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Over the years, the process of health behavioural change or development is hardly successful without communication. This is so because any real social development and behavioural change involves the participation of people in the society and they participate mainly through communication. The 2014 Ebola Virus Disease (EVD ) outbreak evolved in alarming ways, with the affected countries, Guinea, Liberia, Sierra Leone, and Nigeria struggling to control the escalating outbreak. The EVD outbreak led to various launching of media campaigns towards the prevention and control of the disease by various organisations in the country. However, the EVD disease was successfully contained in the country but audience responses to those preventive and control messages of the campaign and the possible success or failure of the campaigns are yet undete rmined. This study evaluates audience response to media campaigns on Ebola Virus Disease prevention and control in South-South Nigeria. The survey research method was used and Australian National Statistical Service (NSS) Online Calculator was used to draw a sample size of 385 from the population to ascertain: awareness, exposure, perception and extent to which the audience responded to the media campaign messages on EVD. The findings revealed that majotiry of the respondents(95.7%) were exposed to the campaigns, also their knowledge about the disease was increased through the campaigns. A greater percentage of the respondednts agreed that to a large extent the campaign was successful. The findings also revealed that a greater percentage of the audience (92.6%) responded to the campaigns and majority among them always observe the control measures contained in the campaign. The study therefore emphasized the need for adoption of mixed media strategy in disseminating health campaigns such that one medium will complement the lapses of the others

It was developed a bread for celiac people, based on a mixture of rice flour, burry amaranth and chía seed, as well as, hydrocolloids (alginate, guar and xantana gums) and sodium caseinate. Using the methodology of Mix Design. It was evaluated the volume and texture of the loaf, as well as, the quality of the crumb and the crust of the loaves and the taste of the loaves like response variables. The flours used were tested by immunological assays to ensure the absence of gluten in them. By means of the numerical optimization process, (Design Expert 5 statistical program) the best formula was obtained. The best result was obtained with the use of 9% sodium caseinate (based on% baker) and 2% guar gum, and it was possible to develop bread with good physical and sensory characteristics, safe for the consumption of celiac people.

It was developed a bread for celiac people, based on a mixture of rice flour, burry amaranth and chía seed, as well as, hydrocolloids (alginate, guar and xantana gums) and sodium caseinate. Using the methodology of Mix Design. It was evaluated the volume and texture of the loaf, as well as, the quality of the crumb and the crust of the loaves and the taste of the loaves like response variables. The flours used were tested by immunological assays to ensure the absence of gluten in them. By means of the numerical optimization process, (Design Expert 5 statistical program) the best formula was obtained. The best result was obtained with the use of 9% sodium caseinate (based on% baker) and 2% guar gum, and it was possible to develop bread with good physical and sensory characteristics, safe for the consumption of celiac people.

It was developed a bread for celiac people, based on a mixture of rice flour, burry amaranth and chía seed, as well as, hydrocolloids (alginate, guar and xantana gums) and sodium caseinate. Using the methodology of Mix Design. It was evaluated the volume and texture of the loaf, as well as, the quality of the crumb and the crust of the loaves and the taste of the loaves like response variables. The flours used were tested by immunological assays to ensure the absence of gluten in them. By means of the numerical optimization process, (Design Expert 5 statistical program) the best formula was obtained. The best result was obtained with the use of 9% sodium caseinate (based on% baker) and 2% guar gum, and it was possible to develop bread with good physical and sensory characteristics, safe for the consumption of celiac people.

It was developed a bread for celiac people, based on a mixture of rice flour, burry amaranth and chía seed, as well as, hydrocolloids (alginate, guar and xantana gums) and sodium caseinate. Using the methodology of Mix Design. It was evaluated the volume and texture of the loaf, as well as, the quality of the crumb and the crust of the loaves and the taste of the loaves like response variables. The flours used were tested by immunological assays to ensure the absence of gluten in them. By means of the numerical optimization process, (Design Expert 5 statistical program) the best formula was obtained. The best result was obtained with the use of 9% sodium caseinate (based on% baker) and 2% guar gum, and it was possible to develop bread with good physical and sensory characteristics, safe for the consumption of celiac people.

This article aims to explore constituent factors and design development of cultural product. First, the investigation was conducted by means of literature review and in-depth interviews. Qualitative research program NVivo9.0 was used to identify important coding based on grounded theory, and in turn the design development factors of cultural product. Finally for the subject of the study, a cultural product design development pattern was built according to study results and integration of data from literatures and theories. The study results showed: (1) there are three major types of topics in cultural produce design, “design procedures and methods or model establishment, formation and development of conceptual methods, and research theories; and (2) the constituent factors of cultural product design consist of the “implicit dimensions,” including the idea of emotions, cultural story and experience of life, and “explicit dimensions,” including use of materials, image symbols, forms and patterns, manufacturing techniques and product function; and (3) the pattern of cultural product design development comprises 5 stages, “establishment of cultural topics and element analysis,” “establishment of targets and design specifications,” “compilation of cultural elements and attributes of corresponding products,” “dispersion of design concepts and conversion of context manipulation” and “consumer preference survey and product development;”.

This briefing contains research settings and summary, information on overall technical approach for affordable systems design, methods implementation and testbed applications, and key advancements in method components.

This briefing contains research settings and summary, information on overall technical approach for affordable systems design, methods implementation and testbed applications, and key advancements in method components.

This report documents the analysis, design, and development of the Division Level Military Decision-Making Process (MDMP) training product. The division level MDMP product is a computer-based, stand alone training support package envisioned to be used by the U.S. Army Command and General Staff College (CGSC) to augment existing CGSC instruction on the MDMP. The product, a computer disk, provides a self-paced, detailed discussion of the steps of the MDMP, focusing on the battle staff at the division-level. Field Manual 101-5 Staff Organization and Operations served as the doctrinal source reference. The course also contains selected tactics, techniques, and procedures (TTP) that aid the CGSC student in conducting staff integration and coordination during mission planning. This project was coordinated with the CGSC.

This report documents the analysis, design, and development of the Division Level Military Decision-Making Process (MDMP) training product. The division level MDMP product is a computer-based, stand alone training support package envisioned to be used by the U.S. Army Command and General Staff College (CGSC) to augment existing CGSC instruction on the MDMP. The product, a computer disk, provides a self-paced, detailed discussion of the steps of the MDMP, focusing on the battle staff at the division-level. Field Manual 101-5 Staff Organization and Operations served as the doctrinal source reference. The course also contains selected tactics, techniques, and procedures (TTP) that aid the CGSC student in conducting staff integration and coordination during mission planning. This project was coordinated with the CGSC.

This report documents the analysis, design, and development of the Division Level Military Decision-Making Process (MDMP) training product. The division level MDMP product is a computer-based, stand alone training support package envisioned to be used by the U.S. Army Command and General Staff College (CGSC) to augment existing CGSC instruction on the MDMP. The product, a computer disk, provides a self-paced, detailed discussion of the steps of the MDMP, focusing on the battle staff at the division-level. Field Manual 101-5 Staff Organization and Operations served as the doctrinal source reference. The course also contains selected tactics, techniques, and procedures (TTP) that aid the CGSC student in conducting staff integration and coordination during mission planning. This project was coordinated with the CGSC.

Four segments on cigarette composition and design presented by Lorillard's Product Development Department: tobaccos (how tobacco is grown and processed, international tobacco farming, varieties of tobacco plants, farming methods (fertilizers and pesticides), and reconstituted tobacco); flavors; filters (components, design, use of technology, and the manufacturing process); and air dilution (methods for lowering tar in cigarettes). Click Here to View Part 1 Click Here to View Part 2 Click Here to View Part 3 Click Here to View Part 4

Block 3 of T307 Innovation : designing for a sustainable future

Block 3 of T307 Innovation : designing for a sustainable future

Block 3 of T307 Innovation : designing for a sustainable future

Block 3 of T307 Innovation : designing for a sustainable future

Block 3 of T307 Innovation : designing for a sustainable future

Block 3 of T307 Innovation : designing for a sustainable future

[1 volume]

[1 volume]

[1 volume]

The Product Design and Development (PDD) course is part of the graduate curriculum in the Engineering Design and Advanced Manufacturing (EDAM) study in the MIT-Portugal Program. The research participants included about 110 students from MIT, EDAM, and two universities in Portugal, Instituto Superior Técnico-Universidade Técnica de Lisboa (IST) and the Universidade do Porto (FEUP). We investigated the PDD EDAM course in the context of the two other groups who studied a similar course in a different setting. Research tools included questionnaires, with questions related to students' learning outcomes and perceptions as well as focus groups with EDAM faculty and students. We assessed the EDAM course format of several concentrated two-week long periods compared with a regular semester based on students and faculty feedback. In a question related to the product life cycle stages the MIT and EDAM students listed on average a higher number of items than that of the IST and FEUP students, indicating a higher level of learning. The learning approach that follows the MIT PDD course has been instrumental in successfully incorporating hands-on activities and student-faculty interactions into the EDAM program.

The Product Design and Development (PDD) course is part of the graduate curriculum in the Engineering Design and Advanced Manufacturing (EDAM) study in the MIT-Portugal Program. The research participants included about 110 students from MIT, EDAM, and two universities in Portugal, Instituto Superior Técnico-Universidade Técnica de Lisboa (IST) and the Universidade do Porto (FEUP). We investigated the PDD EDAM course in the context of the two other groups who studied a similar course in a different setting. Research tools included questionnaires, with questions related to students' learning outcomes and perceptions as well as focus groups with EDAM faculty and students. We assessed the EDAM course format of several concentrated two-week long periods compared with a regular semester based on students and faculty feedback. In a question related to the product life cycle stages the MIT and EDAM students listed on average a higher number of items than that of the IST and FEUP students, indicating a higher level of learning. The learning approach that follows the MIT PDD course has been instrumental in successfully incorporating hands-on activities and student-faculty interactions into the EDAM program.

The Product Design and Development (PDD) course is part of the graduate curriculum in the Engineering Design and Advanced Manufacturing (EDAM) study in the MIT-Portugal Program. The research participants included about 110 students from MIT, EDAM, and two universities in Portugal, Instituto Superior Técnico-Universidade Técnica de Lisboa (IST) and the Universidade do Porto (FEUP). We investigated the PDD EDAM course in the context of the two other groups who studied a similar course in a different setting. Research tools included questionnaires, with questions related to students' learning outcomes and perceptions as well as focus groups with EDAM faculty and students. We assessed the EDAM course format of several concentrated two-week long periods compared with a regular semester based on students and faculty feedback. In a question related to the product life cycle stages the MIT and EDAM students listed on average a higher number of items than that of the IST and FEUP students, indicating a higher level of learning. The learning approach that follows the MIT PDD course has been instrumental in successfully incorporating hands-on activities and student-faculty interactions into the EDAM program.

The Product Design and Development (PDD) course is part of the graduate curriculum in the Engineering Design and Advanced Manufacturing (EDAM) study in the MIT-Portugal Program. The research participants included about 110 students from MIT, EDAM, and two universities in Portugal, Instituto Superior Técnico-Universidade Técnica de Lisboa (IST) and the Universidade do Porto (FEUP). We investigated the PDD EDAM course in the context of the two other groups who studied a similar course in a different setting. Research tools included questionnaires, with questions related to students' learning outcomes and perceptions as well as focus groups with EDAM faculty and students. We assessed the EDAM course format of several concentrated two-week long periods compared with a regular semester based on students and faculty feedback. In a question related to the product life cycle stages the MIT and EDAM students listed on average a higher number of items than that of the IST and FEUP students, indicating a higher level of learning. The learning approach that follows the MIT PDD course has been instrumental in successfully incorporating hands-on activities and student-faculty interactions into the EDAM program.

The Product Design and Development (PDD) course is part of the graduate curriculum in the Engineering Design and Advanced Manufacturing (EDAM) study in the MIT-Portugal Program. The research participants included about 110 students from MIT, EDAM, and two universities in Portugal, Instituto Superior Técnico-Universidade Técnica de Lisboa (IST) and the Universidade do Porto (FEUP). We investigated the PDD EDAM course in the context of the two other groups who studied a similar course in a different setting. Research tools included questionnaires, with questions related to students' learning outcomes and perceptions as well as focus groups with EDAM faculty and students. We assessed the EDAM course format of several concentrated two-week long periods compared with a regular semester based on students and faculty feedback. In a question related to the product life cycle stages the MIT and EDAM students listed on average a higher number of items than that of the IST and FEUP students, indicating a higher level of learning. The learning approach that follows the MIT PDD course has been instrumental in successfully incorporating hands-on activities and student-faculty interactions into the EDAM program.

The Product Design and Development (PDD) course is part of the graduate curriculum in the Engineering Design and Advanced Manufacturing (EDAM) study in the MIT-Portugal Program. The research participants included about 110 students from MIT, EDAM, and two universities in Portugal, Instituto Superior Técnico-Universidade Técnica de Lisboa (IST) and the Universidade do Porto (FEUP). We investigated the PDD EDAM course in the context of the two other groups who studied a similar course in a different setting. Research tools included questionnaires, with questions related to students' learning outcomes and perceptions as well as focus groups with EDAM faculty and students. We assessed the EDAM course format of several concentrated two-week long periods compared with a regular semester based on students and faculty feedback. In a question related to the product life cycle stages the MIT and EDAM students listed on average a higher number of items than that of the IST and FEUP students, indicating a higher level of learning. The learning approach that follows the MIT PDD course has been instrumental in successfully incorporating hands-on activities and student-faculty interactions into the EDAM program.

The Product Design and Development (PDD) course is part of the graduate curriculum in the Engineering Design and Advanced Manufacturing (EDAM) study in the MIT-Portugal Program. The research participants included about 110 students from MIT, EDAM, and two universities in Portugal, Instituto Superior Técnico-Universidade Técnica de Lisboa (IST) and the Universidade do Porto (FEUP). We investigated the PDD EDAM course in the context of the two other groups who studied a similar course in a different setting. Research tools included questionnaires, with questions related to students' learning outcomes and perceptions as well as focus groups with EDAM faculty and students. We assessed the EDAM course format of several concentrated two-week long periods compared with a regular semester based on students and faculty feedback. In a question related to the product life cycle stages the MIT and EDAM students listed on average a higher number of items than that of the IST and FEUP students, indicating a higher level of learning. The learning approach that follows the MIT PDD course has been instrumental in successfully incorporating hands-on activities and student-faculty interactions into the EDAM program.

The impact of an evaluation design on the effective implementation of a training program for women in higher education leadership and management was assessed. The program was designed by the University of Pennsylvania's Higher Education Resource Services. The training program, entitled "The Next Move," was introduced at three pilot sites: a large, public urban institution, part of a multi-campus system; a small, private university in a suburban setting; and a senior college of an urban public university system. To increase chances for career mobility for women and to assist in the development of a positive self-image, the program utilized leadership and management training to provide women with an institutional perspective, strengthen and encourage local leadership, and foster the growth of networks. The program consisted of a one-half day case study workshop, a one-day leadership and management clinic, and brown bag seminars. To insure implementation of the model on a nationwide basis, it was necessary that the evaluative design consider the special problems of a model focusing on institutional change, while carefully appraising the potential adaptability or transportability of the program. The evaluation design selected was illuminative evaluation, which encompassed both process and product components and the collection of quantitative and qualitative data. Because the program was designed in three stages, formative evaluation was easily built into the evaluative model. Quantitative data were obtained through a questionnaire, administered after the case study workshop and qualitative data were obtained through observations and interviews. Results of the evaluation are considered. (SW)

The impact of an evaluation design on the effective implementation of a training program for women in higher education leadership and management was assessed. The program was designed by the University of Pennsylvania's Higher Education Resource Services. The training program, entitled "The Next Move," was introduced at three pilot sites: a large, public urban institution, part of a multi-campus system; a small, private university in a suburban setting; and a senior college of an urban public university system. To increase chances for career mobility for women and to assist in the development of a positive self-image, the program utilized leadership and management training to provide women with an institutional perspective, strengthen and encourage local leadership, and foster the growth of networks. The program consisted of a one-half day case study workshop, a one-day leadership and management clinic, and brown bag seminars. To insure implementation of the model on a nationwide basis, it was necessary that the evaluative design consider the special problems of a model focusing on institutional change, while carefully appraising the potential adaptability or transportability of the program. The evaluation design selected was illuminative evaluation, which encompassed both process and product components and the collection of quantitative and qualitative data. Because the program was designed in three stages, formative evaluation was easily built into the evaluative model. Quantitative data were obtained through a questionnaire, administered after the case study workshop and qualitative data were obtained through observations and interviews. Results of the evaluation are considered. (SW)

The impact of an evaluation design on the effective implementation of a training program for women in higher education leadership and management was assessed. The program was designed by the University of Pennsylvania's Higher Education Resource Services. The training program, entitled "The Next Move," was introduced at three pilot sites: a large, public urban institution, part of a multi-campus system; a small, private university in a suburban setting; and a senior college of an urban public university system. To increase chances for career mobility for women and to assist in the development of a positive self-image, the program utilized leadership and management training to provide women with an institutional perspective, strengthen and encourage local leadership, and foster the growth of networks. The program consisted of a one-half day case study workshop, a one-day leadership and management clinic, and brown bag seminars. To insure implementation of the model on a nationwide basis, it was necessary that the evaluative design consider the special problems of a model focusing on institutional change, while carefully appraising the potential adaptability or transportability of the program. The evaluation design selected was illuminative evaluation, which encompassed both process and product components and the collection of quantitative and qualitative data. Because the program was designed in three stages, formative evaluation was easily built into the evaluative model. Quantitative data were obtained through a questionnaire, administered after the case study workshop and qualitative data were obtained through observations and interviews. Results of the evaluation are considered. (SW)

The impact of an evaluation design on the effective implementation of a training program for women in higher education leadership and management was assessed. The program was designed by the University of Pennsylvania's Higher Education Resource Services. The training program, entitled "The Next Move," was introduced at three pilot sites: a large, public urban institution, part of a multi-campus system; a small, private university in a suburban setting; and a senior college of an urban public university system. To increase chances for career mobility for women and to assist in the development of a positive self-image, the program utilized leadership and management training to provide women with an institutional perspective, strengthen and encourage local leadership, and foster the growth of networks. The program consisted of a one-half day case study workshop, a one-day leadership and management clinic, and brown bag seminars. To insure implementation of the model on a nationwide basis, it was necessary that the evaluative design consider the special problems of a model focusing on institutional change, while carefully appraising the potential adaptability or transportability of the program. The evaluation design selected was illuminative evaluation, which encompassed both process and product components and the collection of quantitative and qualitative data. Because the program was designed in three stages, formative evaluation was easily built into the evaluative model. Quantitative data were obtained through a questionnaire, administered after the case study workshop and qualitative data were obtained through observations and interviews. Results of the evaluation are considered. (SW)

The impact of an evaluation design on the effective implementation of a training program for women in higher education leadership and management was assessed. The program was designed by the University of Pennsylvania's Higher Education Resource Services. The training program, entitled "The Next Move," was introduced at three pilot sites: a large, public urban institution, part of a multi-campus system; a small, private university in a suburban setting; and a senior college of an urban public university system. To increase chances for career mobility for women and to assist in the development of a positive self-image, the program utilized leadership and management training to provide women with an institutional perspective, strengthen and encourage local leadership, and foster the growth of networks. The program consisted of a one-half day case study workshop, a one-day leadership and management clinic, and brown bag seminars. To insure implementation of the model on a nationwide basis, it was necessary that the evaluative design consider the special problems of a model focusing on institutional change, while carefully appraising the potential adaptability or transportability of the program. The evaluation design selected was illuminative evaluation, which encompassed both process and product components and the collection of quantitative and qualitative data. Because the program was designed in three stages, formative evaluation was easily built into the evaluative model. Quantitative data were obtained through a questionnaire, administered after the case study workshop and qualitative data were obtained through observations and interviews. Results of the evaluation are considered. (SW)

The impact of an evaluation design on the effective implementation of a training program for women in higher education leadership and management was assessed. The program was designed by the University of Pennsylvania's Higher Education Resource Services. The training program, entitled "The Next Move," was introduced at three pilot sites: a large, public urban institution, part of a multi-campus system; a small, private university in a suburban setting; and a senior college of an urban public university system. To increase chances for career mobility for women and to assist in the development of a positive self-image, the program utilized leadership and management training to provide women with an institutional perspective, strengthen and encourage local leadership, and foster the growth of networks. The program consisted of a one-half day case study workshop, a one-day leadership and management clinic, and brown bag seminars. To insure implementation of the model on a nationwide basis, it was necessary that the evaluative design consider the special problems of a model focusing on institutional change, while carefully appraising the potential adaptability or transportability of the program. The evaluation design selected was illuminative evaluation, which encompassed both process and product components and the collection of quantitative and qualitative data. Because the program was designed in three stages, formative evaluation was easily built into the evaluative model. Quantitative data were obtained through a questionnaire, administered after the case study workshop and qualitative data were obtained through observations and interviews. Results of the evaluation are considered. (SW)