English 4U Essay and Thesis Development

 English 4U Essay and Thesis Development

thesis development - SRJC Writing Center

My thesis details the development of a neural prosthesis used to improve and regain the function of upper and lower limbs for people with neurological impairment. The device consists of three actuators generating Functional Electrical Stimulation (FES) and four sensors used to enable/disable the actuators.

Thesis Development

Thesis Development - University of North Alabama

To illustrate how analysis brings us to the development of a thesis, Professor Donaghy suggests three steps regarding a simple reading of the following Gary Snyder poem, "Pine tree tops:"

Thesis Development

India has huge stakes in the development of Afghanistan and has made major strides in the reconstruction of public infrastructure in the war-ravaged country through visible symbols like the new parliament building, Salma friendship dam, Afghan National Agriculture Science & Technology University, Kandahar, and many other projects in the health, power and education sectors.

Thesis Development


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This work was funded by the National Institute of Health Research as part of the 'ARIADNE' project.

Abstract
Aims:
The overall aims of this thesis were (1) to develop an eating disorders training programme for school staff, informed by stakeholder (student, staff) views and designed to improve staff’s confidence, attitudes and knowledge in recognising and managing student eating disorders and (2) to carry out a feasibility study of this programme.

Method:
In Studies 1 and 2, 11-19 year old school students (n= 511) and school staff (n=826)
completed online questionnaires exploring their respective experiences and complementing perspectives of eating disorders in an integrated way. In Study 3, focus groups were conducted with 63 members of staff from 29 UK schools with the aims of (a) capturing their views on their ability to identify and manage student eating disorders and any obstacles to this, and (b) to identify any specific training needs in this area that school staff may have and to generate recommendations based on these. In study 4, an eating disorders training programme was developed with input from school staff and clinicians and informed by the findings from studies 1-3. 45 school staff took part in the one day face to face eating disorders training programme and completed a questionnaire about their eating disorder knowledge, attitude and confidence prior to the intervention, immediately post intervention and again three months later. The significance of intragroup changes over time was determined using generalised estimating equations (GEE) models.

Results:
Studies 1-3 indicated that both students and staff felt that eating disorder training for school staff would be beneficial but that such training was not currently widely available. Students and staff then went on to make recommendations for the development of a training intervention for school staff. The intervention was tested in study 4 and was found to have a significant positive impact on school staff’s self-reported confidence, attitudes and knowledge about eating disorders with medium to large effect sizes of 0.7, 0.8 and 0.8 respectively. These gains were universally maintained at follow-up three months later.

Conclusions:
The promising results of the feasibility study provide strong motivation and sound indicators for further research in this emerging field. A large scale evaluation of the teacher training using a fully powered stepped wedge design is recommended as the next step.