Выпускная квалификационная работа написана с цельюразработать программу курсов повышения квалификации для редакторов и издателей для дальнейшего внедрения этой программы на кафедре издательского дела УрФУ. Перед тем как написать программу, были изучены нормативные акты, необходимые для разработки подобной программы. Также, чтобы понимать, что уже имеется на сегодняшний день на рынке курсов повышения квалификации, были проанализированы программы вузов и коммерческих организаций, выявлены их сильные и слабые стороны. Во второй главе был проведен социологический опрос с целью выявления критериев оценки качества курсов. Опрос потенциальной целевой аудитории показал, какие темы наиболее интересны слушателям, какой формат обучения для них самый удобный и какую цену они готовы отдать за подобные курсы повышения квалификации. После анализа всех ответов и полученной информации была составлена пилотная программа курсов повышения квалификации для редакторов и издателей, состоящая из 17 тем теоритической и практической направленности. / The aim of this final qualification work is to develop a program of refresher course for editors and publishers for it further implementation at the Department of Publishing of UrFU. Before writing this program, the specification documents were studied. Also, in order to understand what is already available on the market ofrefresher courses, the programs of universities and commercial organizations were analyzed, their strengths and weaknesses were identified. In the second chapter of the work a sociological survey was conducted in order to identify criteria for assessing the quality of courses. A survey of potential target audience showed which topics are the most interesting for the listeners, which training format is the most convenient for them, and what price they are willing to pay for such refresher courses. After analyzing all the responses and the information received, a pilot program of refresher courses for editors and publishers, consisting of 17 theoretical and practical topics,was drawn up.

Driving is the preferred mode of transportation among community-dwelling older Canadians. Unfortunately, drivers aged 70+ have a high risk of being injured or killed in a collision. Many collisions are caused by poor driving habits, which could be avoided by improving their behind-the-wheel behaviours. The manuscripts in this thesis describe the development of an evidence-based and user-informed driver training program aimed at refreshing older adults’ driving skills. First, a systematic review of older driver training programs was undertaken to examine evidence specific to the impact of this training on improving road safety knowledge, self-perceived driving abilities, and on-road performance. Results highlighted the breadth of approaches used to train older drivers. Interventions were most effective when feedback was tailored to the specific needs of an aging driver. The second manuscript outlines a qualitative descriptive analysis exploring older adults’ motivations to participate in driver training with key stakeholders (i.e., older drivers and service delivery providers). Findings indicated having insight into one’s driving abilities, experiencing a near-miss or crash, as well as an openness to improving behind-the-wheel skills were factors that could influence seeking out and participating in such training. Stakeholders also emphasized considerations for educating older drivers. The final manuscript describes the design and evaluation of a driver training program. In this randomized controlled trial, older drivers watched either a video of tailored feedback on their driving or a generic video on aging-in-place. When the on-road performance was compared between treatment groups, those who received tailored feedback significantly reduced the number of errors they made behind-the-wheel. Ensuring driver training programs are designed to consider the specific needs and preferences of older adults is critical, which can lead to innovations that help maintain driving ability and community mobility in later life. / Thesis / Doctor of Philosophy (PhD) / Being able to drive is important to many older Canadians. Unfortunately, drivers aged 70+ have a high risk of being injured or killed in a car crash. Many crashes could be avoided by improving their driving skills. This thesis describes the development of an older driver training program. The first study examined research evidence on such programs where tailoring feedback was key to improving on-road performance. In the second study, older adults and other stakeholders identified what was important when designing training for aging drivers. They felt the focus should be on areas of improvement as well as strengths when behind-the-wheel. In the final study, older drivers underwent training where they watched either a video with feedback on their driving or a generic video on aging-in-place. Those who received feedback made fewer mistakes behind-the-wheel. Findings emphasize the importance of including older adults’ needs and preferences when designing driver training programs.

The objectives of the study were to determine infant and young child feeding (IYCF) knowledge of Household Health Promoters (HHPs) and examine its relationship with demographic characteristics. Quantitative, non-experimental descriptive design was used. Seventy-one randomly selected HHPs participated in the study. A structured questionnaire was used to collect the data. The results showed that the mean IYCF knowledge score was 77.8% (N=71). The knowledge of the respondents was not uniform across the components of IYCF which ranged between 19.72% for duration of breastfeeding to 100% for colostrums feeding. None of the socio-demographic characteristic was significantly associated to the mean knowledge score. The study identified that refresher training should be provided to the HHPs on IYCF with emphasis on the aspects of IYCF with scores below the mean / Health Studies

The objectives of the study were to determine infant and young child feeding (IYCF) knowledge of Household Health Promoters (HHPs) and examine its relationship with demographic characteristics. Quantitative, non-experimental descriptive design was used. Seventy-one randomly selected HHPs participated in the study. A structured questionnaire was used to collect the data. The results showed that the mean IYCF knowledge score was 77.8% (N=71). The knowledge of the respondents was not uniform across the components of IYCF which ranged between 19.72% for duration of breastfeeding to 100% for colostrums feeding. None of the socio-demographic characteristic was significantly associated to the mean knowledge score. The study identified that refresher training should be provided to the HHPs on IYCF with emphasis on the aspects of IYCF with scores below the mean / Health Studies