Eating disorders are defined by a complex interaction between emotional, cognitive and interpersonal challenges in addition to behaviours used to control weight or shape. One of the major challenges with the treatment of eating disorders is ambivalence, low motivation to engage in treatment, and a high treatment dropout rate. Motivational Interviewing is a therapeutic style that elicits intrinsic motivation from within the patient to drive behaviour change. The current study provides an evaluation of the effectiveness of the two pretreatment group motivation interventions delivered by the South Island Eating Disorder Service. Significant changes in motivational stage of change were observed in both the Motivation and Education Group and the pure Motivation Group. Significant improvements in patient readiness, confidence and importance to change as well as treatment attendance were identified in the pure Motivation Group. Recommendations for future treatment development are presented.

The focus of this thesis has been on the identification of the primary conditions that attract or deter multilateral interventions into internal conflicts in the Asia Pacific region. This thesis develops a framework which is applied to four cases of internal conflict to see what roles twenty-two structural and perceptual conditions have played in determining why multilateral intervention was initiated in two of the cases, and why multilateral intervention failed to be initiated in the other two cases. The research found that multilateral organizations will accept risks and costs associated with intervention if certain structural and perceptual conditions make intervention an attractive option. These conditions are, a favourable or significant international environment or international event(s), the consent of a sovereign state (even if it is induced), sustained and critical regional and international media coverage, a complete collapse of the state in conflict tainting it with the term 'failed state', a high probability of success, potential economic benefits, a humanitarian crisis (in respect of Unregulated Population Movements and genocide/politicide), the possibility of a clear exit strategy, and a self-interested Member State who can greatly subsidize an intervention. Multilateral non-interventions, on the contrary, are driven by a combination of a lack of sustained and critically analyzed media coverage on conflict issues and consequences, generally positive tactics and strategies adopted by disputants, conflicts of a long duration, the international environment, economic factors unfavourable to intervention, resistance levels to intervention or a failure to call for intervention, lack of any clear exit points, and an escalation phase. The importance of these conditions suggest that multilateral organizations are reluctant to take risks and costs when political will, for the collective and self, are not provoked. Consequently, particular structural and perceptual conditions trigger or influence political will. The analysis of four case studies (East Timor, Solomon Islands, Philippines (Moros), and West Papua) concludes that multilateral interventions will be the exception to the rule in the foreseeable future given the obvious selection bias evident in these policies, and the project questions the ad hoc determinants of current multilateral intervention policies.

This study evaluates the effects of the Ka Mahuri programme, which is a multicomponent 10-week intervention for 5-8 year-old children displaying antisocial and off task behaviours in their mainstream classrooms. The intervention was evaluated by evaluating the progress of five children across two intakes on nine measures. Although substantial difficulties were experienced in collecting the planned data on the children’s progress, it was apparent from the results that the programme effectively managed the children’s negative classroom behaviour during the intervention. Little evidence of academic gains was apparent and the intended parental involvement only occurred in one case. Further follow up data for each child will be required to determine whether the changes made through the intervention were maintained in the long term.

Food selectivity is a common problem in many children with Autism Spectrum Disorder (ASD). While research into this area is beginning to develop, there are currently few studies investigating the use of parent-implemented interventions within this population. The present study aimed to teach parents to implement multi-component behavioural interventions at home to ameliorate the food selectivity of their children. The study also aimed to show that these interventions could increase children’s preference for previously nonpreferred foods. Five children and their parents participated. The interventions delivered to the children were tailored to meet their needs and to fit within the context of their families. Each of these interventions was composed of antecedent, positive reinforcement and escape extinction strategies. Parents recorded their children’s food acceptance and disruptive behaviours during each intervention session. In addition, preference assessments were conducted in order to track changes in the children’s preferences for the target foods. The results showed that all of the parents were able to introduce at least one new food to their children’s diets during the intervention. Further, four of the five children showed an improvement in their preference for the targeted foods. These results were maintained at follow-up, although two of the children had only maintained some of the foods that had been introduced. All of the parents reported that their children consumed more foods at follow-up than they had during baseline and indicated that they thought the interventions had been effective. These results indicate that parents are able to implement multi-component behavioural interventions to increase the range of foods in their children’s diets and improve their children’s preference for these foods.

Twenty-one market-age swine slaughtered in the University of Kentuckyabattoir were inoculated with fecal slurry containing two strains of nalidixic acidresistant Salmonella typhimurium on the ham, belly, and jowl regions on eachside of the carcass. Trial 1 revealed that a 10 s hot water spray was just aseffective as the 20 s spray in removing S. typhimurium, as there was nodistinguishable difference in population. The shorter flame singe (10 s) was aseffective as the 20 s application and the two chlorine solutions (100, 200 ppm)had similar results. The 2% lactic acid spray reduced S. typhimurium populationssignificantly more than the 1% treatment. Trial 2 compared the four mostefficient levels of each intervention method. Efficacy of the intervention methodswas observed in the following order: Hot water (10 s) andgt; Chlorine (50 ppm) =Lactic acid (2%) andgt; Flame (10 s). The effect of carcass area was significantfollowing the post treatment hot water rinse. The jowl area was least accessibleby the high pressure water spray. However after the treatment applications, hotwater rinse, and 24 h chill (2??C) there was no significant difference betweentreated and untreated carcasses or between carcass areas.

Effective communication is just one of the many skill sets nursing students must master to be effective in their field. A nurse’s role goes far beyond that of medical care. In addition, Today’s nurses should be equipped with a working knowledge of medical management, communication skills, ethical/legal issues, end-of-life care, and team collaboration, among others (e.g., Ferrell, Dahlin, Campbell, Paice, Malloy, & Virani, 2007).Wittenberg-Lyles, Goldsmith, Sanchez-Reilly, and Ragan (2010) contend nurses need to have specialized training protocols focused on developing effective communication skills . The current study employed one such protocol, the COMFORT curriculum, as a tool to teach nursing students how to break bad news (BBN) using a social cognitive theory approach. To clarify, when individuals feel confident about their abilities (self-efficacy), they are more likely to reach their goals (Bandura, 1986). Hence, this study posited that nursing students would become more confident about their communication knowledge and skills through the modeling and interactive adaptive learning exercises taught in the COMFORT curriculum. Although no significant increase was reported by students with regard to perceived self-efficacy or attitude about communication skills training, students did demonstrate sufficient to excellent cognitive understanding of the communication skills taught in the lesson.

Dyscalculia is a specific learning disability that affects an individual’s core skills in mathematics, including calculation, recall of number facts, and approximating/comparing number. Research into the origins and aetiology of dyscalculia have suggested the presence of two different networks in the brain used for mathematics; one for verbal (symbolic) tasks such as recalling number facts, and one for non-verbal (non-symbolic) tasks such as approximation and number comparison. While these networks are located in different brain areas, they are often used together on calculation tasks, they are known to impact each other over the course of development, and they both appear to be impacted in dyscalculia. The current study used entertaining computer assisted instruction software, “Timez Attack”, to target the symbolic network, i.e. to improve the fluency of multiplication fact recall in three 9 and 10 year old children who were performing below the expected level on multiplication. An ABA (applied behaviour analysis) multiple-baseline across subject design was used to track participants’ performance on multiplication, addition, and number comparison over the course of the intervention. Results showed improved fluency of multiplication fact recall in all three participants; however this improvement did not generalise to addition or number comparison. This finding suggests that the symbolic and non-symbolic brain networks involved in mathematics are largely independent from each other by middle childhood, and that training targeting one network does not affect the other.

Bakgrund: Människor som inkluderas i varandras liv har stor påverkan på varandra. Varje gång ett barn insjuknar i cancer drabbas således hela barnets familj. Familjerelationer och vardagen blir turbulent jämfört med den trygghet familjen vanligtvis erbjuder och de friska syskonen hamnar ofta i skymundan. Syskonen drabbas, till följd av situationen, utav såväl somatiska som psykologiska problem och kan behöva hjälp av stödinsatser för att kunna ta sig igenom vardagen. Syfte: Att beskriva resultatet av stödinsatser som finns för syskon till cancersjuka barn. Metod: En litteraturstudie baserad på 10 vetenskapliga artiklar med kvalitativ (2), kvantitativ (6) och mixad (2) ansats. Resultat: Effekter från tre typer av stödinsatser presenteras. Stödgrupper, syskonläger och individuella stödinsatser visar alla en signifikant minskning av ångestsymtom, PTSD, psykisk stress, depressiva symtom, rädsla och isolering. Stödinsatserna resulterade i ökad livskvalitet, självkänsla, självuppfattning och kunskap om sjukdomen. Syskonenen upplevde samhörighet med övriga grupp- och lägerdeltagare samt sin egen familj. Grupptillhörighet visade sig vara betydelsefull. Slutsats: Studien visar att stödinsatser har en positiv effekt på syskon till cancersjuka barn där ökad kunskap, sammanhållning och grupptillhörighet var bidragande faktorer. Resultatet speglar vikten av familjefokuserad omvårdnad. Klinisk betydelse: Sjuksköterskor har en viktig roll i den familjecentrerade vården. Sjuksköterskor bör kunna identifiera syskon som mår dåligt och rekommendera dem till lämpliga stödsatser. / Background: People who are included in each other's life, have a great influence on one another. Every time a child is diagnosed with cancer the child's whole family is affected. Family relationships and everyday life becomes turbulent compared to the security the family usually offers and the healthy siblings often end up neglected. Because of this, these siblings face both somatic and psychological problems and may need support to get through everyday life. Aim: To describe the outcome of supporting interventions available for siblings of children with cancer. Methods: A literature review based on 10 scientific articles with a qualitative (2), quantitative (6) and mixed (2) approach. Results: The outcome of three types of support interventions is presented. Support groups, sibling camps and individual support actions all show a significant decrease in anxiety symptoms, PTSD, mental stress, depressive symptoms, fear and isolation. These supportive interventions resulted in increased quality of life, self-esteem, self-perception and knowledge about the disease. Siblings experienced connectedness with the other group and camp participants and also with their own family. Group membership showed to be meaningful. Conclusion: The study shows that support interventions have a positive effect on siblings of children with cancer where knowledge, cohesion and group belonging were contributing factors. The result reflects the importance of family-focused nursing. Clinical Implications: Nurses have an important role in family-centered care. The nurse should identify siblings who feel bad and consequently recommend suitable support interventions.

I have analyzed humanitarian intervention within the framework of Responsibility to Protect (R2P), particularly in relation to the three statements of my thesis. First, the conceptual aspect of humanitarian is discussed in regards to the definition of sovereignty fostered by the norm, and limitations and constraints on the practice. Secondly, inadequacy of the Chapter VII of the UN Charter to understand the nature and dynamics of conflicts today is dealt and whether the gap is looked up to. Third, the partnership with regional organizations and agencies as imagined by the norm is discussed as to find out whether this approach takes real politics in its consideration about conflict solution. Underneath this split analysis lies the single purpose of understanding humanitarian intervention under the light of Responsibility to Protect (R2P).

An itinerant architect—one who learns, teaches, and practices architecture on the road—has the ability to improve spaces that would otherwise never reach their fullest potential. The profession of architecture as it stands is insufficient and does not properly address what people need. As a means for educating and improving space, an itinerant architect involves those unfamiliar with their own design abilities and needs throughout the design process, encouraging the appropriate customisation of their environments. This thesis follows an itinerant architect in three stages. In the first he navigates the metropolis of Lima, where a series of interventions is completed as a means to understanding the capital city. He then returns to Canada and in the second chapter revisits familiar territories where he gains different perspectives through several additional projects. The third and final chapter follows his travels throughout Southeast Asia as he experiences what it means to practice architecture as a true itinerant. The itinerant architect self-educates: he learns by doing. In stripping the profession down to its first principles, he improves space at a fundamental level. Lessons are learned as he abandons the comforts of the familiar to pursue the challenge of creating in a foreign place. It is in these unfamiliar situations that an itinerant architect thrives; challenges are welcomed, the vernacular is embraced, and experiences are gained.