No description available.

No description available.

This study was designed to examine administrators’ attitudes toward the significant factors for facilitating the implementation of online courses at select community colleges in Mississippi. The population for this study included all presidents, vice presidents, deans, business managers, directors of campus technology, and distance learning coordinators at the select community colleges in Mississippi. The total population was 79 administrators. For this study, 79 questionnaires were electronically distributed to the participants, 70 (89%) were returned. 1 (2%) was excluded due to incomplete answers. 69 questionnaires (87%) were analyzed and used for this study. The findings show that in terms of relationships between select variables (position, college, age, gender, ethnicity, and experience) and administrators’ attitudes toward implementing online courses three variables had a positive relationship with administrators’ attitudes (i.e., age, ethnicity, and experience). Also, 3 variables had a negative relationship with administrators’ attitudes (i.e., position, college, gender). Furthermore administrators rated their attitudes toward online courses as “strongly agree”. In terms of the most important factors that facilitate implementing online courses at the select community colleges in Mississippi, administrators rated their responses as “strongly agree.” Those factors were resources, infrastructure, willingness of administrators to implement online courses and faculty to participate in implementing online courses. In this study, administrators rated their responses on barriers that limit implementation of online courses as “agree.” Those barriers that limit implementing online courses are lack of technical support, lack of faculty participation and lack of student access to the resources. Finally, in accordance with the finding, this study offered several major recommendations to administrators and community colleges that should be considered before implementing and delivering online courses. Some of those recommendations related to knowledge and skills of using technology by administrators, establishing good infrastructures to offer excellent online courses, and qualifying and recruiting the human resources needed to administer online courses successfully

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Relatively little research exists on the life significance of outdoor education (OE) programs and courses. There is increasing interest in the OE field to move beyond simply focusing on program-specific outcomes to developing more evidence-based models that analyze the influence of specific mechanisms of change. The purpose of the present study was to investigate the significant life effect of a university OE course upon participants after the course, including the effect of the course upon participants’ intrapersonal, interpersonal and environmental relationships. The present investigation was a two part qualitative-quantitative study. The overarching research question was: What is the perceived life significance of a university undergraduate OE course? The current study involved in-depth interviews with a purposive intensity sample of 17 University of Ottawa alumni who had taken one of the university’s OE courses more than 20 years ago, followed by a web-based survey questionnaire completed by 46 University of Ottawa alumni and students who had taken one of the university’s OE courses between 1975 and 2009. Some of the survey participants had taken both the summer and winter OE courses offered by the University of Ottawa so there was a total of 65 separate course responses in the quantitative study. The findings from this study suggested that the OE course led to development of interpersonal skills, self-discovery, environmental impacts, leisure style change, and increased outdoor knowledge and skills amongst the participants. The idea that this outdoor knowledge and skills was transferred to others (e.g., students and children) also emerged from the data. In addition, in some instances participants expressed the idea that the OE course helped confirm or reinforce already-held beliefs about the outdoors. It is hopeful that the current findings can contribute to OE professional practice and demonstrate the need for OE in university settings.

Objective: To understand the experiences of the dialysis decision-making process from the perspective of the significant other, specifically their role, influencing factors and the supportive interventions of the interprofessional team. Method: An interpretive description qualitative study was conducted using individual interviews and results were triangulated with decisional conflict and decisional regret quantitative results. Results: Ten participants described their role as advocating, providing a positive outlook, ‘being with’ the patient, learning together, sharing opinions, and communicating about values, preferences, feasibility of options. Environmental factors that influenced decision making included unexpected life change, choosing life, and personal health problems. Factors related to implementation of the treatment modality decision were unanticipated events, relationship changes, recreational travel changes, and the caregiver role. Nursing interventions are required to realign treatment expectations. Relevance: Significant others have an important role in supporting the patient making the dialysis decision and are often instrumental in implementing the decision.

Relatively little research exists on the life significance of outdoor education (OE) programs and courses. There is increasing interest in the OE field to move beyond simply focusing on program-specific outcomes to developing more evidence-based models that analyze the influence of specific mechanisms of change. The purpose of the present study was to investigate the significant life effect of a university OE course upon participants after the course, including the effect of the course upon participants’ intrapersonal, interpersonal and environmental relationships. The present investigation was a two part qualitative-quantitative study. The overarching research question was: What is the perceived life significance of a university undergraduate OE course? The current study involved in-depth interviews with a purposive intensity sample of 17 University of Ottawa alumni who had taken one of the university’s OE courses more than 20 years ago, followed by a web-based survey questionnaire completed by 46 University of Ottawa alumni and students who had taken one of the university’s OE courses between 1975 and 2009. Some of the survey participants had taken both the summer and winter OE courses offered by the University of Ottawa so there was a total of 65 separate course responses in the quantitative study. The findings from this study suggested that the OE course led to development of interpersonal skills, self-discovery, environmental impacts, leisure style change, and increased outdoor knowledge and skills amongst the participants. The idea that this outdoor knowledge and skills was transferred to others (e.g., students and children) also emerged from the data. In addition, in some instances participants expressed the idea that the OE course helped confirm or reinforce already-held beliefs about the outdoors. It is hopeful that the current findings can contribute to OE professional practice and demonstrate the need for OE in university settings.

Objective: To understand the experiences of the dialysis decision-making process from the perspective of the significant other, specifically their role, influencing factors and the supportive interventions of the interprofessional team. Method: An interpretive description qualitative study was conducted using individual interviews and results were triangulated with decisional conflict and decisional regret quantitative results. Results: Ten participants described their role as advocating, providing a positive outlook, ‘being with’ the patient, learning together, sharing opinions, and communicating about values, preferences, feasibility of options. Environmental factors that influenced decision making included unexpected life change, choosing life, and personal health problems. Factors related to implementation of the treatment modality decision were unanticipated events, relationship changes, recreational travel changes, and the caregiver role. Nursing interventions are required to realign treatment expectations. Relevance: Significant others have an important role in supporting the patient making the dialysis decision and are often instrumental in implementing the decision.

Objective: To understand the experiences of the dialysis decision-making process from the perspective of the significant other, specifically their role, influencing factors and the supportive interventions of the interprofessional team. Method: An interpretive description qualitative study was conducted using individual interviews and results were triangulated with decisional conflict and decisional regret quantitative results. Results: Ten participants described their role as advocating, providing a positive outlook, ‘being with’ the patient, learning together, sharing opinions, and communicating about values, preferences, feasibility of options. Environmental factors that influenced decision making included unexpected life change, choosing life, and personal health problems. Factors related to implementation of the treatment modality decision were unanticipated events, relationship changes, recreational travel changes, and the caregiver role. Nursing interventions are required to realign treatment expectations. Relevance: Significant others have an important role in supporting the patient making the dialysis decision and are often instrumental in implementing the decision.

Made available in DSpace on 2018-08-01T23:43:17Z (GMT). No. of bitstreams: 1 tese_10405_LÍCIA CRISTINA DALCIN TESE DE DOUTORADO.pdf: 929517 bytes, checksum: 747df8a7766062151903bd852ab6a18a (MD5) Previous issue date: 2016-12-15 / Esta leitura se processa a partir da ideia da verossimilhança clássica, artísticoliterária ou aristotélica como verossimilhança psicológica, ou seja, que depende do contraste dos significantes de uma obra com os do receptor. Assim, essa verossimilhança configura uma impressão de verdade que se dá por reprodução, no receptor, de efetivas sensações experimentadas diante do mundo real. O conceito de significante que norteia esta abordagem é o da linha psicanalítica de Lacan. Verdade ou mundo real aqui dependem de linhas teóricas voltadas para representação e linguagem, como Kant, Nietzsche, Freud, o próprio Lacan, Wittgenstein e outros pesquisadores, mormente leitores desses enumerados. Aristóteles é o teórico da verossimilhança - que ele associou a ações de caráter elevado as quais devem se desenvolver conforme a necessidade. Ao conceito de necessidade associamos o desejo da linha psicanalítica lacaniana, que configura a sequência de inscrições significantes operadas sob a ordem de um sujeito. Por esse caminho, apontamos em significantes de contos de Grimm (da primeira edição) ações verossímeis e também inverossímeis. Do mesmo modo, também mostramos traços que encaminham para a viabilidade da noção de um grimmismo, ou estética que terá norteado a composição literária dos dois irmãos.