in treating the onset of dental caries from a preventative perspective. The primary measure of impact reported in several studies reviewed was the reduction in advanced care restorations, including surgery, needed with increased preventative care measures. Evidence of the effectiveness of preventative oral health care including systemic and topical fluoridation implementation and city-specific school-wide initiatives to administer dental sealants for children covered by government-sponsored programs are growing. Moving forward towards a more prevention-based system with early detection and better access for all, these changes should help lead to increased oral health initiatives and improved oral and healthcare overall.