Authors over the last two decades have discussed the myriad of challenges present in managing college students with severe mental health disorders. During the same time period, Marsha Linehan developed dialectical behavior therapy (DBT) as an empirically sound intervention for individuals with suicidal and self-injurious behaviors and this treatment grew to be an evidence-based practice for a range of challenging clinical issues. I argue that one solution to continued increases in college students who present for treatment to their college counseling centers with difficult-to-treat mental health issues, including but not limited to, borderline personality disorder (BPD), is to implement DBT programs on college campuses. As such, the purpose of this dissertation is to address both practical and theoretical issues in the implementation of DBT in college counseling centers. In chapter two, I begin by presenting an overview of DBT as a comprehensive treatment model and a review of the research to date related to DBT in college counseling centers. In chapter three, I offer a detailed account of the program development and implementation process of the DBT program housed in the college counseling center at Florida Gulf Coast University. In chapter four, I present an investigation of current trends and barriers to implementation of DBT in college counseling centers. Finally, in chapter five, I present a qualitative inquiry of the experience of BPD as told by individuals who have been successfully treated with DBT. I argue that understanding client experiences and behaviors in context is critically important if one is to be able to respond empathically and compassionately. In essence, these chapters represent my attempt to synthesize two areas that I believe are required for successful implementation of DBT programs that provide good quality care: 1) Navigating the complexities of implementing DBT in college counseling centers as practice setting and 2) Appropriate management for clinician biases and tendencies to stigmatize BPD clients, which interferes with their ability to provide care that is both effective and compassionate.

The Master Thesis of "Barriers for successful implementation and running of Customer Relationship Management (CRM) in logistic companies" deals with the current situation of CRM in logistic companies. The main goal of this Thesis is to analyze the sample of several logistic companies by different type which decided to implement any kind of CRM and to find out which barriers and problems constrained from the successful implementation or are blocking the successful running of CRM. The partial goal is to analyze the economic situation and the logistic market in the Czech Republic. The last goal is to provide any recommendations how to follow the right approaches of implementation and which critical areas to focus during the implementation on. These suggestions are based on the result of the evaluated replies with filled questioners. The analytical part bears on the theoretical definition of Customer Relationship Management and of Project Management (based on PMBOK). The main benefit is seen for the companies which haven't decided yet to implement CRM because of unclear barriers and effects. Inspiration can find also the organizations which do any business outside the logistic market.

The fourth industrial revolution also known as Industry 4.0 ushers in new advanced manufacturing technologies that enables companies to improve efficiency and reduce waste. The promising outlook of this era suggests that the implementation degree for Swedish manufacturing SMEs operating in a high-tech context should be high, this is however not empirically observed. The purpose of the paper is to investigate the implementation level of Industry 4.0 technologies in the chosen context, identify barriers that hinder implementation, as well as investigate how the use of the new technologies can be increased. The paper uses a quantitative data approach, using empirical data derived from a survey that was sent out to relevant practitioners acting in the manufacturing industry. Findings indicate that the barriers derived from previous literature match what is experienced by the practitioners surveyed, but that the perceived impact between each barrier is varied depending on if they have implemented Industry 4.0 or not. By combining key themes and findings of the paper, a model is constructed and applied to reduce the perceived impact of the barriers leading to higher implementation levels of new advanced technologies.

The purpose of this study was to examine the use of computers for instruction in the K-4 elementary schools of the Maryville City School System. A survey was distributed to every regular education classroom teacher in each of the four elementary schools of the system. Respondents were asked to provide: (a) demographic data in regard to age, gender, years of teaching experience, grade level taught, level of education, home computer ownership, and technology committee membership; (b) an implementation score based on teacher response to grade-level student performance indicators provided by the International Society for Technology in Education (ISTE); and (c) responses to statements pertaining to possible barriers to computer implementation including vision, planning, training, time, and support. The sample consisted of 83 regular education, K-4 teachers in the Maryville City School system. Data analyses were constructed to analyze three research questions. All testing was conducted at the .05 level of significance. T-tests were used to describe the relationships between the implementation scores provided by respondents and the demographic variables of gender, home computer ownership, technology committee membership, and grade level taught (K-2 or 3-4). A one-way Analysis of Variance was used to describe the relationship between the implementation scores provided by respondents and the demographic variable of level of education. Pearson product-moment correlation tests were used to describe the relationships between the implementation scores provided by respondents and the demographic variables of age and experience as well as respondent scoring as to the presence of the possible barriers of vision, planning, training, time, and support. The results of the data analyses indicate a statistically significant difference in the perceived implementation scores of K-2 and 3-4 teachers. There were also statistically significant correlations between implementation scores and the possible barriers of vision, planning, training, time, and support. Information gained from this study will be helpful in the design of future technology programs, professional development activities, and ultimately the proper implementation of computers into the K-4 classrooms of the Maryville City School System and those similar to it.

Research has shown that widespread misperceptions prevail regarding the use and sustainability of America's forest resources. Elementary school students receive only a general foundation in the area of wood science and many elementary school resources have shown to be inadequate. Virginia Tech and a few other universities have adopted Wood Magic (originated at Mississippi State University) which presents active, hands-on, and engaging science-based education to third, fourth, and fifth graders, allowing them the opportunity to obtain both a theoretical and practical knowledge in these areas of study. A distance education version of the Wood Magic Program, utilizing interactive videoconferencing, is the focus of this thesis. An instructional design model has been developed to meet the needs of designers or instructors looking to expand into the distance education environment. This model describes all steps necessary to develop and implement a distance course or program. A survey was conducted of all randomly selected third, fourth, and fifth grade elementary school science teachers in Virginia. The intentions of the survey were to discover the barriers to implementing the Wood Magic Distance Education Program into their current curriculum. The three largest barriers to implementation were cost of materials, time, and travel resources. / Master of Science

Despite a long history of urban planning, Kenyan towns are still characterized by informality, uncoordinated development, urban sprawl, and congestion. Government documents and reports acknowledge that, despite planning, no deliberate effort has been made to implement plans. Little is known about what impedes plan implementation in Kenya. This study sought to develop an in-depth understanding of the barriers to plan implementation from the perspectives of public officials responsible for planning. Using path dependency theory, forwarded by Pierson, and force field analysis, advanced by Lewin, the research questions focused on legal and institutional development, as well as on the nature of relationships between different actors as possible sources of hindrances to plan implementation. Data for this qualitative study accrued through reviews of documents relating to urban planning and interviews with officials in different categories, with a focus on three case cities: Nairobi, Nakuru, and Eldoret. A total of 14 participants, 10 from the city level, included county legislators; 4 from the national government level were interviewed. The data obtained were analyzed qualitatively using multiple-level coding and direct interpretation to create themes. The themes that emerged included politics and vested interests, financial, legal regime, institutional setup, land tenure, and quality of the plans. Study findings may be useful in informing planning authorities on how to restructure the preparation and implementation of urban plans.

The doctoral thesis is concerned with Market Orientation (MO) and Customer Relationship Management (CRM). MO and CRM have been under permanent focus of both theoreticians and practitioners in recent years as they are considered to be important for long-term business success. Surprisingly, these two strategic concepts have been examined separately. What is missing is research that would systematically analyse the possible interdependence between MO and CRM. The main aim of the doctoral thesis is to evaluate the existence of interconnections between MO and CRM. This doctoral thesis has been prepared on the basis of secondary research, as well as primary research activities. Both qualitative and quantitative methods have been applied in order to obtain a more complex view on the topic. The main primary research of this thesis was conducted through a questionnaire survey among aerospace companies in the Czech Republic. The hypotheses were tested so as to support the partial objectives, as well. The findings constitute a valuable contribution to broaden the knowledge of MO and CRM. The doctoral thesis has revealed that MO and CRM are interconnected. A tool for CRM measurement was proposed, and the level of MO and CRM in the surveyed companies was determined. The barriers to the implementation of MO and CRM were identified, yet the actual application of these concepts in practice of companies has remained an issue. The conclusions and recommendations were formulated and the contributions to the theory, practice and education were highlighted. The findings offer the possibility of further expansion of research.

The concept of Shifting the Balance of Care was first introduced to NHS Scotland in 2005 through the Kerr Report. The key messages from the report were to: ensure sustainable and safe local services, which are supported by the right skills, change the emphasis of care into the community, provide preventative reactive care, and fully integrate the system to tackle the changes, use technology more effectively, and involve the public in finding solutions to change. Following the report, a framework was developed which highlighted and prioritised eight areas of improvement. These areas for improvement are the focus by which this research examines if Operational Research (OR), specifically OR models, can have a positive impact in Shifting the Balance of Care. The research utilises underlying OR methodologies and methods and provides evidence from the literature of the ability of nine selected models to facilitate the Shift in the Balance of Care. A contributing factor to the research is the barriers to implementation of OR models into the NHS. With reference to the literature, the common barriers to implementation of OR models are categorised and used to provide direction to modellers where implementation barriers are more prevalent in some models than in others. The research also provides empirical evidence of three selected models’ (the Lean Methodology, Process Mapping and Simulation, developed over two Case Studies) ability to address and influence the prioritised Improvement Areas, with the addition of a newly developed model: SoApt. The development of SoApt follows the Principles of Model Development derived as a guide to modellers who wish to develop a new model. SoApt is also empirically explored in a Case Study and provides some evidence of the models ability to aid Decision-makers, faced with limited budgets, to choose between options which will Shift the Balance of Care. OR methods and methodologies are examined to ascertain the Roles of Models for each model explored in the Case Studies. Examination of the Roles of Models against the Improvement Areas provided evidence of a models’ ability to address more than one of the priority areas and that models can be used together or sequentially. In addition, with reference to OR methods and methodologies, a theoretical Evaluation Framework is proposed which suggests the User and User Satisfaction is key to the evaluation of a model’s success; positive experiences of the User and Use of the model may help to eliminate some of the barriers to implementation.

The education ministry has introduced a number of important curriculum forms, including Curriculum 2005 (C2005) in 1998, the National Curriculum Statement (NCS) in 2002, and most recently, the Curriculum and Assessment Policy Statements (CAPS) in 2012 in Grade 10. The latter was aimed at replacing the NCS in order to improve the quality of teaching and learning. The need for replacement was necessitated by problems that teachers experienced concerning understanding and implementing various previous curriculum policies. The literature study and theoretical framework explored scholarly contributions that are relevant to CAPS implementation. The purpose of this study is to determine teachers‟ perceptions, and identify and clarify possible barriers relating to the implementation of CAPS in Grade 10 in selected schools at Ndwedwe in Durban. For sampling purposes, rural disadvantaged schools were selected to explore the knowledge and experiences teachers hold with regard to curriculum implementation. Exploratory qualitative research design was executed with a sample of purposively selected participants which constitute one Head of Department and two teachers from each of the five different schools. Data collection was facilitated by means of interviews. The findings revealed that teachers were at first eager to welcome and accept CAPS. Furthermore, this study indicated that some challenges emerged and impeded teachers from effectively implementing CAPS. The challenges experienced relate to resource shortages, teacher training, resistance to change, class size, lack of time, professional development, workload, administrative support, monitoring and language as a barrier ( on the part of the learners). The study argues that without proper infrastructure, schools can neither hope nor manage to successfully implement CAPS. Based on the findings from literature and interviews, teachers still need immediate assistance with CAPS related matters. Recommendations are made to teachers, head of departments, principals, subject advisors, DBE and parents to aid effective implementation of CAPS. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The education ministry has introduced a number of important curriculum forms, including Curriculum 2005 (C2005) in 1998, the National Curriculum Statement (NCS) in 2002, and most recently, the Curriculum and Assessment Policy Statements (CAPS) in 2012 in Grade 10. The latter was aimed at replacing the NCS in order to improve the quality of teaching and learning. The need for replacement was necessitated by problems that teachers experienced concerning understanding and implementing various previous curriculum policies. The literature study and theoretical framework explored scholarly contributions that are relevant to CAPS implementation. The purpose of this study is to determine teachers‟ perceptions, and identify and clarify possible barriers relating to the implementation of CAPS in Grade 10 in selected schools at Ndwedwe in Durban. For sampling purposes, rural disadvantaged schools were selected to explore the knowledge and experiences teachers hold with regard to curriculum implementation. Exploratory qualitative research design was executed with a sample of purposively selected participants which constitute one Head of Department and two teachers from each of the five different schools. Data collection was facilitated by means of interviews. The findings revealed that teachers were at first eager to welcome and accept CAPS. Furthermore, this study indicated that some challenges emerged and impeded teachers from effectively implementing CAPS. The challenges experienced relate to resource shortages, teacher training, resistance to change, class size, lack of time, professional development, workload, administrative support, monitoring and language as a barrier ( on the part of the learners). The study argues that without proper infrastructure, schools can neither hope nor manage to successfully implement CAPS. Based on the findings from literature and interviews, teachers still need immediate assistance with CAPS related matters. Recommendations are made to teachers, head of departments, principals, subject advisors, DBE and parents to aid effective implementation of CAPS. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)