Relevant bibliographies by topics / Diet – Study and teaching – Evaluation

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  2. Dissertations / Theses
  3. Books
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Academic literature on the topic 'Diet – Study and teaching – Evaluation'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Diet – Study and teaching – Evaluation"

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Rathnayake, Dimuthu, and Shanti Dalpatadu. "A systematic approach to reduce hospital food waste based on patient experience." British Journal of Healthcare Management 26, no. 10 (October 2, 2020): 1–7. http://dx.doi.org/10.12968/bjhc.2019.0100.

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Background/Aims Organisational research has been shown to enhance the quality of hospital diet services. This study investigated methods to reduce food waste in the inpatient facilities of a large teaching hospital in Sri Lanka. Methods A patient experience survey was conducted to assess the quality of hospital diets. A new diet process was formulated and evaluated based on the results. Results Patients were satisfied with the food and food service quality, but preferred to eat homemade food during longer hospital stays. Before the intervention, 55% of breakfast meals, 62% of lunch meals and 57% of dinner meals were wasted. Post-intervention evaluation showed a significant reduction in food waste to less than 4% for all meal types. Conclusions Offering patients the opportunity to express meal preference through the diet ordering process reduced hospital food waste to less than 4% in total.
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Parameshwara, S., B. Manjula, Geetha Bhaktha, K. Gurupadappa, and G. K. Ranjith Kumar. "Evaluation of Risk Factors of Cardiovascular Diseases in Shimoga Population." Indian Journal of Clinical Cardiology 2, no. 2 (April 12, 2021): 71–75. http://dx.doi.org/10.1177/26324636211001650.

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Background: The morbidity and mortality rate is increasing due to cardiovascular disease around the globe. This may be due to drastic changes in lifestyle, food habits, work, stress, genetic factors, and environmental conditions. The present study is undertaken to evaluate the risk factors of cardiovascular disease (CVD) in Shimoga region. Objective: Evaluation of risk factors of CVD in patients who admitted for treatment in McGann Teaching District Hospital, Shimoga. Methods: A retrospective study was conducted in Mc Gann's Teaching District Hospital, Shimoga from October 2017 to March 2018. Data about sociodemographic parameters such as age, sex, height, weight, smoking, the status of diabetes mellitus, type of occupation, and diet, tobacco, and alcohol consumption were retrieved from the medical record section and statistical analysis was done using Statistical Package for the Social Sciences (SPSS). Results: Out of 262 CVD cases, 60% were male and 40% were female. Based on the body mass index (BMI), 1.9% were underweight, 40.1% were normal, 34.4% were overweight, and 23.7% were obese. Sedentary (64.9%) lifestyle was significantly higher when compared to moderate (2.3%) and heavy (32.8%). Diabetes, smoking, tobacco, and alcohol consumption were seen to be significant while food custom was not significant among the study population ( P < .05). Conclusion: In our study, a higher percentage of CVD patients falls under normal BMI when compared to other studies. This may be due to lifestyle, socioeconomic status, ethnicity, and family heredity. Further extensive studies should be carried out to find the main cause of CVD in Shimoga population.
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Wang, Weining, Ya Ling Wang, Chao Hsiu Chen, Yi Jui Chan, and Hui Min Hsieh. "Entrustable Professional Activities for Undergraduate Nutrition Student Clinical Training: Development and Implementation." Current Developments in Nutrition 5, Supplement_2 (June 2021): 485. http://dx.doi.org/10.1093/cdn/nzab040_009.

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Abstract Objectives Entrustable professional activities (EPAs) have been applied to postgraduate and undergraduate medical training, but the application of nutrition intern students is rare. The clinical training of nutrition intern students must be connected with the nutrition care ability after graduation. Outpatient diabetes nutrition care is an important job of hospital dietitian. Therefore, this is the good point for the development of EPAs evaluation. The objective of this study was to describe the development of EPAs for nutrition intern training in the nutrition department of a medical center. Methods We chose the topic “Diet and health education for diabetic patients in outpatient clinics” and set the EPAs framework. EPAs was developed through an iterative consensus process involving the advanced dietitians. The content includes task description, capabilities (knowledge, skills, attitudes and behaviors), evaluation information, setting the trust level and validity period. The evaluation was established through expert validity. Final EPAs revisions followed from the multisource feedback. The Clinical Competency Committees (CCC) was established for final evaluation and approval. Results The EPAs was piloted for intern students in the Nutrition Department of the Medical Center from 2019. The assessment methods include test, mini-CEX, ad-hoc EPA, OSCE. The assessment content includes the knowledge of diabetes medical, diet, drug, clinical consultation, education, empathy and attitude, etc. Students were evaluated during each period of training. Finally, all the evaluation results were summarized and the CCC gave each student a credit rating. Conclusions Through multiple evaluations and timely feedback, the ability of intern students was defined in more precision. It allowed clinical teachers to achieve a teaching consensus. Combine competence with actual work, and integrate evaluation with authorization. We need to construct a complete information system to make evaluation more efficient in the future. Funding Sources None.
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Kafatos, Irene, Antonis Peponaras, Manolis Linardakis, and Anthony Kafatos. "Nutrition education and Mediterranean diet: exploring the teaching process of a school-based nutrition and media education project in Cretan primary schools." Public Health Nutrition 7, no. 7 (October 2004): 969–75. http://dx.doi.org/10.1079/phn2004565.

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AbstractBackground:During the past few decades there has been a gradual abandoning of the traditional Mediterranean diet by the population of Crete and especially among the younger generations. Since this is related to the rapidly increasing morbidity and mortality rates from chronic diseases, the need for educating young people on the principles of good nutrition becomes increasingly important. It is also acknowledged that the epidemiological field needs to focus on studying the implementation process, since this will allow for a deeper understanding of the outcomes.Objectives:The aims of the present study were to explore the process of implementing an innovation in Cretan primary schools and to identify best teaching practices and principles.Design:In three state primary schools on the island of Crete, 107 children took part in a 30-h nutrition and media education programme. Classroom observations were used to define attitudes towards the programme and teaching methods. Besides baseline and post evaluation, the pupils were also interviewed about 11 months after the end of the programme.Implementation:During observation of the teaching process, emerging issues were the teacher's motivation and interest in the course, his/her preparation before each class, teaching ability and communication skills, the respect and discipline he/she kept and the innovative teaching methods used. In some cases researcher intervention in the classroom could not be avoided.Findings and conclusions:Overall, individual teacher willingness and teaching skills were mainly responsible for the quality of teaching, the variety of educational methods used in classrooms and pupils' interest in the course. Changes in pupils' knowledge and recall of the course were related to teacher enthusiasm but also to researcher intervention. Exploring the teaching and learning process allowed a deeper understanding of the data. It is concluded that attempts to introduce the principles of a Mediterranean diet to children through nutrition education require innovative, enthusiastic and highly motivated teachers.
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Ameen, Ali Abdulqader, Hrair Haik Kegham, and Ali Hussein Abid. "Evaluation and management of urethral calculi." International Surgery Journal 4, no. 8 (July 24, 2017): 2392. http://dx.doi.org/10.18203/2349-2902.isj20173182.

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Background: To evaluate the presentation, management and outcome of patient with urethral calculi in addition todetermine the most common type of calculi encountered in those patients and the chemical composition of those calculi to prevent their recurrence.Methods: Sixty-nine patients with urethral calculi, 63 males and six females were included in this study at Al-Yarmouk teaching hospital, Bagdad, Iraq from April 2016 to April 2017. The diagnosis of urethral calculi was based mainly on the clinical presentation and cystoscopy evaluation in addition to the history, examination and investigations.Results: All together Sixty-nine patients were recruited in this study [63 male (91.3%) and 6 females (8.6%)], regarding sex distributions of patients the largest number of patients with urethral calculi were found in male between 21-40 years old, the most common presenting symptom was dysuria (60.8%), the presentation of pediatric urethral calculi was different (any suspicion of urethral mass on palpation gave high index of suspicion of urethral calculi).Conclusions: Nephrolithiasis especially renal calculi represent a widespread problem, recurrent UTI is one of the leading risk factor in urinary calculi and should be vigorously treated and any case should be in investigated carefully and chemically analysed to prevent further attacks and recurrence in future. Unbalanced diet with poor hygiene especially for the urethral calculi plays an additional role in the pathogenesis of urethra calculi.
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Austin, Adrian G., and Jeff G. Wiegert. "155 Opportunities and Challenges of Teaching Laboratory Content of a Swine Discipline-focused Course with Limited Swine Access." Journal of Animal Science 99, Supplement_1 (May 1, 2021): 143–44. http://dx.doi.org/10.1093/jas/skab054.244.

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Abstract In spring semester, 2020, ANSC 412: Swine Production and Management (4 credits, lecture and laboratory) was offered in the Department of Animal Science at Texas A&M University following a period of nonappearance in the curriculum. Simultaneously, planned renovation of the campus swine teaching farm required depopulation of the existing herd. Hence, animal access for course laboratories was restricted for the 2020 spring and fall semesters. The objective is to present strategies to achieve effective laboratory learning objectives with limited livestock access. Average course enrollment in 2020 spring and fall semesters was 11 students of junior and senior standing. The course laboratory was held for two hours weekly for fifteen weeks. COVID-19 interruption of the spring semester, and arrival of pigs to the campus swine teaching farm in the fall semester, necessitated creation of ten equivalent laboratory sessions per semester. Example laboratory sessions include: panels with swine industry professionals, Pork Quality Assurance version 4.0 certification, virtual farm tours, evaluating genetic merit with National Swine Registry Swine Testing and Genetic Evaluation System EPD data and indexes, understanding least-cost diet formulation with diet formulation software, creating and implementing a Secure Pork Supply enhanced biosecurity plan for the campus swine farm, and multiple case study models of troubleshooting reproductive deficiencies with the US Pork Center of Excellence National Swine Reproduction Guide. Laboratory session execution facilitated achievement of TAMU Department of Animal Science programmatic learning outcomes, specifically: understanding animal breeding programs, animal husbandry, reproductive management, and nutrient conversion, and assessing business models and application of animal management strategies. In future semesters with unrestricted swine access for teaching, live-animal handling will be emphasized in the syllabus, yet preservation of effective classroom-based laboratories will persist. These methods have value for instructors operating without campus swine resources and those whose laboratory content has been impacted by COVID-19 disruption.
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Kelder, Steve, Deanna M. Hoelscher, Cristina S. Barroso, Joey L. Walker, Peter Cribb, and Shaohua Hu. "The CATCH Kids Club: a pilot after-school study for improving elementary students’ nutrition and physical activity." Public Health Nutrition 8, no. 2 (April 2005): 133–40. http://dx.doi.org/10.1079/phn2004678.

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AbstractBackgroundAlthough many school-based diet and physical activity interventions have been designed and evaluated, relatively few have been tested for the after-school setting. After-school day-care programmes at either elementary schools or private locations provide a ready-made opportunity for health programmes that may be difficult to incorporate into an already-full school day. The purpose of this paper is to report on a pilot study of an after-school adaptation of the CATCH (Coordinated Approach To Child Health) elementary school programme called the CATCH Kids Club (CKC).MethodsThe CKC was pilot-tested and formatively evaluated in 16 Texas after-school programmes: eight in El Paso and eight in Austin (four intervention and four reference sites each). Evaluation consisted of direct observation of moderate to vigorous physical activity during play time, self-reported food intake and physical activity, and focus group interviews with after-school programme staff.ResultsStudents responded well to the physical activity and snack components and were less interested in the five-module education component. Routine staff training was a key variable in achieving proper implementation; the ideal would be a full day with repeated follow-up model teaching visits. Staff turnover was a logistic issue, as was programme leader readiness and interest in conducting the programme. Strong and significant effects were observed for the physical activity but not for the education component. The results of the physical education component suggest it is feasible, effective and ready for larger-scale evaluation or dissemination.
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Ilodibia, Chinyere, Ngozi Igboabuchi, and Winifred Onwuachu. "Evaluation of vegetative and yield attributes of okra (Abelmoschus esculentus (L.) Moench) for adaptation in Anambra State, Nigeria." International Journal of Biological Research 4, no. 2 (November 26, 2016): 318. http://dx.doi.org/10.14419/ijbr.v4i2.6851.

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Okra, Abelmoschus esculentus (L.) MOENCH, a fasting growing annual herb, cultivated for its young fruit and valued as an important vegetable in tropical and sub- tropical regions. Adequate production of okra is yet to be achieved especially in Anambra State due to certain factors such as non- utilization of improved cultivar, environmental conditions and inadequate cultural practices. Due to the importance of this vegetable to Nigerian diet, sustainable production is adequate to meet up with the increasing population and the country’s economic recession. Vegetative and yield attributes of five cultivars of okra were evaluated for adaptation in Anambra State during 2014/2015 cropping season at the Department of Agricultural Education Teaching and Research Farm, Nwafor Orizu College of Education Nsugbe, Anambra State. A randomized complete block design, replicated three times was used. The results were statistically analyzed using ANOVA. Results showed significant differences (P<0.05) among the cultivars evaluated in both vegetative and yield attributes. Cultivar LD-88 had higher yield when compared to other cultivars evaluated. It is therefore recommended to farmers for sustainable okra production in the study area.
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Trindade, V. M. T., J. L. M. Menegasso, and C. G. Salbergo. "Vitamins and Coenzymes: An Interactive Study." Revista de Ensino de Bioquímica 17 (September 13, 2019): 108. http://dx.doi.org/10.16923/reb.v17i0.888.

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Introduction: Vitamins form a group of organic micronutrients without chemical relation, whose biosynthesis in humans is nonexistent or insufficient, being required in the diet. They have specific cellular functions and are precursors of coenzymes in the intermediate metabolism. They are classified as water-soluble and lipid-soluble. Water-soluble substances are subdivided into the group known as "non-complex B" and "B complex". The last one has three subgroups: vitamins that act on the energy metabolism (B1, B2, B3, B5 and B7), vitamins that act on hematopoietic metabolism (B9, and B12) and others (B6). Objectives: Considering the scarcity of interactive materials in the subject, this educational object aims to present interactively B vitamins showing: their chemical structures with their respective coenzyme forms, the reactions in which they are involved, their action mechanisms, food sources and consequences of their deficiencies. Materials and Methods: This material was developed with PHP web language, associated with HTML, CSS and Javascript for the creation and insertion of figures, hypertexts and animations. A questionnaire about interactivity, functionality and esthetics characteristics and general information levels was used for its evaluation. Results and Discussion: This educational resource presents web page properties, including the possibility of access by mobile devices. It is composed by flaps referring to the visual identity, tutorial and credits, followed by a start button that reveals a menu subdivided into 10 flaps corresponding to a conceptual introductory text, vitamins B1, B2, B3, B5, B6, B7, B9, B12 and an interactive questionnaire (www.ufrgs.br/vitaminas-b). The functionality, design, language, and interactivity characteristics were rated as excellent by 80% of basic biochemistry students. Conclusion: This digital educational resource can be considered an adequate teaching-learning tool, easily accessible to students in the health area, as well as to the general public.
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Altınay, Fahriye, Mehmet Altınay, Gokmen Dagli, and Zehra Altınay. "A study of knowledge management systems processes and technology in open and distance education institutions in higher education." International Journal of Information and Learning Technology 36, no. 4 (August 5, 2019): 314–21. http://dx.doi.org/10.1108/ijilt-02-2019-0020.

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Purpose The purpose of this paper is to focus on the implementation and evaluation of knowledge management and e-transformation strategies of higher educational institutions in distance education. After an evaluation of higher educational practices in different countries, distance education was considered a different strategy and was emphasized as an advantage in competitiveness. Design/methodology/approach The study reflects a case study in the context of qualitative research. A written view report was conducted to evaluate the awareness of digital efficiency and roles of the teachers in learning environments and evaluation processes in the organizational structure. The qualitative data were evaluated through Nvivo qualitative data analysis. When the literature is overviewed, it can be observed that there are limited studies in this field. Findings As a result, distance education contributes a lot to providing equal opportunities in education. It is of great importance that individuals are aware of their roles in the process of accessibility, institutional support, technological infrastructure, support provided for students, learning-teaching environments and evaluation of distance education programs based on equality and life-long learning. In applications of different countries evaluated by Salmon et al. (2014) based on Carpe Diem Model, it is argued that knowledge management and sharing, the role of teachers and digital capability in distance education applications are crucial. Research limitations/implications The study is limited to 35 research participants. Practical implications Internationalization has become an important issue in higher educational activities. Social implications Diffusion of the uses of knowledge management practice in distance education is important. Originality/value The study has a great value on the use of international perspectives and the Carpe Diem Model for the evaluation.
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Dissertations / Theses on the topic "Diet – Study and teaching – Evaluation"

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Hendricks, Marjorie Angelene. "Assessering vir leer in ekonomiese en bestuurswetenskappe in die intermediêre fase." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5415.

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Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2010.
AFRIKAANSE OPSOMMING: Transformatoriese verandering in onderwysstelsels wêreldwyd word gekenmerk deur 'n nuwe benadering ten opsigte van assessering. Hierdie soort assessering wat bekend staan as assessering-vir-leer behoort deurlopend, diagnosties en ontwikkelend van aard te wees. Dit is assessering wat nie net gemik is op 'n finale oordeel nie, maar wat ten doel het om leer en ontwikkeling met behulp van assessering by leerders te bevorder. Assessering-vir-leer maak dus 'n onlosmaaklike deel van die onderrig- en leerproses uit en gebeur nie slegs aan die einde van die leerproses nie. Hierdie navorsing is gebed in die volgende navorsingsvraag: Tot watter mate word assessering-vir-leer in die Ekonomiese en Bestuurswetenskappeleerarea in die Intermediêre Fase gebruik om leerdervordering te begelei en te ondersteun? Die mate waartoe die beginsels vir assessering-vir-leer in die onderrigpraktyk van onderwysers geïntegreer word om Intermediêre Faseleerders in die leerarea Ekonomiese en Bestuurswetenskappe (EBW) in 'n landelike skool te ondersteun is dus ondersoek. 'n Kwalitatiewe navorsingsontwerp binne die interpretatiewe navorsingsparadigma is gebruik om data te genereer ten einde die navorsingsvraag te beantwoord. Onderwysers en leerders is in die studie as respondente gebruik. Die navorsingsresultate het getoon dat onderwysers nog vasgevang is in praktyke van assessering-van-leer wat fokus op die insameling van punte eerder as op die gebruik van assesseringsinligting ten einde verdere leer by leerders te bevorder. Waar daar wel tekens van assessering-vir-leer in die praktyk van onderrig-en-leer by onderwysers plaasvind, is dit toevallig en nie intensioneel nie. Voortvloeiend uit die bevindinge word aangevoer dat, met die nodige ondersteuning, onderwysers beginsels vir assessering-vir-leer in hul klaskamerpraktyk kan integreer ten einde meer effektiewe onderrig en leer in die betrokke skool te bevorder.
ENGLISH ABSTRACT: Transformational change in teaching systems worldwide is characterised by a new approach regarding assessment. This type of assessment, known as assessment for learning, should be continuous, diagnostic and developmental by nature. This is assessment that does not only focus in a final judgement, but which aims to promote learning and development by means of assessment in learners. Assessment-for-learning therefore forms an integral part of the teaching and learning process and does not only happen at the end of the learning process. This research is embedded in the following research question: To which extent is assessment-for-learning used in the Economic and Management Sciences learning area in the Intermediate Phase to guide and support learner progress? The extent to which the principles for assessment-for-learning are integrated in the teaching practice of teachers to support Intermediate Phase learners in the learning area Economic and Management sciences (EMS) in a rural school was therefore researched. A qualitative research design within the interpretative research paradigm was used to generate data in order to answer the research question. Teachers and learners were used as respondents in the study. The research results showed that teachers are still caught up in practices of assessment of learning which focus on the collection of marks rather than on the use of assessment information in order to promote further learning in learners. Where there are signs that assessment for learning indeed takes place in the practice of teaching and learning by teachers, it is incidental and not intentional. Based on the results, it can be said that, with the necessary support, teachers may be able to integrate principles for assessment for learning into their classroom practice so as to promote more effective teaching and learning in the school concerned.
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Van, Schalkwyk Daniël Jacobus. "'n Evalueering van die implementering van die graad 9 natuurwetenskapkurrikulum in skole in die Noord-Kaap Provinsie." Thesis, Nelson Mandela Metropolitan University, 2006. http://hdl.handle.net/10948/d1019685.

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Curriculum 2005 was originally implemented in grade 1 in 1998. In 2002 it was implemented in grade 9. Similar problems and questions, which arose during the initial implementation, arose again during the implementation in grade 9. Implementation gave rise to many questions and uncertainties. Only in October 2001 was it finally decided to implement the curriculum for grade 9 in 2002. The result was that publishers, the national as well as provincial education departments as well as schools were not ready for the implementation in January 2002. This treatise aims to determine the amount of support offered to educators and the degree of uncertainty still being experienced by them. Information regarding these unnecertainties and problems has been obtained from educators by means of questionnaires, circulated to 38 schools in the Northern Cape Province, offering Natural Science. This sampling of schools is representative of schools offering Natural Science in the region. Data regarding the uncertainties from educators have been obtained from the SOC (Stages of Concern) questionnaires of Hall, George and Rutherford. The rest of the questionnaire concerned the biographical information regarding the educators as well as the support that educators have received during the implementation of the learning area. It emerged from the questionnaire that educators understand the importance of a new Natural Science curriculum for SA. They are however sceptical regarding the hasty manner in which the learning area was implemented; the fact that no textbooks or educational teaching aids were available prior to implementation was of concern. Educators are similarly concerned about the inadequate training prior to implementation and lack of support during implementation. Educators are also concerned about the administrative liability that the new curriculum will bring about.
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De, Beer (nee Jordaan) Maria C. "Natuurwetenskaponderwysers se vakinhoudelike kennis en begrip van die Aardwetenskappe." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/1728.

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Thesis (MEd (Curriculum Studies))--Stellenbosch University, 2008.
The numerous changes to the South African education system since January 1998 have had far reaching effects on schools and the training of educators (Government Gazette, 31 May 2002:13). Changes in subject content have occurred in various subjects, and the General Science (now Natural Science) syllabus is no exception. The General Science syllabus previously catered mainly for Chemistry, Physics and Biology, but the Curriculum 2005 (C2005) Natural Science syllabus includes subject matter on Physical Geography (Climatology, Astronomy, and Geomorphology) (Department of Education, 2002b:6). The problem with this is that educators that previously taught General Science are not necessarily qualified to present the Physical Geography component of the new syllabus. This study investigates the impact of the changes in the new curriculum. The review of existing literature on curriculum development in Natural Science education in South Africa emphasises key changes made in the development and implementation of C2005 and the Revised National Curriculum Statement (RNCS). It also explores the characteristic features of misconceptions, before considering specific misconceptions in Natural Sciences. The first part of the two-tiered empirical investigation is based on the results of questionnaires and interviews completed by different groups of Natural Sciences educators. The questionnaires, which drew in part on existing questionnaires used in similar studies, were based on information used for the literature review. The second part of the empirical investigation consisted of interviews conducted with Natural Sciences Departmental Heads at randomly selected schools. An attempt was made to determine how these senior educators experienced the implementation of C2005 and RNCS and what their attitude to the new curriculum were. The data obtained from the questionnaires and the subsequent interviews were categorised, interpreted and coded for statistical processing.
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Earle, Maria Catherina. "'n Evaluering van die praktyk van die kliniese verpleegpraktisyn werksaam in primêre gesondheidsorginstansies van die Metropoolstreek van die Wes-Kaap : 'n verpleegkundige perspektief." Thesis, Stellenbosch : University of Stellenbosch, 2004. http://hdl.handle.net/10019.1/16319.

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Thesis (MCUR)--University of Stellenbosch, 2004.
ENGLISH ABSTRACT: This study attempts to provide a historic background of the clinical nurse practitioner. Areas of potential conflict, malpractice, future research, service delivery, tuition and support are revealed. The current role and function and the work environment of the clinical nurse practitioner functioning on primary health care level in the Metropole Region of the Western Cape were examined as major themes. Triangulation is applied as methodology. Structured questionnaires were completed by 60 clinical nurse practitioners that completed their training during the period 1994 to 2002. Pre-compiled checklists were completed at 8 different primary health care institutions. Qualitative data were obtained by comments on the questionnaires, field notes, as well as structured and unstructured interviews conducted with clinical nurse practitioners. Needs identified include outcomes based theoretical and clinical methods of tuition, additional training in pharmacology and chronic care, transcultural nursing and the development of criteria for recognition of prior learning and experience. Disparities were identified on service level pertaining to the difference between service delivery and service needs, daily checking of emergency equipment and the establishing of partnerships on service level to improve service delivery. Utilisation, post-levels and remuneration need attention. The development of courses in pharmacology for the Western Cape is identified as a priority as well as in service training, the possibility of a year of internship and the expedite of the amalgamation of fragmented services. Clinical nurse practitioners in managerial positions need to become more involved in promotion, motivation, development, audit and marketing of the clinical nurse practitioner and the establishment of a forum for clinical nurse practitioners.
AFRIKAANSE OPSOMMING: Hierdie studie poog om ʼn historiese agtergrond te skets van die kliniese verpleegpraktisyn. Areas is blootgelê vir potensiële konflik en wanpraktyke, sowel as areas vir toekomstige navorsing, dienslewering, onderrig en ondersteuning. Twee hooftemas, naamlik die huidige rol en funksie, asook die werkomgewing van die kliniese verpleegpraktisyn in die Metropoolstreek van die Wes-Kaap, is ondersoek. Triangulasie is as navorsingsmetodiek aangewend. Gestruktureerde vraelyste is deur 60 kliniese verpleegpraktisyns wat hul kursus gedurende die tydperk 1994 tot 2002 voltooi het, ingevul. Voorafopgestelde kontrolelyste is by 8 verskillende primêre gesondheidsorginstansies aangewend. Kwalitatiewe data is verkry deur middel van kommentaar op die vraelyste, veldnotas, sowel as gestruktureerde en ongestruktureerde onderhoudsvoering met kliniese verpleegpraktisyns. Uitkomsgebaseerde teoretiese en kliniese wyses van onderrig, aanvullende farmakologie, chroniese sorg, transkulturele verpleging, taalvaardigheid, asook die ontwikkeling van kriteria vir akkreditasie vir voorafleer en ondervinding blyk onderrigbehoeftes te wees. Leemtes op diensvlak sluit die verskil tussen diensverskaffing en diensbehoeftes, daaglikse kontrolering van noodtoerusting en vennootskappe ter diensverbetering in. Aanwending, posbenamings en vergoeding benodig aandag. Die ontwikkeling van aanvullende farmakologiekursusse vir die Wes-Kaap is as prioriteit geïdentifiseer asook indiensopleiding, die moontlikheid van ʼn verpligte internskapjaar en die bespoediging van amalgamasie van gefragmenteerde dienste. Kliniese verpleegpraktisyns in bestuursposisies behoort meer betrokke te raak by die bevordering, motivering, ontwikkeling, oudit en bemarking van die kliniese verpleegpraktisyn asook by die daarstel van ʼn forum vir kliniese verpleegkundiges.
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Veldsman, G. C. (Anienie). "'n Evaluasie van ‘n geletterheidsondersteuningsprogram vir die intermediêre fase." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6705.

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Thesis (MEdPsych )--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: Adequate literacy skills form the basis for learning and development. Unfortunately, a lack of adequate literacy skills is a world-wide tendency. Literacy in South Africa is part of this problem. The Department of Basic Education has, since 2000, been using the National Systemic Evaluation (NSE) to determine the level of learners' literacy skills. This evaluation takes place in grades 3 and 6 every alternate year. The latest evaluation indicated that the number of Intermediate Phase learners in South Africa who do not have the required literacy skills has increased over the last few years. The school where this research was undertaken also experiences problems with learners whose literacy skills are not up to standard. The results of the National Systemic Evaluation (NSE) of 2005 indicate that only 30% of the grade 6 learners in the school are able to read and write at the required age level. As a result, a large percentage of the learners' reading and writing skills can be compared to learners in the Foundation Phase. Teachers in the Intermediate Phase have indicated that they do not have sufficient knowledge and self-confidence to support learners whose literacy skills are comparable with those in the Foundation Phase. It is within this frame of reference that I developed a support programme for teachers who teach in the Intermediate Phase. The aim of the research was to evaluate the efficacy of the Literacy Support Programme (GOP) for the Intermediate Phase. The study will determine if the teachers' self-confidence, skills and strategies for literacy support have improved. Transformation of the learners' backlog cannot take place before their teachers' self-confidence to support them has improved dramatically.
AFRIKAANSE OPSOMMING: Voldoende geletterdheidsvaardighede vorm die basis van leer en ontwikkeling. Ongelukkig is 'n gebrek aan voldoende geletterdheidsvaardighede 'n wêreldwye tendens. Suid-Afrika ondervind ook hierdie probleem. Die Departement van Onderwys gebruik sedert 2000 die Nasionale Sistemiese Evaluering (NSE) om die vlak van leerders se geletterdheidsvaardighede te bepaal. Hierdie evaluering vind al om die ander jaar in graad 3 en 6 plaas. Die evaluering het getoon dat die aantal Intermediêre Fase-leerders in Suid-Afrikaanse skole wat nie oor voldoende geletterdheidsvaardighede beskik nie, die afgelope paar jaar toegeneem het. Die skool waar hierdie navorsing gedoen is ondervind ook probleme met leerders se geletterheidsvaardighede wat nie op standaard is nie. Die sistemiese evalueringsuitslae van 2005 het getoon dat slegs 30% van die Graad 6-leerders in dié skool volgens hul ouderdomsvlak kan lees en skryf. Gevolglik is daar 'n baie groot persentasie leerders wie se lees- en skryfvaardighede met leerders in die Grondslagfase (GF) vergelyk kan word. Die onderwysers in die Intermediêre Fase het aangedui dat hulle nie oor genoeg kennis of selfvertroue beskik om leerders te ondersteun wie se geletterdheidsvaardighede steeds met die van die Grondslagfase vergelyk kan word nie. Dit is binne hierdie verwysingsraamwerk dat ek 'n ondersteuningsprogram vir onderwysers van die Intermediêre Fase ontwikkel het. Die doel van die navorsingstudie was om die effektiwiteit van die Geletterdheidsondersteuningprogram (GOP) vir die Intermediêre Fase te evalueer. Die studie wil bepaal of die onderwysers se selfvertroue en vaardighede/strategieë vir geletterdheidsondersteuning in die Intermediêre Fase verbeter het. Transformasie van leerders se agterstande kan nie plaasvind alvorens die onderwysers nie oor genoeg selfvertroue beskik om hierdie leerders te ondersteun nie.
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Al-seaidy, Hassan Abdul-Amear. "Interactive video : an evaluation study." Thesis, University of Exeter, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363425.

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Lower, Michael Andrew. "A study of principals' and teachers' perceptions of and attitudes toward the evaluation of teachers." Connect to resource, 1987. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261061529.

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Houston, Veronica M. "An evaluation study of the promotion of healthy eating amongst families living in poverty in Glasgow." Thesis, Glasgow Caledonian University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319502.

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Embury, Dusty C. "Does Co-Teaching Work? A Mixed Method Case Study Evaluation of Co-Teaching as an Intervention." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1275919855.

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Snyder, Brian Lyn. "A study of pedagogical approaches to teaching problem solving." Thesis, Kansas State University, 1985. http://hdl.handle.net/2097/9880.

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Books on the topic "Diet – Study and teaching – Evaluation"

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Diet and nutrition activities. West Nyack, N.Y: Center for Applied Research in Education, 1993.

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Gascon, Louise. Evaluation. [Québec, Qu ́ebec]: Direction générale des programmes, Direction de la formation du personnel scolaire, 1989.

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Ofsted. Geography: With guidance on self-evaluation. London: Office for Standards in Education, 2001.

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Lutz, Carroll A. Instructors guide for nutrition and diet therapy. 3rd ed. Philadelphia: F.A. Davis Co., 2001.

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University of Southampton. Independent External Evaluation Team. Nurse education and training evaluation in Ireland: Independent external evaluation : final report. [Dublin]: [Department of Health], 1998.

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Edward, Uprichard A., and Jetton Janice H, eds. Mathematics programs: A guide to evaluation. Newbury Park, Calif: Corwin Press, 1993.

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Rea-Dickins, Pauline. Evaluation. Oxford: Oxford University Press, 1992.

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Jonker, L. J. G. Business economics didactics: Teaching methods, aids, and evaluation. Hatfield, Pretoria: Academica, 1992.

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Study Group Meeting (1985 Penang, Malaysia). Pupil evaluation in science. Bangkok: Unesco Regional Office for Education in Asia and the Pacific, 1985.

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Fitzpatrick, Kathleen Ann, and Betty Edwards. Program evaluation: Social studies. Schaumburg, IL: National Study of School Evaluation, 1998.

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Book chapters on the topic "Diet – Study and teaching – Evaluation"

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Greene, Jennifer C. "Naturalistic Data Collection: Case Study Discussion." In Creative Ideas For Teaching Evaluation, 135–40. Dordrecht: Springer Netherlands, 1989. http://dx.doi.org/10.1007/978-94-015-7829-5_15.

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HongYan, Zhang, and Wang JiKui. "Study on Learning Performance Evaluation of Distance Continuing Education." In Advanced Technology in Teaching, 255–60. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29458-7_39.

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Peng, Honglin, Xuimin Zeng, Qianqian Yang, and Zhenyi Wan. "Study of Elements of Developmental Classroom Teaching Evaluation." In Lecture Notes in Electrical Engineering, 363–71. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35470-0_44.

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Jiao, Yueyue. "A Study on Teaching Evaluation of Random Simulation Algorithm." In Advances in Intelligent Systems and Computing, 974–77. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69999-4_145.

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Zhang, FaJun, WenJie Fang, Chang Zhou, and Zhong Liu. "A Brief Study on Teaching Evaluation System Based on Fuzzy Rule with Scientific Teaching Materials." In Advances in Computer Science, Environment, Ecoinformatics, and Education, 99–105. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23339-5_18.

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Cha, Sung-Hyun, and Kum-Taek Seo. "A Case Study on Improvement of Student Evaluation of University Teaching." In Communications in Computer and Information Science, 598–603. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-27207-3_65.

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Xie, Huizhong, Zhigang Ji, and Lingling Si. "Study on College Scientific Research Capability Evaluation System Based on Neural Network." In Advanced Technology in Teaching - Proceedings of the 2009 3rd International Conference on Teaching and Computational Science (WTCS 2009), 481–87. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-11276-8_63.

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Jia, Chunxiang. "Practicing Teaching Quality Monitoring and Evaluation Issues’ Study of Undergraduate Accounting Major." In Lecture Notes in Electrical Engineering, 533–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24820-7_85.

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Li, Yiqun, Quan Jin, and Xuezheng Zhang. "Study on E-commerce Course Practice and Evaluation System under Bilingual Teaching." In Advances in Intelligent and Soft Computing, 199–204. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-25989-0_34.

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Alhassan, Awad, and Holi Ibrahim Holi Ali. "An Evaluation of the Challenges of Sudanese Linguistics and English Language-Related Studies’ Ph.D. Candidates: An Exploratory Qualitative Study." In Second Language Learning and Teaching, 251–70. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43234-2_15.

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Conference papers on the topic "Diet – Study and teaching – Evaluation"

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Li Shu-ying, Liang Xu-guang, and Han Zheng. "Study on IT-based teaching evaluation." In 2010 International Conference on Computer Design and Applications (ICCDA 2010). IEEE, 2010. http://dx.doi.org/10.1109/iccda.2010.5540938.

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Huo, Zhenggang, and Zhaodan Wu. "Study on evaluation of the satisfaction of university diet work based on fuzzy comprehensive evaluation model." In 2011 International Conference on Management Science and Industrial Engineering (MSIE). IEEE, 2011. http://dx.doi.org/10.1109/msie.2011.5707740.

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Jin, Haiwei. "Study on Evaluation Method of Practical Teaching: A Practical Teaching Test Analysis." In 2010 IEEE 10th International Conference on Computer and Information Technology (CIT). IEEE, 2010. http://dx.doi.org/10.1109/cit.2010.362.

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Jia, Zijing. "Study on College English Teaching Evaluation in a Classroom." In Proceedings of the 6th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191217.147.

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Qiao, Chen, and Wu Xiujun. "An Empirical Study of DEA in Developmental Teaching Evaluation." In 2020 4th International Seminar on Education, Management and Social Sciences (ISEMSS 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200826.043.

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Han, Jun, Lei Xie, Jing Liu, and Xuetan Zhai. "Study of teaching evaluation based on WeChat public platform." In International Conference on Education, Management and Computing Technology (ICEMCT-16). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemct-16.2016.13.

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Takeichi, Yoshihiro, Jun Sato, and Kuniaki Yajima. "Case study of evaluation of experimental skills." In 2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2016. http://dx.doi.org/10.1109/tale.2016.7851828.

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Fengrong, Zhang, Xu Zhifeng, Chen Zhimin, Yin Guijin, and Huang Fang. "Study of scientific literacy practical teaching evaluation based on AHP." In 2009 ISECS International Colloquium on Computing, Communication, Control, and Management (CCCM). IEEE, 2009. http://dx.doi.org/10.1109/cccm.2009.5267852.

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Jiang, Chunyan, Xiaoyan Wu, and Ping Guo. "Study on Optimization of Macro Economics Teaching Effect Based on the Evaluation of Classroom Teaching Quality." In 2015 International Conference on Management Science and Innovative Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/msie-15.2015.27.

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Zhang, Yuwang. "Experimental Study on the Process of Evaluation in University Tennis Teaching." In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.507.

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Reports on the topic "Diet – Study and teaching – Evaluation"

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Behrman, Jere R., and Shibani Ghosh. Evaluation study of the IFPRI/A4NH research program on diet quality and health of the poor. Washington, DC: International Food Policy Research Institute, 2019. http://dx.doi.org/10.2499/p15738coll2.133317.

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Behrman, Jere R., and Shibani Ghosh. Evaluation study of the IFPRI/A4NH research program on diet quality and health of the poor Synopsis. Washington, DC: International Food Policy Research Institute, 2019. http://dx.doi.org/10.2499/p15738coll2.133388.

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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