Creative arts education is integral to the diverse, extramural, formally taught and non-accredited landscapes of Adult Education. Traditionally popular with adults in later life, it is correlated with improvements in subjective well-being (Hughes and Adriaanse, 2017), health (Humphrey et al., 2011) and social inclusion (Feinstein et al., 2008). However, UK government support for arts curricula is in decline (Hughes et al., 2016), despite the rising demographics for older age groups (Office for National Statistics (ONS), 2018). Funding for remaining programmes is increasingly rationalised through perceived improvements to well-being (Hughes et al., 2016) and the attainment of objective and functional learning outcomes (Schuller, 2017). This thesis explores the relationships of three women in later life with creative arts education. The interpretive bricolage methodology draws together their experiences and considers the impacts of rationalising education exclusively through objective criteria. The research material is analysed using writing-as-inquiry and emergent interpretations are refined in iterative dialogues between researcher and participants. Thus, meaning is made in a 'continuing realignment of life events and life possibilities' (Rolling, 2010, p.157). The analysis is (re)presented as a series of evocative narratives, interwoven with the reflexive and autoethnographic positioning of the researcher. This process seeks to 'fracture the boundaries that normally separate social science from literature' (Ellis and Bochner, 2000, p.744). The research highlights the participants' perceptions of motivational factors, barriers and constraints and explores aspects of personal meaning-making, spirituality and transformation. It also illustrates the importance of 'place' in fostering collaborative learning and curiosity and questions fixed notions of well-being. The latter is reconceptualised as 'well-becoming' to acknowledge its fluid and transient qualities. The women's experiences are set against a prevailing culture of accountability and lie beyond the immediate gaze of policymakers. Therefore, the research assists in promoting more sustainable and context-appropriate practice by exploring some of the otherwise 'unseen' landscapes of Adult Education in later life.

This dissertation has examined the conditions for teachers who teach Physical Education and Health (PEH) in elementary school (age 11-12) and their opportunities to pursue inclusive teaching with the aim of reaching all pupils. The compilation thesis consists of four different articles and provides knowledge from the perspectives of pupils and teachers, but it also includes teaching and learning processes that were studied in situ. The first article contributes to knowledge on how different related variables affect learning motivation and how cultural aspects influence and affect shaping patterns of attitudes, beliefs, and values shared by pupils. Based on and selected from the sample of the first study, the second article examines low-motivated pupils’ perceptions about learning in the subject and their representations of teaching, learning and participating in PEH. The third article takes the teacher’s perspective into account and examines teachers’ discursive representations of low motivated pupils and related beliefs regarding inclusive teaching and strategies for reaching all pupils. The last article presents a case study examining teaching and learning in PEH in situ and demonstrating how a teacher’s assumptions about the purpose of PEH and consequent interactions with a student assumed to be “low motivated” had effects that were detrimental to the student’s confidence and capacity to engage and learn in PEH. The general major findings and the suggested implications of the results have been discussed and organized from the two major dichotomies involved in the two fundamental inclusive perspectives: a categorical perspective (problems are sited within individuals) and a relational perspective (perceived problems occur in the interaction between an individual and the surrounding environment). Applying a categorical perspective, pupils categorized as “low motivated” toward learning in PEH experienced little opportunity to influence either content or form and also had difficulties in verbalizing the aim and purpose of the subject. Despite long-term health-related goals, they had difficulties understanding and connecting to PEH. The pupils also had difficulties connecting with their teachers, who were described as being insensitive, uncaring, or inflexible and forcing “unrealistic” goals on them when they did not feel competent at mastering the content relative to their peers. The studies confirm that learning motivation is strongly related to perceived competence, and low learning motivation is related to feelings of anxiety, especially for girls. Teachers, on the other hand, attributed motivation problems to the individual (the pupil) or the context (social background, parents, etc.) rather than the situation, their own teaching in class. Teachers had various strategies for teaching inclusively. Cooperative and collaborative methods, such as using skilled pupils or pupils with the “right” attitude as role models for behavioral transfer or “strategic grouping,” were mentioned as inclusive teaching strategies. Adapting the rules of games or traditional sports so that everyone started on the same level was another strategy. By presenting a multi-activity approach to teaching with many different sports, pupils were assumed to be able to find “their” particular sports. Results also showed that the stereotyping of “low motivated” pupils often is related to the teacher’s own perception of what is experienced as essential learning in the subject. Applying a relational perspective, focus is on the system beyond the individual. Based on the results of these studies, the subject seems to be influenced and guided by two logics or discourses: fostering to sports and related values, and health and fitness. Both logics also highlight the importance of content and form in teaching. The sport discourse seems to create a situation where normative performance-oriented components have negative consequences for certain pupils. A general use of a multi-activity approach for structuring the content with short-term units, using primarily team sports and ball games, can be argued counterproductive for pupils, especially for those pupils who start at lower skill levels. This approach with fragmentary or blurred learning objectives may then contribute to disservice in a long-term perspective. This, combined with the effect of high activity and unilateral focus on exercise risks blurring of other possible learning dimensions in the subject, and may also contribute to the alienation of pupils who lack skill, ability, or interest in the subject. With inclusive intentions abilities in the subject may need to be reconceived and alternative abilities recognized to challenge the established order and normalized ways of thinking in terms of content and form. Teaching efforts that give primary consideration to the individual needs of “marginalized” pupils may be necessary if inclusive intentions are to be met. It is therefore suggested that teachers need to look beyond the traditionally trodden paths and challenge the currently dominating discourses that influence PEH. Reinforcing other learning dimensions and reconceiving abilities to go beyond the emphasis on skill and performance may strengthen pupils in other areas they possess. Differentiated teaching must not lose sight of needs that are common to a group or a class as a whole, but rather, it must also consider the needs of each individual.

<p> The purpose of this mixed methods study was to examine the benefits of art as a therapeutic modality for identifying stress in Gulf War to active duty veterans suffering from Post-Traumatic Stress Disorders (PTSD). This is a mixed methodology study. The case and control sampling approach was a systematic random sample with a paired treatment control design. The questions where chosen to the specificity of the Gulf War veteran. The qualitative data was scrutinized using a mixed methods design utilizing the tool known as the 17 Point Questionnaire. The quantitative data was obtained using the tool known as the PSS 14 Stress Scale. Both qualitative data and quantitative data were tested for validity and reliability using various tools including Spearman&rsquo;s Rho, or (Spearman's Rank Correlation Coefficient), Cluster Analysis, Pearson&rsquo;s Coefficient, Dendorgrams, paired and independent T-tests, and summary statistics to determine data. Convergent validity was evaluated by comparing positive and negative PSS-14 factors and by examining relationships with the number of actual to perceived benefits of stress reduction using Likert Scale results over thirty days between two Gulf War veteran groups identified with PTSD. Findings have shown a significant reductions in stress in the treatment group. Findings have also shown significant correlations between the studies perceived benefits for specific modalities and the use of ceramic or clay work as a preferred method of choice were also identified within the research. Due to the ability of art to reduce stress in Gulf War victims suffering from PTSD, longitudinal studies have been recommended to provide art treatment therapies with conclusive evidence based research status. With this change in status it is anticipated that art therapy will have greater accessibility within the Veterans Administration (VA) system for those seeking alternative methods of treatment.</p>

<p> Medical dosimetry education occupies a specialized branch of allied health higher education. Noted international shortages of health care workers, reduced university funding, limitations on faculty staffing, trends in learner attrition, and increased enrollment of nontraditional students force allied health educational leadership to reevaluate current admission practices. Program officials wish to select medical dosimetry students with the best chances of successful graduation. The purpose of the quantitative ex post facto correlation study was to investigate the relationship between applicant characteristics (cumulative undergraduate grade point average, science grade point average, prior experience as a radiation therapist, and previous academic degrees) and the successful completion of a medical dosimetry program as measured by graduation. A key finding from the quantitative study was the statistically significant positive correlation between a student&rsquo;s previous degree and his or her successful graduation from the medical dosimetry program. Future research investigations could include a larger research sample representative of more medical dosimetry student populations and additional studies concerning the relationship of a prior history in radiation therapy and the impact on success as a medical dosimetry student. Based on the quantitative correlation analysis, allied health leadership on admissions committees could revise student selection rubrics to place less emphasis on an applicant&rsquo;s undergraduate cumulative GPA and increase the weight assigned to previous degrees.</p>

<p> The purpose of this project was to develop a garden-enhanced nutrition curriculum for educators of students in the fourth and fifth grades. The goals of this curriculum were to provide literature related to farm-to-school initiatives, to increase educators&rsquo; and students&rsquo; knowledge about farm-to-school programs through an evidence-based nutrition education curriculum, and to increase fruit and vegetable consumption among the students. </p><p> The curriculum, Let&rsquo;s Grow!, was created addressing perceived barriers that prevent the implementation of school gardens that may further encourage fruit and vegetable intake in children. Though intended to specifically reach students in Los Angeles, the curriculum may be used outside this urban setting. </p><p> The curriculum consists of nutrition lessons and gardening activities relating to topics identified from literature reviews. An expert-review panel reviewed the curriculum, having critiqued the literature, and provided feedback. Evaluation forms for the curriculum were created to assess the overall value of the program.</p>

<p> This qualitative study critically examined nurses' perception of nursing qua nursing in an American Nurses Credentialing Center Magnet^&reg; re-designated healthcare system in Albany NY. Watson's Theory of Human Caring is used by many Magnet^&reg; hospitals, including the site for this study, to inform and guide nursing practice. Watson's Theory supports concepts and practices of integral health, holism, caring, healing, and the education and integration of complementary health care modalities as independent therapeutic nursing interventions. This study aimed to understand the nurse's emancipatory experience, comportment and self-agency as she/he participated in a theory guided practice; and illuminate the nurses' acquisition, understanding and utilization of knowledge and power as required for engaging independent therapeutic nursing interventions in the unitary-transformative health paradigm. </p><p> Eight nurses from the Oncology Unit self-selected to participate without recidivism from August to October 2012. The study was conducted in two parts: 1) A questionnaire was developed by the researcher to collect demographic and educational data from participants including: age, ethnicity, level of academic education, years of experience in nursing and in specialty, education to nursing theory, including education specifically to Watson's Theory of Human Caring and to holistic nursing and Complementary and Alternative Modalities (CAM), and CAM use in practice and self-care; and 2) Kim's (1999, 2007, 2010) Critical Narrative Inquiry Method was used to collect and analyze narrative data in three phases: 1) descriptive 2) reflective; and 3) critical-emancipatory. Written and audio data from in-person interviews were transcribed and analyzed by the researcher. Data was validated by participants and used to answer four research questions: 1) What are the emancipatory experiences of nurses in a Magnet^&reg; re-designated healthcare system that promotes Human Caring Theory; 2) What are the patterns that facilitate nurses' comportment and self-agency to fully embody and practice integral nursing qua nursing in a Magnet^&reg; re-designated healthcare system; 3) What are the patterns that create barriers to nurses' comportment and self-agency to fully embody and practice integral nursing qua nursing in a Magnet^&reg; re-designated healthcare system; and 4) How does the organization support nurses control over their nursing practice within this one ANCC Magnet^&reg; re-designated healthcare system? Findings gleaned from the patterns that occurred most frequently in the narrative data included: 1) Nurses used Human Caring and Integral Nursing theoretical concepts to inform and conduct their practice; even though they reported limited education to the theories. Elements of the theories that manifested in their practice and self-care included: advocating, educating, counseling, creating a caring-healing environment by honoring the patient and family's space and wishes, approaching patients and families non-judgmentally with an open mind and loving kindness, using complementary modalities of humor, prayer, intention, authentic presence, music, imagery, touch, and obtaining complementary therapy, palliative and spiritual care consults for patients; 2) Facilitators to practice included: the support of their manager, colleagues and team members, optimal staffing patterns, resource nurses and competent, self-motivated care technicians and support staff; and 3) Nurses in the study confirmed their Magnet^&reg; healthcare system values: a) Supportive and participative nursing management; b) Advanced education by providing tuition reimbursement and flexible scheduling; c) Participation in and use of the most current nursing research in their practice; and d) A strong nursing mentoring culture, where nurses empower each other to provide ethical care and advocate for patients' and nurses' rights. Opportunities for nursing education and leadership include: 1) The need to revise academic and continuing education curricula to adopt integral theory guided practice at all levels; 2) The need for advanced practice nurses to translate conceptual models into practice and help nurses to articulate the value and power of nursing to impact integral health and healing.</p><p> <b>Suggested Keywords:</b> nursing, holistic, integral, human caring, theory guided practice, emancipatory praxis, critical narrative inquiry, ANCC Magnet^&reg;.</p>

<p> Though eating disorders are a serious public health threat, misinformation about these potentially deadly diseases is widespread. This study examines eating disorder information from a wide variety of sources including medical journals, news reports, and popular social activist authors. Examples of misinformation were identified, and three aspects of eating disorders (prevalence, mortality, and etiology) were chosen as key indicators of scientific illiteracy about those illnesses. A case study approach was then adopted to trace examples of misinformation to their original sources whenever possible. A dozen examples include best-selling books, national eating disorder information clearinghouses; the news media; documentary feature films; and a PBS television Nova documentary program. The results provide an overview of the ways in which valid information becomes flawed, including poor journalism, lack of fact-checking, plagiarism, and typographical errors. Less obvious&mdash;and perhaps even more important&mdash;much of the misinformation results from scientific research being co-opted to promote specific sociopolitical agendas. These results highlight a significant gap in science communication between researchers, the medical community, and the public regarding these diseases, and recommendations to address the problem are offered.</p>

<p> Purpose: The purpose of this study was to evaluate relationships among learning styles, overall GPA, and major in undergraduate students enrolled in professional programs in the department of Health, Physical Education, and Sport Sciences. Methods: This study compared the learning styles of the students to their overall GPA, using the Computerized Assessment Program- Styles of Learning (CAPSOL&copy;) Form B and self-reported GPA. Results: Participants consisted of 231 Health, Physical Education, and Sport Sciences undergraduate students. Correlation was found between preferred learning styles and actual overall GPA, major and actual overall GPA, and self-reported GPA and actual overall GPA. Conclusion: Health, Physical Education, and Sport Sciences undergraduate students resulted in preferred learning styles of individual, sequential, and bodily kinesthetic.</p>

<p> During end-of-life care, nurses face ethical dilemmas on a daily basis with minimal operative scholastic preparation and professional expertise. The diverse source of ethical quandaries includes patient care issues related to legalities, inappropriate medical interventions, social roles, and professional and personal values. Ethical discourse in end-of-life care occurs within institutions where policies, professional relationships, and economic factors constrain ethical reflection. Thus, it is imperative that ethics education take into account the professional and social context of nursing, in addition to traditional teachings focused on many principles and theories, codes of conduct, and legal ramifications. The purpose of this research was to explore how experienced nurses' successfully resolved day-to-day ethical dilemmas during end-of-life care. This study utilized narrative analysis to analyze data generated from one-on-one interviews with six hospice nurses. The semi-structured interviews were conducted in two phases. Using core story creation, several different ethical dilemmas were identified divulging struggles with key stakeholders. Thematic analysis was then used to create three main themes: Ethics within Practice, Ethical Knowledge, and Ethical Solutions discussed within the framework of situational context, deliberations, and ethical actions. The results gained from this research provide information on how to improve nursing ethics education through the use of narratives of experienced nurses. The nurses used in this research told their stories depicting a keen awareness of ethical conflicts situated by contextual factors including social, political, and personal issues. Their deliberations were informed through formal, experiential, and intuitive knowledge creating a sense of phronesis as they negotiated the right course of actions. The nurses solved ethical predicaments by either following rules or choosing acts of resistance. It is my contention that the results of this study will empower practicing nurses and nurse educators to appreciate and incorporate context and different forms of knowledge to inform ethical discourse. We can utilize the experienced nurses' wisdom to improve nursing ethics education which ultimately translates to providing better deaths for patients.</p>

<p> The practice of <i>rueda casino</i> (or <i>salsa casino </i>) has increased worldwide in the last four decades, and the physical, psychological, and psychosocial effects of this dance may improve the health and wellness of participants. There is limited literature defining rueda casino as a social dance and previous findings are from interventions with Latin dance practices. This qualitative description focused on the nature of rueda casino integrating perspectives of archival data from interviews with three experts and the researcher's observations on this partnered and group dance in Mexico City. The findings present rueda casino as a form of dance that has a beneficial impact on the participant's body, self-confidence, cross-gender identity, social integration, and social being, and it opens up possibilities for further research to consider rueda casino as part of an integrative approach to wellness. </p><p> La pr&aacute;ctica de rueda casino (o salsa casino) ha incrementado a nivel mundial en las &uacute;ltimas cuatro d&eacute;cadas, y los efectos f&iacute;sicos, psicol&oacute;gicos y psicosociales de este baile pueden mejorar la salud y bienestar de los participantes. La literatura que describe rueda casino como un baile social es limitada y resultados previos se limitan a estudios con intervenciones con pr&aacute;cticas de baile Latino. Esta descripci&oacute;n cualitativa se enfoca en la esencia de rueda casino. Integra perspectivas, sobre esta forma de baile en pareja y grupal, obtenidas de informaci&oacute;n archivada en entrevistas a tres expertos y las observaciones de la investigadora en la Ciudad de M&eacute;xico. Los resultados muestran que la forma de baile rueda casino tiene un impacto que beneficia al participante en aspectos f&iacute;sicos, de autoconfianza, de identidad de g&eacute;nero, de integraci&oacute;n social, y ser social. Adicionalmente, abre posibilidades para futuras investigaciones que consideren rueda casino como parte de un acercamiento integral al bienestar. </p>