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Preparing for a professional ballet dance career requires dedication, discipline and single-minded focus. But, as training becomes increasingly competitive, many dancers must give up this aspiration and reinvent themselves for a life after dance. The transition is challenged by identity loss and limited consideration of alternative careers. Although researchers have studied the transition to a post-dance life for professional ballet dancers, the transition of younger dancers remains unstudied. The goal of this research was to analyze stories of what it means to be an elite, female dancer who was unable to achieve a professional dancing career, and had to make another life for herself. A qualitative study was conducted. Five women, who were former elite amateur ballet dancers, were asked to share their stories through three separate semi-structured interviews. Participants also shared personally meaningful objects. The data were analyzed using thematic analysis and represented in the context of individual stories. A common overarching framework was identified that included: discovering the dream, living the dream, losing the dream, and life after the dream. Further thematic analysis generated insight about the culture of ballet (e.g., rites of passage, individual dancer characteristics, peer relations), as well as common challenges, facilitators and meaning making associated with negotiating a new work/life after failing to become a professional dancer. Findings contribute to the existing literature and suggest the appropriateness of conceptualizing the experience as one of loss and mourning (Worden, 2009). Implications for future research as well as for adults involved in the world of elite dancing (e.g., ballet teachers, school teachers and counsellors) are discussed.

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Distance education delivered via broadband networks and sophisticated electronic technologies is one innovation often recommended for helping rural schools and their communities provide students with curricula and educational opportunities necessary for success in a global economy. This case study explored how eight rural Virginia school systems with little prior experience involving these technologies implemented a regional telecommunications network (SVCC-TN, part of Net.Work.Virginia). Over a one year period, 54 administrators, teachers, and students (representing nine schools) joined together in multi-role telecommunications teams to learn how the technology functioned and could enhance teaching and learning opportunities, and then facilitated implementation at their local sites. The following questions were addressed: (a) How was the process of implementing distance education initially characterized? (b) What barriers did schools face? (c) How did school teams function? (d) How did this process affect perceived attitudes, concerns, and self-efficacy of participants? and (e) In what ways did individuals and schools redefine, reorganize or reinvent the initial process in order to optimize implementation? Qualitative research methods, supported by qualitative and quantitative data collection instruments, were utilized. Teachers and administrators on school telecommunications teams completed questionnaires at the start and close of the study that addressed attitude, concerns (measured via Concerns-Based Adoption Model [CBAM] instrument) and self-efficacy. Additional data was obtained from analysis of open-ended surveys; focus group transcripts; documents; interviews; and researcher notes, comments, and observations of workshops and meetings attended by school teams and superintendents. The outcomes of this study identified that both technical and top-level institutional leadership are needed to support full-scale implementation of distance education within a regional consortium and that a multi-role collaborative approach to staff development utilizing hands-on strategies is an effective strategy for enhancing participants' self-efficacy towards technology. Findings identified (1) barriers and drivers of distance education; (2) initial programming strategies; and (3) needs to cultivate a wider audience of users, increase communications, and establish new organizational structures for promoting cross-district utilization of distance education. Recommendations are presented for enhancing distance education in rural schools. / Ed. D.

Objective: Refugees experience food challenges upon resettling in their host country. However, there is currently limited Canadian literature that reviews food security among refugees who resettle in Canada. This thesis will assess the barriers and facilitators to food security that influence the dietary changes of refugees who resettle in Hamilton, Ontario, from the perspective of the service providers as well as the refugees. Methods: A qualitative method was applied. Nine individual semi-structured interviews were carried out with service providers in Hamilton. Twelve refugees participated in one of three focus group interviews conducted in the languages of Arabic, Somali, or Spanish. Interviews were transcribed. The data was coded using a qualitative analysis software, NVivo 10. A social ecological model was used to analyse how facilitators and barriers at various levels of influence affect food security among refugees. Levels of influence included: intrapersonal, interpersonal, organizational, community, and public policy. Findings: While several diet-related health concerns were mentioned by refugees, it is difficult to attribute these to diet-related causes since the psychological stress of resettlement was also cited as a causal factor of refugees. While both service providers and refugees agree upon certain facilitators and barriers to food security among refugees at each level of influence in the social ecological model, there were also differences between the two perspectives identified. Different issues were also identified between refugee claimants and government assisted refugees (GARs) who came from refugee camps. Conclusion: The complex relationship between various factors identified at different levels of the social ecological model demonstrate a need for a collaborative, multi-level intervention approach to optimize changes required to improve food security among refugees living in Hamilton. / Thesis / Master of Science (MSc)

Shared decision making (SDM) is rarely used in pediatric clinical practice. The purpose of this dissertation was to explore factors influencing SDM implementation in pediatric clinical practice. We conducted three studies that were guided by the Ottawa Model of Research Use (OMRU): Study 1 was a systematic review using Cochrane methods and the Mixed Methods Appraisal Tool to determine pediatric SDM barriers and facilitators from multiple perspectives. Eighty studies, of low to high quality, were included. At each OMRU level, frequently cited barriers were: option features (decision), poor quality information (innovation), emotional state (adopter), power relations (relational), and insufficient time (environment). Frequently cited facilitators were: lower stake decisions (decision), agreement with SDM (adopter), high quality information (innovation), trust and respect (relational), and SDM tools/resources (environment). Across participant types, frequently cited barriers were: insufficient time (healthcare providers (HCP)), option features (parents), power imbalances (children), and HCPs’ SDM skills (observers). Frequently cited facilitators were: good quality information (HCPs) and agreement with SDM (parents/children). Study 2 was a post-test design that evaluated SDM knowledge and acceptability of learners who completed the Ottawa Decision Support Tutorial (ODST). Most learners were HCPs (62%). Overall, ODST learners had a median knowledge test score of 8/10 (IQR = 7-9; n=6604) and 90% reported good or excellent impressions (n=4276) after completing the tutorial. Few learners suggested improvements. Study 3 used mixed methods to evaluate pediatric HCPs’ perceived SDM barriers and facilitators after training (ODST plus workshop). Participants completed a SDM barrier survey (n=60; 88% response rate) and semi-structured interview (n=11). Their intention to use SDM was high (mean score = 5.6/7, SD=0.8). However, 90% of respondents reported minimal SDM use after training. Main barriers were lack of buy-in (adopter level) and time constraints (environmental level). Healthcare providers wanted a team-based approach to SDM training (training level). Adopters face numerous and diverse barriers to SDM use, before and after SDM training. Pediatric HCPs who completed the ODST were knowledgeable about SDM. Despite positive intentions, training alone was insufficient to achieve routine SDM use. These findings can inform intervention development to promote SDM implementation in pediatric clinical practice.

Experiences of Barriers and Facilitators for Physical Activity from People with Mental Disorders who Participated in a Physical Activity Project - An Interview Study   Purpose: To explore the experiences regarding perceived barriers and facilitators for physical activity of three participants with mental disorders who took part in the Norwegian Physical Activity Mentor project. Design and methods: Descriptive qualitative design. Individual semi-structured interviews were used for data collection. Data from the interviews was used in two separate bachelor theses, written by Swedish and Norwegian physiotherapy students. This cooperation was part of the NordPlus Higher Education Program Joint Physiotherapy Education in Bachelor Thesis Module. Qualitative content analysis was used in processing the data. Findings: Perceived barriers for physical activity were: mental disorder symptoms, antipsychotics, undertaking physical activity independently and physical experiences. Perceived facilitators for physical activity were: positive mental effects, intrinsic and extrinsic motivational factors, goal setting and routine. The experiences from the Physical Activity Mentor project, including the possibility of self-selected activities, were mainly positive. The support provided by the physical activity mentor was an important facilitator. Conclusion: Disease-related problems were perceived as barriers for physical activity. The most important perceived facilitator for physical activity was mental benefits from being physically active. External support from a physical activity mentor might facilitate physical activity for psychiatric outpatients.     Key words: mental disorder, physical activity, barriers, facilitators, mentor / NordPlus Higher Education Program Joint Physiotherapy Education in Bachelor Thesis Module

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This thesis investigates the effects of clinical facilitator nurses on medical wards in hospitals. These staff are the current culmination of recent attempts to situate nurse education in the field of clinical practice rather than merely the lecture room. Therefore, the work sets out to gain an understanding of the clinical and educational needs perceived by policy makers; the methods chosen by local managers to fulfil these needs; and the practical manifestation of these initiatives at the bedside. The thesis commences with a literature review consisting of historical context studies and a focused analysis of recent research literature. The context studies are of adult and nurse education. The review of clinical facilitator literature uses search criteria to identify and critically analyse previous research related to similar roles in the United Kingdom. The researcher uses a modified grounded theory approach as a methodological framework for collection and use of data. The data is obtained primarily by field observations; semi-structured interviews with practising clinical facilitators; and from questionnaires completed by nursing students. In addition to this generated data, information harvested from official and academic sources is used to produce theory. The discussion chapter explores the contestation that the themes generated indicate that the introduction of educationally focussed staff, into the area dominated by clinical need, is both problematic and essential. Problematic, as conflicts of role and leadership create misunderstanding and hardship for educators and clinicians. Essential, because in acute wards, where nursing skill is literally a matter of life or death for patients, a large proportion of nursing staff are in need of focussed educational support. The study proposes a model of managerial support for the introduction of educationally focused nurses in the clinical area which enables these clinical facilitators to operate in a valued and protected position.

This research was undertaken to identify the barriers facing youth entrepreneurs who work in or aspire to work in the tourism sector. The study was motivated by the need for innovative business support models to facilitate youth to take up opportunities in the tourism sector which is experiencing high growth according to research surveyed. The research was conducted in South Africa by means of telephonic interviews with five existing tourism entrepreneurs and surveys self‐administered by 122 students enrolled in tourism and hospitality courses in three institutions in Gauteng. The resulting findings indicated that the tourism and hospitality sector is attractive due to many opportunities available for jobs and business. The majority of the respondents indicated that they would be keen to open businesses in the sector. The lack of capital and funding, and lack of experience were mentioned as the top two barriers to tourism entrepreneurship. The results also highlight a difference in the perception of barriers between the existing and prospective entrepreneurs. Recommendations are provided to promote entry of more young entrepreneurs into the sector through youth‐specific entrepreneurship support initiatives, entrepreneurship education in tourism and hospitality education and training. Copyright / Dissertation (MBA)--University of Pretoria, 2012. / Gordon Institute of Business Science (GIBS) / unrestricted