This study examined the process of design for general classroom facilities in American four-year public higher education institutions. Combining grounded theory, case study methods, visual methods, and portions of the Authentic, Action-Oriented, Framing for Environmental Shifts Method (Watt, 2015), I was able to address the four research questions posed in this study. I conducted interviews with participants involved in specific general classroom facilities design/construction while asking participants to co-create a diagram of the steps of the process. The data collected from this process produced the Train Model of Design for General Classroom Facilities. The process begins with the specifics of the institution or college and its chosen direction. The conditions specific to the institution act as a departing station for the process. The conditions specific to the wider context function as the rails on which the train moves. The rails are held together by crossties consisting of the constant collaboration of the triumvirate and stakeholders. A triumvirate consisting of the project manager, the construction manager, and the representative from the academic department move the project through each phase of the design process. These decision-makers functions as the conductor of the train, driving the process while feeding it two distinct types of fuel: budget and time. The triumvirate must continuously monitor the fuel supply to reach the end of the process. In addition, the triumvirate continuously monitors the passengers, to incorporate their feedback into the trip. The stages of the process function similarly to boarding and disembarking on a train. In Stage 1 you prepare to leave the station. You make a case for what travels on the train with you and what gets left at home. You also determine the fuel needs of the train by setting the project budget and schedule. Stage 2, or Making the Space, consists of the travel to the final destination, carrying along those well-laid plans from Stage 1. The triumvirate drives the train while carefully monitoring the fuel levels. You can make a few minor adjustments once you have left the stations, based on feedback from the passengers, but drastically altering the plans is not a viable option. The type of train you drive represents the different ways in which the process can play out at specific campuses. A passenger train works differently compared to a freight train. The number and sequence of steps in the process of design will vary depending on the type of project you are undertaking (new construction vs. renovation), the available state procedures, and the timing of your procurement of a construction management firm (i.e. the different types of trains you can take). The final destination of the train is the completed general classroom facility. / Ph. D. / Classrooms are an important component of the quality of education students receive at a particular institution. This study examined the process of design for classroom facilities in American colleges and universities. Interviews were conducted with people who actively engaged in designing and building new classroom facilities at public institutions in the state of Virginia. Participants were asked to make a diagram of the process as part of the interview. Data collected for this study showed that pedagogy and planning for the future needs of the institution are important guiding forces for classroom design at colleges and universities. The findings of this study coalesced in to the Train Model of Design for General Classroom Facilities. Administrators interested in building or renovating classroom facilities at their respective institutions can use this model to better understand the process and how resources can be leveraged to successfully complete a project.

In points, the description of this manuscript content, as follows: - Explores how administrative innovation is generated and implemented in Kuwait's public sector, particularly during crises like the COVID-19 pandemic. - Focuses on understanding how such innovation contributes to adaptability in both crisis and post-crisis periods. - Employs a grounded theory methodology, utilizing data from interviews, document analysis, and observations to develop a theoretical framework. - Identifies key characteristics of Kuwait's public sector that both enable and constrain innovation, such as the dominance of oil-fueled public sector jobs and the prevalence of bureaucratic culture. - Examines the pandemic's impact on public sector operations and the adaptive measures taken, including the rapid adoption of digital technologies and increased reliance on public-private partnerships. - Proposes a theoretical framework highlighting the central role of "exploring feedback" in driving administrative innovation and enhancing adaptability. Suggests that actively seeking and incorporating feedback from citizens, stakeholders, and data analysis fosters a culture of continuous learning and improvement within the public sector. - Offers valuable insights into strategies for fostering innovation-driven resilience across diverse public sectors, contributing to the fields of public administration, innovation studies, and crisis management. / The dissertation investigates the generation and implementation of administrative innovation within Kuwait's public sector, particularly during the COVID-19 pandemic, to understand how such innovation contributes to adaptability in both crisis and post-crisis periods. The research employs a grounded theory methodology, utilizing data from interviews, document analysis, and observations to develop a theoretical framework. The study identifies key characteristics of Kuwait's public sector that both enable and constrain innovation, such as the dominance of oil-fueled public sector jobs and the prevalence of bureaucratic culture. It also explores the pandemic's impact on operations and the adaptive measures taken, including the rapid adoption of digital technologies and the increased reliance on public-private partnerships. The study concludes by proposing a theoretical framework that highlights the central role of "exploring feedback" in driving administrative innovation and enhancing adaptability. The findings suggest that actively seeking and incorporating feedback from citizens, stakeholders, and data analysis fosters a culture of continuous learning and improvement within the public sector. By analyzing the Kuwaiti experience, the research offers valuable insights into strategies for fostering innovation-driven resilience across diverse public sectors, contributing to the fields of public administration, innovation studies, and crisis management.

No / The Hospital Personnel, Nursing Care and Dying Patients study, undertaken in California in the mid 1960s, generated a body of work that continues to be influential in end of life care research. Key points from the study are summarised, as are contributions from researchers who have responded to Glaser and Strauss invitation to examine further settings and, in so doing, provide data that helps refine their theory. The example of people with heart failure in the contemporary UK is considered. Changes since the 1960s in the epidemiology of chronic illness, the pattern of service provision and in social and professional attitudes have reduced the contemporary relevance of Glaser and Strauss's insights into the ceremonial and temporal order of the clinic. However their findings about awareness contexts and a reluctance to discuss prognosis remain highly relevant.

Yes / The reuse of existing datasets to identify mechanisms for improving healthcare quality has been widely encouraged. There has been limited application within dementia care. Dementia Care Mapping (DCM) is an observational tool in widespread use, predominantly to assess and improve quality of care in single organisations. DCM data has the potential to be used for secondary purposes to improve quality of care. However, its suitability for such use requires careful evaluation. This study conducted in-depth interviews with 29 DCM users to identify issues, concerns and challenges regarding the secondary use of DCM data. Data was analysed using modified Grounded Theory. Major themes identified included the need to collect complimentary contextual data in addition to DCM data, to reassure users regarding ethical issues associated with storage and reuse of care related data and the need to assess and specify data quality for any data that might be available for secondary analysis. / This study was funded by the Faculty of Health Studies, University of Bradford.

No / Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. There is growing emphasis on sharing and reusing dementia care-related datasets to improve the quality of dementia care. Consequently, there is a need to develop data management solutions for collecting, integrating and storing these data in formats that enhance opportunities for reuse. Dementia Care Mapping (DCM) is an observational tool that is in widespread use internationally. It produces rich, evidence-based data on dementia care quality. Currently, that data is primarily used locally, within dementia care services, to assess and improve quality of care. Information-rich DCM data provides opportunities for secondary use including research into improving the quality of dementia care. But an effective data management solution is required to facilitate this. A rationale for the warehousing of DCM data as a technical data management solution is suggested. The authors also propose a data model for a DCM data warehouse and present user-identified challenges for reusing DCM data within a warehouse.

No / While awareness among people with mild to moderate dementia residing in the community has been extensively studied, little evidence has been presented regarding the extent to which people with moderate to severe dementia living in residential care show awareness of their own situation and functioning. The present study aimed to explore how differing degrees of awareness are manifested in the conversations and interactions of people with dementia living in residential care settings, and to identify theoretical and practical implications. Transcripts of 304 conversations with 80 individuals with dementia living in residential care homes in England and Wales were analysed using a grounded theory approach. All 80 participants demonstrated a degree of retained awareness, and there was considerable evidence of retained awareness throughout the conversations, expressed in relation to the three domains of self, relationship, and the environmental context. Two-thirds of participants also demonstrated at least one instance of unawareness, although demonstrations of retained awareness outweighed indications of unawareness. Unawareness was evident in relation to appraisal of functioning and the meaning ascribed to the situation. A grounded theory model of awareness in people with moderate to severe dementia who still communicate verbally proposes that demonstration of awareness involves a set of analytic and behavioural processes, a scope or timescale, and a focus. Awareness is demonstrated in relation to a given focus and scope through the involvement of cognitive processes of varying degrees of complexity, ranging from registering through appraising and interpreting to reflection. Unawareness may be demonstrated in relation to some elements of process, focus or scope, while other aspects remain unaffected. Understanding more about the capacity for retained awareness and the specific ways in which awareness can be compromised may assist care staff in responding effectively to residents' needs.

Counselors and other mental health professionals lack training on healthy sexuality and sexual identity development (SID). To begin to construct a comprehensive model of SID that can be used in counseling and counselor education, I conducted an exploratory study utilizing a grounded theory approach to collect and analyze SID stories from a purposive sample of eight adults from the Dallas-Fort Worth, Texas area: four male and four female; seven White Caucasian-American and one Asian American; and self-identified as two gay, one lesbian, three heterosexual, and two sexually fluid. Participants elucidated a process model of the sexual-self that incorporated biological, psychological, social, cultural, and spiritual factors. Emergent themes included discovering, distinguishing, placing boundaries around, differentiating, and integrating the sexual-self. This preliminary model advanced a more holistic understanding of SID that counselors and other mental health professionals, educators, and researchers may find useful within their respective disciplines.

Background: AI in Purchasing and Supply Management (PSM) enhances business operations but faces challenges in adoption due to limited research and AI readiness assessment. Although existing research explores AI's potential, the issue of assessing and achieving AI readiness in PSM remains underexamined. Exploring this gap is crucial to understanding how AI can effectively transform procurement processes and improve strategic operations.  Purpose: This study aims to identify and evaluate the essential capabilities that PSM organizations need to develop for AI readiness, using a dynamic capabilities framework to provide insights for both academia and practitioners.  Method: Grounded theory is applied for its flexibility and constructivist principles, allowing theories to emerge from the data collected through semi- structured interviews, providing a comprehensive understanding of AI readiness in PSM. The primary data consisted of 13 interviews with AI users, implementers, and developers.  Conclusion: Identified capabilities needed for successful AI implementation in PSM, include robust technological infrastructure, effective AI governance, and the importance of communication and continuous learning. The study concludes that AI readiness in PSM requires a holistic strategy and dedicated leadership to align technology, strategic goals, and people.

\prefacesection{Abstract} In this thesis we apply Design Thinking (DT) to a real-world problem: the detction of Parkinson's Disease (PD). PD is a neurological disorder and ranks as the second most common neurodegenerative disorder worldwide. Timely detection can positively influence the type and dosage of medication prescribed, ultimately enhancing patients' quality of life. Typically, patients visit the clinic during their downtime, guided by their perception of symptom severity. Often, patients misinterpret the clinical evaluation process. Since early 2020, the number of clinical visits has decreased, particularly among older adults, who face a higher risk of COVID-19 infection. Consequently, implementing remote monitoring and symptom tracking for PD could improve daily living for patients while conserving valuable healthcare resources. Numerous research studies exist focusing on PD prediction and severity assessment through data-driven methods alongside many mobile applications designed for tracking PD symptoms remotely. However, most research tends to focus on a singular symptom, even though PD is complex and multifaceted. Additionally, the participant pools for these studies are often limited, and many mobile apps face challenges with user engagement and commitment. To tackle the challenges associated with data collection, we propose utilizing mobile games as a viable solution. To create those games, we adjusted the DT methodology by replacing the ideation phase with the Game Matrix (an alternative to Morphological charts) for a human-centered design. In addition to evaluating the resulting games, we evaluated the experiences of first-year students with Design Thinking, and specifically with the Game Matrix. We used a focus group of older adults to evaluate the games. Using a Grounded Theory to analyze the interview transcripts, we found a high level of engagement. Initially, they were attracted by the mission of the project and the possibility of helping themselves and other people. They continued using the games due to the games' supportive design. / Thesis / Master of Computer Science (MCS) / We propose using mobile games with a human-centered design to engage older adults and support long-term data collection for Parkinson's Disease.

Teachers require knowledge of content and pedagogy in order to do their jobs effectively. This fact has led researchers throughout the history of the study of education to create many frameworks through which we may understand teachers’ mental processes, knowledge, beliefs, and competencies. However, most of this research has focused on primary and secondary education, much less so on the undergraduate level. This study focuses on the pedagogical moves and decision-making processes used by award-winning undergraduate mathematics instructors. Participants are four award-winning undergraduate mathematics instructors in the Northeast. I observed and interviewed each participant. Observations and interviews were audio- and video-recorded. The interview consisted of questions about why the instructor did what they were observed doing in their classroom. Observational data were analyzed using an existing protocol for undergraduate STEM classes. Interview data were transcribed and analyzed using grounded theory. The first line of inquiry of the study is about what pedagogical moves award-winning undergraduate instructors use. The findings are that award-winning instructors use, on average, more student-centered moves and fewer teacher-centered moves than general undergraduate instructors. The second line of inquiry of the study is about the factors influencing the decision-making of award-winning undergraduate instructors. The findings here are that the participants used factors of Repositioning Student and Professor, Creating Positive Student Experiences, and Considering Future Use. The third and final line of inquiry is about the aspects of knowledge and belief being relied upon in that decision-making process. The findings are that award-winning instructors rely on beliefs regarding improving student experiences, what will best serve students in the future, and conversation as part of the learning process. They rely on knowledge regarding students in general, their specific students, and mathematical content.