The purpose of this Doctor of Nursing Practice (DNP) Project was to establish preliminary evidence for validity of the Kissick Framework for DNP education and practice of Family Nurse Practitioners (FNPs). The history of the education of nurse practitioners (NPs) was explored to determine which frameworks should be considered in planning future curricula. The current need for more primary care practitioners due to the Affordable Care Act and the response in nursing to increase the number of primary care providers is discussed. The role of the NP has expanded and in 2004 the American Association of Colleges of Nursing (AACN) endorsed the DNP as the terminal practice degree to replace the Masters' of Science in Nursing (MSN) requirement for NPs. Frameworks for education and practice of doctorally prepared FNPs were examined and compared to the Kissick Framework. The Kissick Framework integrates the Essentials of Doctoral Education for Advanced Nursing Practice recommended by the AACN, the National Organization of Nurse Practitioner Faculties (NONPF) Core Competencies, and Ida J. Orlando's Theory of the Nurse-Patient Relationship. Preliminary evidence supports consideration of the Kissick Framework for the education of doctorally prepared FNPs and as a guide for practice.

The study aimed to investigate how continuing professional development (CPD) activities, through the development of a CPD educational framework, can assist Medical Radiation Science (MRS) practitioners to engage in reflective practice while entrenched in a protocol driven workplace culture. The study, with action research as the chosen methodology, and used both quantitative and qualitative methodology, was divided into two phases. The first phase of data collection aimed to inform the researcher of the needs of the MRS profession. The second phase of the study involved the design and development of an educational framework for CPD, based on current theories of learning and teaching using the framework and data collected from the first phase of the study, an online module was developed. The objectives of the module were to increase participants' knowledge in breast planning in radiation therapy by assisting participants to engage in reflective practice. The cyclical process of action research was used to pilot the module twice with two groups of volunteer radiation therapists. The online module was evaluated using Kirkpatrick's four level evaluation model (Kirkpatrick, 1998; Guskey, 2000). Based on Boud et al.'s reflection model (1985), all participants showed evidence of action, affective and perspective outcomes. They also demonstrated successful development of lifelong learning attributes, were empowered and their learning had a positive impact in their workplace. They began to assume a more proactive role and increased clinical responsibilities, engaging colleagues in collaborative reflections and adopting evidence-based approaches in advancing workplace practices. The study shows that it is possible to assist MRS practitioners to engage in reflective practice within a CPD educational framework online. The study also shows the importance of reflective practice, lifelong learning and transformative learning in CPD. Reflective practice liberates and empowers participants, lifelong learning equips them to continue learning and transformative learning facilitates perspective transformation. Thus, an effective educational framework is one that adopts a holistic approach towards CPD, by incorporating reflective practice, lifelong learning and transformative learning. The educational framework adopted in the present study may be extrapolated to CPD programs in other MRS disciplines and other healthcare professions.

Rektorers pedagogiska ledarskap har betydelse för hur arbetet på skolorna fortlöper med syfte att främja särskilt begåvade elever i matematik och att dessa elever ska få den stimulans de är berättigade. Studiens syfte är att undersöka hur rektorer påverkas av ramfaktorer vid resursfördelning i matematik med fokus på särskilt begåvade elever. I studien har intervjuer använts som metod för att ta reda på rektorers påverkan av ramfaktorer vid resursfördelning i matematik. Ramfaktorteorin är den teori som beskriver vilka ramar och faktorer rektorer har att förhålla sig till. Resultatet visar att av rektorerna indirekt drar paralleller till budget i frågan om resursfördelningen, men kopplar också detta till flera andra ramfaktorer som samverkar. Alla rektorer uppger också att lärarnas egen kompetens är viktig för att kunna stimulera särskilt begåvade elever inom matematik. Slutsatsen i undersökningen blir därför att rektorers resursfördelning inom matematik med fokus på elever med särskild begåvning är styrd av flera faktorer och att dessa påverkar. De resultat som finns i studien kan ge ökad kunskap hos lärare eller andra kollegor för att det bidrar till en ökad medvetenhet om rektorers ramar och faktorer i det vardagliga arbetet. / How school works with gifted students depends on the pedagogical leadership of the principals’ and their decisions regarding the distribution of resources. It’s these decisions that define how the students develop and if they get the right kind of stimulants that they need. The aim of this study is to examine how the frame factor theory influences the principals’ work with distributing resources for gifted students in mathematics. This study have been using interviews as method to find out how the frame factor theory influences principals work. The result of the study shows that principals instantly draw parallels to the budget in the question of distribution of resources, but also link this to several other framework factors that interact with each other. All of the principals state that the teachers’ competence is important in order to stimulate gifted students in mathematics. The conclusion of this study is that the principals are controlled by several of the factors in the frame factor theory regarding the distributing resources for gifted students in mathematics. The results from the study can increase the teachers’ knowledge, and other colleagues, and hopefully it can increase an awareness of how the principals' work regarding distributing resources for gifted students in mathematics are affected by the frame factor theory in their line of work every day.

Today, concerns for environmental quality affect nearly all walks of life. In response to demands for resource conservation, architecture has become more complicated because the design process now depends on a large number of different disciplines. Now more than ever, building owners and users have many requirements—informed by developments in knowledge, technology, and science. These stakeholders are asking architects to design for lower operational cost, good daylighting and views, and higher indoor environmental quality (IEQ). Integrating all of these issues in building design is a dynamic process, which looks holistically at all of the dimensions of architectural. Present barriers of integrating green and sustainable strategies in the design process are mostly associated with architect's education and the understanding of the fundamental knowledge of the dynamics between the building and the local environmental conditions. For example, Saudi Arabia faces many challenges related to creating more environmentally responsive buildings, and peoples' behavior may not be easily changed with regard to resource conservation. To achieve such changes, a new educational framework for architecture is needed. This study captures and structures knowledge that informed the examination and development of the new knowledge-based educational framework for green building design in Saudi Arabia. Through literature review, a series of case studies, and interviews with professors from United States architecture schools and interviews with graduates from Saudi Arabian architecture schools, the study revealed how knowledge related to green building can be structured and strategically implemented into architectural design education in Saudi Arabia. This framework presents green knowledge in a logical, sequential structure representing a learning path/knowledge map. The knowledge map was not intended to present a sequential structure over the course of several years, but is more general so that it can be applied across all architecture schools in Saudi Arabia. In other words, the knowledge map may be applied as-is within the current architectural educational knowledge in Saudi Arabia schools, or it can be used as a guideline and assistance tool for educators and school administrators. Overall, this framework presents a workable model for green design education in the context of the existing Saudi Arabia educational practices. Thus, the goal of the final knowledge framework is to transform the architectural educational system in Saudi Arabia. / Ph. D.

This paper describes the creation and validation of a new educational construct. Socioecological literacy, or earth smarts, describes the qualities we need to justly maintain or improve our quality of life in a changing world. It was created using construct analysis techniques and systems tools, drawing on an extensive, transdisciplinary body of literature. Concepts related to environmental, ecological and scientific literacy, sustainability and citizenship were combined with educational frameworks, new research in science education, and modern cognitive psychology. After the initial formulation, the results were considered by a variety of experts and professionals from the fields of ecology, environmental science and education, using surveys, conference presentations and interviews. The resulting qualitative and quantitative feedback was used to refine and validate the framework. Four domains emerged from the analysis: concepts, competencies, sense of place, and values. The first two are common in formal education, although many of the more specific components that emerged are not adequately addressed. The second two domains are unlikely to be achieved solely in traditional educational settings, although they emerged as equally important. Sense of place includes affective components such as self-efficacy, while values includes moral development, respect, and justice as fairness. To make culturally and ecologically appropriate localization as accessible as possible, the earth smarts framework (www.earthsmarts.info) is deliberately nonpartisan and was designed using free and open-source software. It can help educators, policy makers, and researchers interested in more resilient, just and adaptable communities to coordinate their efforts, particularly in the nexus between formal and informal education, which have different strengths and weaknesses.

The diploma thesis explores the meaning of business analyst role in IT. What possible influence this role has on successfulness of IT projects and how companies could effectively educate such an employee using optimized framework of their internal processes. Suggested process framework for business analysts' development involves five areas of company's life: company culture, education, knowledge management, practical application of gained experience and last but not least - the recruitment process. Processes of these areas affect each other and together create integrated system, which allows for effective education of business analysts. Process framework enables complex approach to employees development and effectively links human resources development strategy and company's global strategy.

It is important that children develop their communicating skills to be able to interact withother persons in different social contexts. Without the necessary skills, the child will struggleto understand others, as well as to be understood. My qualitative research takes place in a preschoolclass at a primary school in Stockholm, where I from a sociocultural perspective onteaching and learning aim to clarify how the students’ ability to develop their linguisticperformance and their communicative competence is stimulated within this primary preschool’seducational framework. Empirical data was collected both through observations ofthe daily activities in the pre-school class as well as through interviews of three employedteachers. My research indicates that the educational framework in this pre-school class is structured tocomply with the official Swedish Curriculum, Lpo. 94. The students’ linguistic performanceand their communicative competence were well stimulated through a diverse set of organizedactivities and their own unstructured play. My research also concludes that the educationalframework was built around a constant interaction and collaborative measures between theteachers and the students, as well as among the students themselves. I can from thesociocultural perspective hence conclude that the students are given all the tools needed todevelop their linguistic performance and their communicative competence.

Title: Analysis of the observance of the objectives of school physical education at primary school graduates. Objectives: The main purpose of this work was to analyze the knowledges, skills and level of physical abilities and attitudes of the 9th year of primary school graduates pursuant to the proposed standards for physical education developed according to the modified RVP ZV. Methods: To collect and successive evaluation of the data was used a questionnaire survey. A total of one hundred and forty students were interviewed, where seventy students were from Písek and seventy students from České Budějovice. Further, their physical education teachers were interviewed. Results: The results of the analysis don't correspond to the expectation that the students have sufficient knowledge of the activities influencing their health and physical education skills. Students don't have sufficient (general) theoretical knowledge from this sphere Keywords: Education standards, basic education, educational framework programs, physical education, movement literacy, student competenc.

The aim of this thesis is to clarify the concept of still life, outlining its development in the context of art from antiquity to the present. The work will focus select content for specification and formal transformations of still life with the possibility of using the outline of educational potential for the practice of art education in elementary schools. This work includes theoretical and practical part. The theoretical part deals with the history, basic principles and techniques of still life in art and his world and Czech officials. Practical application includes a realistic still life theme in art lessons and its subsequent possibilities.

This thesis is focused on an interconnection of two disciplines within the frame of art lessons given at primary school. It investigates a musical and creative context (contemporary and historical) and its interaction and influence on each other. It concentrates on changes of musical and art comprehension from a time point of view, when old opinions and perceptions penetrate from the past to the present. The scope of this thesis is based on an extensive study of classical theories data and analyses of the qualitative research. Through all the document references and research data are mentioned to underline mutual relations and coherency between individual theoretical texts. The thesis is divided into two parts. The first part deals with theoretical research and possible interconnection of musical and art disciplines and it also deals with presentation of functions and changes of these disciplines. It elaborates a relative correlation of musical and art language and it also outlines their development and tendencies, including a description of outstanding artists and an explanation of important terms related to their works. In the second part the process of the research itself is described and an ambience of a primary school, where the research was done, is introduced. There is depicted a plan,...