Aim: The purpose of this study is to describe the intervention process at a psychiatric clinic in Vietnam, from evaluation to goal setting, and how the staff choose occupation-based intervention for their patients. Method: This study is a qualitative study with inductive approach where the data collection is based on a semi-structured interview with the health care staff at a psychiatric clinic in Vietnam. The respondents consisted of a total of ten participants and were required by a purposive sample. Content analysis according to Kristensson (2014) was used to examine the data. Result: The findings from the result revealed that the clinic work without a standard procedure where the staff evaluates and assess their patient from their own experience. They also interview and observe the patients without an aim. The result also showed that the clinic offers different occupation-based interventions where the doctor decides occupation-training but not in consultation with the patient. It was revealed that the purpose of the occupation is to make the patients independent. The last finding was that the staff has a lack of individual goal setting and the general goal is for patients to get healthy. To see if the patients achieve improvement, observations are made without aim. Conclusion: The study concludes that the health care staff at the clinic has found their strategies using their own experience, for evaluating and assessing their patients.

The purpose of this study was to investigate how successful the goal and follow-up measures of the municipal waste plans are, but also how the follow-up measures can contribute to achieving environmentally sustainable development in accordance with the national environmental diversity goals. Methods used were a literature study and a questionnaire, which was sent to people responsible for the follow-up of the waste plans. The results of this study showed that a large part of the follow-ups worked well. The national environmental diversity goals were integrated through various activities in the waste plans, for example information efforts regarding minimizing plastic use. It was not possible to see any statistical differences between follow-up frequency and municipality size. However, the common aspect was that an improved structure would improve the goal and measures fulfilment. A part of the survey was to investigate the need for a structured digital system for monitoring the waste plan. In order to function and be adequate, it was important that the digital system was integrated into the company's own operations. A structured digital system for monitoring the waste plan can increase recycling rates. It can contribute to increase the chances of achieving the national environmental diversity goals and reach circular economy.

Senior executive leaders face ongoing challenges assessing whether their leadership teams have the competencies to respond to rapidly changing business conditions resulting from negative leader-employee interactions. The purpose of this qualitative single-unit case study was to explore strategies that team leaders at an online, for-profit high school education system located in Delaware, used to sustain positive leader-employee relationships to increase employee productivity. The population consisted of 5 current team leaders (faculty members and executives) at the study site who had experienced team member losses, yet had implemented effective strategies to sustain positive leader-employee relationships and increased employee productivity. The conceptual frameworks that grounded this doctoral study were path-goal and transformational leadership theories. Thematic analysis was used to analyze data collected through semistructured interviews, note taking, and company documents, with member checking implemented to validate the findings. Four themes emerged from the analysis: leadership styles and strategies, motivation, goal setting, and employee engagement and productivity. The implications for positive social change include the potential for top executives, stakeholders, and team leaders to increase the number of positive leader-employee relationships resulting in increased productivity, a favorable organizational reputation, and lower turnover rates, contributing to the financial stability and prosperity of not only employees but also communities and families.

No description available.

No description available.

In this study the researcher's intent was to examine the initial academic goals and objectives of successful adult-degree completers in 4 baccalaureate-degree programs at East Tennessee State University. Although there has been much written about adult motivation to re-enter formal education, there have been few studies of adult students' goals as they entered degree-completion programs. The purpose of this study was to provide a framework for the understanding of the academic goals and objectives expressed by adult students as they were starting to return to college. Research questions that guided the study included exploration of student goals and objectives, an examination of differences among adult students' statements with regard to age, ethnicity, or gender, and an examination of differences in those statements of goals and objectives written over a range of years. An open an axial coding method was developed to analyze 637 statements written by degree-completion students who graduated between 1999 and 2008. Seven themes emerged among students' essays that describe those students' motivations to re-enter the university and their goals at the point of entry to those degree programs. First, students indicated they wanted to earn degrees. Second, some students identified trigger events that had prompted their return to the university. The third theme included professional goals and motivators that were included in students' statements of goals and objectives. Fourth, students cited personal motivators and goals for completing their undergraduate degrees. Fifth, students wrote about institutional barriers that led them to choose a degree-completion program over a more traditional model. Sixth, students wrote about attractive features of their respective adult-degree-completion programs. Seventh, students placed their learning in the context of a broader commitment to lifelong learning.

No description available.

No description available.

Climate persuasive services, a type of persuasive technology, could benefit significantly from having a well designed goal-setting feature to actually get users to reduce their carbon emissions. This study explored monthly carbon budgets as a tool for goal-setting to motivate carbon emission reductions. The study focused on how self-efficacy and reflections from budgeting carbon affected motivation. A prototype for a carbon budget planner was developed for the study and was designed to only motivate users intrinsically so external rewards or prompts were avoided in the design. Participants in the study got to use the prototype and were interviewed around the themes of reflection, self-efficacy and motivation. The results proved it difficult for the participants to plan the monthly carbon budget as there were different ways to think about it. Though most of the participants were aware of their climate impact, the carbon budget planner gave them new perspectives on their carbon emissions and lifestyle. Different calculation methods between the climate calculator and the prototype made it uncertain if participants actually felt they could keep a budget which reduced their emissions. In the end almost all participants felt more motivated to reduce their carbon emissions after the study. / Climate persuasive services, en typ av persuasive technology, skulle kunna dra nytta av att ha en väl utformad målsättningsfunktion för att få användarna att faktiskt minska sina koldioxidutsläpp. Den här studien utforskade månatliga koldioxidbudgetar som ett verktyg för målsättning för att motivera koldioxidutsläppsminskningar. Studien fokuserade på hur upplevd självförmåga och reflektioner från budgetering av koldioxid påverkade motivation. En prototyp för en koldioxidbudgetplanerare utvecklades för studien och utformades för att endast ge inre motivation till användarna så externa belöningar eller prompter undveks i designen. Deltagarna i studien fick använda prototypen och intervjuades kring teman av reflektion, upplevd självförmåga och motivation. Resultaten visade att det var svårt för deltagarna att planera den månatliga koldioxidbudgeten, eftersom det fanns olika sätt att tänka på det. Även om de flesta deltagarna var medvetna om deras klimatpåverkan gav koldioxidbudgetplaneraren deltagarna nya perspektiv på sina koldioxidutsläpp och sin livsstil. Olika beräkningsmetoder mellan klimatkalkylatorn och prototypen gjorde det osäkert om deltagarna faktiskt kände att de kunde hålla en budget som minskade utsläppen. I slutändan kände nästan alla deltagare sig mer motiverade för att minska sina koldioxidutsläpp efter studien.

This study was conducted to determine if visualized goal achievement can help enhance East Asian Chinese students‟ motivation in learning and elevate their confidence in reaching their goals thus improving their performance. The goal achievement was visualized on a goal achievement progress chart that was self-created and self-managed by the East Asian Chinese students and the goal creating was under the supervision of their instructor. In this study, literature reviews on the theories, previous research studies in the perspectives of East Asian students‟ motivation in learning, goal setting on motivation, self-determination, self-efficacy, and expectancy theories are conducted to provide theoretical ground and legitimate evidence for this particular research. The researcher conducted an experiment in which students were given a learning task and required to set their own learning goals for that learning task under the supervision of their instructors. In this specific experiment, a total of 106 students from a university that was funded by American Educators in a central province in China agreed to participate in stages one, and two of the study, but some students withdrew from this research and some did not participate in both research stages therefore their data were take out from the data to make research result more consistent. Therefore eventually 72 students were considered eligible to go through the whole process of turning in the questionnaires and participating in the performance test. In this particular goal setting research study, the students were given the freedom of setting their own learning pace iii and managing their own progress on a visualized progress chart. The progress chart was visualized as a climbing/progressing line, which goes from bottom to top (see appendix C) once students achieved their learning goals. At the same time, the instructor provided feedback concerning the students‟ progress. Although some of the research results displayed no statistical significance for motivation and self-confidence during the pre and post session of the research, there is a positive correlation among motivation, self-confidence, and performance outcome. One research result did corroborate the previous research study that goal setting strategy would improve learning outcome.