The aim of this study was to examine aromatherapy practice in relation to its claim of being or becoming a profession. This process of professionalisation is explored within the current context where the status of complementary and alternative medicines within the Australian health care system, like aromatherapy practice, is currently influenced by medical dominance and broader social and political scrutiny. This investigation of aromatherapy practice may provide a model for the general professionalisation, or development, of complementary and alternative medicine in Australian health care today. Critical theory was employed as the primary methodology of this study. As critical theory has no defined method for data collection, grounded theory data collection and analysis methods were used to obtain current and relevant data from two of the most prominent users of aromatherapy practice in health care, aromatherapists and nurses.The study found that while aromatherapy is often referred to as a profession, it fails to meet the criteria for being considered a profession in the ‘true’ sense. The data also revealed felt dissatisfactions experienced by aromatherapists’ to be due to the lack of recognition of the practice and a perceived double bind regarding the need to establish an appropriate knowledge base via scientific research and maintaining the ‘essence’ of aromatherapy practice. Considering the professionalisation process and the requirements of the system (health care and Government) a number of potential pathways for the development of aromatherapy practice were explored. The findings and discussion have relevance to other complementary and alternative modalities endeavouring to professionalise and or increase their status within the Australian health care system. In addition the study considers the related public felt dissatisfaction and revealed false consciousness relating to a broader social change and the integration of holistic and biomedical practices in health care.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed Dec. 5, 2007). PDF text: viii, 203 p. : ill. ; 9 Mb. UMI publication number: AAT 3271924. Includes bibliographical references. Also available in microfilm and microfiche formats.

Much information has been published regarding herbal medication use. However, information is limited on how nurses incorporate this information into their practice, communicate information to the client, or collaborate with physicians to prevent drug/herbal interactions. The purpose of this study is to explore the attitudes and knowledge of nurses regarding the use of herbal remedies at various levels of practice. According to Henderson's Theory of Basic Care Components, the nurse has a responsibility to assess client needs, help clients meet health needs, and provide a safe environment for the client to perform activities unaided. These interventions help the client become complete, whole and independent. These skills are blended when teaching about herbal/drug interactions. A convenience sample of RNs and LPNs (n=51) from a southern Kentucky hospital was used in this study. After informed consent was obtained, a researcher developed questionnaire with 15 knowledge-based, multiple choice questions and 10 attitude-based, Likert scaled questions were given. The study was conducted using a preand posttest design with an educational in-service intervention. Sample demographic data revealed 96% to be female, with a mean age of 39.2 years, 53% hold an ADN, 16% a BSN, and 4% a MSN. Average years of experience were nine years. Chi-squared tests showed no significance as a function of age, gender, education, years of experience or area of practice in baseline knowledge. T-tests for related samples revealed a change in mean score from 9.0 on the pre-test to 12.0 on the post-test. (T=8.63) (p=0.001). Further research in this field is needed before generalization can be made. Consumers use herbal medications to reduce health care costs. Knowledge of herbal medications can prevent dangerous interactions with prescription medications.

The expansion of worldwide energy demands, coupled with the fragility of electricity distribution grids, has sparked interest in building-scale distributed solar energy production. To further research into the barriers and challenges of residential grid-intertied solar photovoltaic electrical production, the U.S. Department of Energy founded the U.S. DOE Solar Decathlon. Through the 2009 U.S. DOE Solar Decathlon, the challenges of solar PV design and system performance were explored for the affordable-housing market of Houston, TX. Energy demand and production modeling techniques were used to inform the design of the prototype, the Zero-Energy Row House (ZEROW), and techniques for cost reduction and simplification of power generation systems were employed in the pursuit of archiving grid-parity solar electrical production as the household level. Preliminary ZEROW system design, performance, and challenges are discussed, as well as directions for future research.

The current study compares biomechanical and productivity outcomes related to the use of a Klockenburg (split and angled) style keyboard as opposed to the use of a standard PC 101 style keyboard among office workers. The study used 10 subjects (5 male and 5 female) who were employees of a large insurance company. Subjects were categorized by job classification, including 5 exempt and 5 nonexempt employees. Each subject was evaluated on both of the keyboards in a laboratory setting after three weeks of familiarization with the keyboards at their workstation. Productivity was measured as words per minute. In the lab, biomechanical outcomes included angular measures of forearm pronation/supination, wrist flexion/extension, wrist radial/ulnar deviation and neck angle. Lab results showed that the Klockenburg keyboard negatively impacted productivity and neck posture, while forearm pronation/supination and wrist radial/ulnar deviation were in more neutral positions. There was no significant difference in wrist extension between the two keyboards. In the field, the Klockenburg keyboard did not impact productivity.

Alternative teacher certification (ATC) programs are one method created to help alleviate teacher shortages (Cox, Matthews, & Assoc, 2001; Hallinan & Khmelkov, 2001). While much debate has arisen over ATC programs, very few have empirically examined their impact on the teaching pool (Darling-Hammond, Berry, & Thoreson, 2001; Darling-Hammond, Chung, & Frelow, 2002; Goldhaber, 2000; Ingersoll, 1999; Shen, 1997, 1999). The present study was designed to explore differences by certification type and program characteristics based on novice teachers' demographics, educational attainment, sense of self-efficacy, and sense of preparedness to enter the classroom. Results from the present study suggest ATC programs are somewhat diversifying the teaching population by bringing in more minorities and science majors, but do not appear to be bringing in more experienced scientists and mathematicians nor do they appear to be alleviating the teacher shortage. In this sample, traditionally certified teachers felt better prepared than ATC teachers with the biggest differences on Promoting Student Learning. Regardless of certification route, prior classroom experience was a strong predictor of Overall Preparedness and a teacher's perception of his or her ability to be an effective teacher. For ATC teachers, a positive mentoring experience was a strong predictor of Overall Preparedness. The discussion of whether or not ATC programs should exist should now be replaced with a discussion of how to ensure that these programs produce better teachers and improve student learning. The underlying theme from the present study was that, in order to feel prepared and have high self-efficacy, novice teachers needed instruction in the majority of the components identified by research and by the National Commission on Teaching and America's Future (1996), including positive mentoring experiences, field based experiences, and curriculum based on child development, learning theory, cognition, motivation, and subject matter pedagogy. Results from the present study support the assertion that teacher preparation programs, program components, mentoring experiences, and field-based experiences do impact teacher effectiveness in the classroom.

Thesis (MNutr)--University of Stellenbosch, 2008. / Bibliography. Also available via the Internet.

Thesis (Ph.D.) -- University of Texas at Arlington, 2008.

Thesis (Ed. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains vii, 190 p. Includes abstract. Includes bibliographical references (p. 148-152).

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2002. / Includes bibliographical references.