Background: Research shows that caring for people with dementia (PMD) at the perioperative stage often is a major challenge for anesthetic nurses. PMD suffers from cognitive impairments, making it difficult to communicate, collaborate and understand information. Research shows that PMD are more likely to develop anxiety due to lack of these abilities. Aim: The aim of the study is to investigate the experiences of registered nurse anesthesia in caring for PMD at the perioperative stage. Method:A qualitative research design, with eight semi-structured interviews were chosen. The sample were anesthetic nurses with at least 1 year experience. All interviews were recorded and transcribed. Result: The result shows two generic categories: Resources in the care of PMD and obstacles in the care of PMD. the eight subcategories were: Measures to reduce anxiety, Safe care environment, Support of relatives, Problems in communication, Challenges in medication, Differences in various surgical procedures, Lack of time, Lack of education. Conclusion:PMD are a challenging group of patients due to their cognitive impairment. The caregiver therefore has an increased need for resources and requires that certain specific measures are been taken.

The overall purpose of this study is to contribute with empirical data to a scientific area that currently is missing just that: younger pupils view on the school subject history. This study is based on the history didactics goal, which is to teach knowledge about history in school. The method used in this study is qualitative research and consists of four semi structured group interviews with, in total, eleven pupils in the fifth grade in middle school. The knowledge claims are interpretive with the purpose to develop an understanding for the pupils view on history and their acquirement of knowledge during history class. The problem statements discussed in this study are focused on which history culture the pupils are presented with during their classes and what consequences this has on their acquirement of a historical awareness and a historical identity. The teaching has, in relation to the syllabus, a central content to deliver, but the view of history seems to be a question of interpretation by the teacher. The study finds that the pupils has a positive attitude towards history as a subject, but that the cultural view on the subject can be perceived as stereotype. In different extent, the pupils show a historical awareness and an emerging historical identity in where their surroundings have a central part. This study ends on a discussion about the strengths and weaknesses of the analysis, focused on ethics. / <p>Betygsdatum 2019-06-10</p>

Thesis (M.B.A.)--Boston University

The question that I investigate here is what emotion work is performed by child protective investigators in order to be successful at their work, and how do they manage these emotional challenges within a community of their peers? Many different workers, from airline employees (Hochschild, 1983) to mortuary science students (Cahill, 1999) to 911 operators (Shuler & Sypher, 2000), have been studied to examine strategies and effects of emotion management. Yet scholars do not agree on whether emotion management at work is positive or negative. For my research, I conducted interviews with ten investigators and observed a night unit of child protective investigators in a Central Florida Sheriff's Office. I observed three different types of strategies, which I discuss in detail: office based strategies, field based strategies, and personal strategies. Office based strategies include group humor, practical support and sharing experiences. Field based strategies include calming down the parent, enlisting the client, and distancing humor. Personal strategies include accentuating importance and blaming the parent. In the conclusion I summarize my research and discuss the finding that both novice and veteran child protective investigators use these strategies. I end with policy recommendations and I stress the importance of building a supportive professional community through further training.

Abstract Autism Spectrum Disorders (ASD) are characterized by impairments in social and communicative behaviors. These impairments can impact an individual's ability to obtain employment. The rates of unemployment for individuals with ASD are much higher than those of their peers without ASD. This study used a multiple baseline design across three participants diagnosed with ASD to determine the effectiveness of video feedback in improving eye contact duration during mock job interviews. After video feedback sessions, eye contact duration increased across all participants. On average, participant's eye contact duration was at 30.2% during baseline. These percentages increased to an average of 72.8% after video feedback was implemented.

This study explored the experience of what it is to be a gay man and to live in a rural community. It sought to understand why gay men would want to live in places that are said to have a reputation for hostility towards them. The empirical data from the semi-structured interviews with twenty-one gay men living in fifteen small-town locations across New South Wales, Australia, was analysed using a qualitative method derived from phenomenology, ethnography and modified grounded theory. The distinctive findings of this thesis centre on these men???s desire and determination to stay in the bush. They chose to stay in rural locations and effectively employed a diverse range of strategies to both combat the difficulties of rural life and enhance its advantages. The bush was the place in which these men could find themselves, be themselves and also find others like themselves. The space and the isolation of the bush gave them the latitude and the scope to live gay lives. This is why they stayed. By staying, they were also able to live out both the homosexual and rural components of their personal and social identity. Building on a brief look at the Australian rural past, the conceptual framework utilises notions of ???the stranger??? and draws on resilience, agency and resistance theory to understand these men???s ability to live in an unwelcoming place. Resilience allowed these men to cope and deal with the difficulties they faced. Human agency, the individual's capacity to exert autonomy over his life, is used to restore prominence to resistance theory. Agency is the catalyst to resistance and resistance fuels an individual???s, and sometimes a collective, opposition to the dominant social forces that inhibits one???s agency. These men???s desire to live in a rural place can be understood through theoretical considerations of place, the freedom of place and queer theory. Their satisfaction with life can be theorised through the application of a concept new to theory in gay literature - thriving. This thesis documents a largely unreported aptitude and proficiency by rural gay men to live in the bush. It suggests that their close affinity with place gives them a sense of belonging that, when combined with their concept of a gay lifestyle, effectively queers the places in which they live. That gay men can live fulfilled lives in the very places they are said to have fled evokes an innovative perspective together with an appreciation of what it is to be gay in the bush.

How important is the social experience of learning in the postgraduate classroom? This thesis explores what eight postgraduate students judged to be their ‘best’ classroom experiences within one New Zealand university. The researcher started from the assumption that the students’ ‘best’ classroom experiences would correspond with what the literature characterises as ‘communities of learners’ in which the students felt that their past experiences were valued and personal relationships were respectful and relatively equal. This assumption was, for the most part, accurate. Problematic areas, such as assessment, were also identified. International students’ experiences were a key part of the research. Six of the students were studying in their second language yet that alone was not the main indicator of classroom participation as personality (such as shyness)also affected how students engaged with the course content, the lecturers, and with each other. The case study approach raises possibilities and questions as well as recognising trends that suggest that postgraduate students value interactive learning within meaningful classroom contexts.

In the rapidly changing ‘knowledge economy’ where ‘innovation’ and ‘responsiveness’ are vital, tertiary education can be at a point transformation. Since the late 1990s the New Zealand government began to shift part of its tertiary education policy with an increasing focus on what is commonly called ‘foundation’ education. The shift was aimed at ensuring all New Zealanders are equipped for the knowledge economy and raising the skills of individuals. A variety of research and education programmes were launched, and existing foundation or bridging programmes strengthened through policy, research and educational endeavours. Bridging education programmes (a subset of foundation education) are designed to prepare non-traditional and under-prepared students for ongoing study at a higher level. This current research sought to identify the influence of a university bridging programme (Level 4) on students who progressed into further study at undergraduate level. The bridging programme commenced in 2003 providing a pathway for students into undergraduate health degrees. The key question for this thesis was: how does bridging education influence students? To determine the influence of the bridging programme, this research was based on a case-study of seven students who completed four or eight papers in the bridging programme. Participants were in ongoing study (for at least one year) in a Bachelor of Health Science (any major). The methodology was qualitative in design, drawing extensively on a case-study approach to research the influences of the bridging programme. The method of data collection utilised was individual semi-structured interviews with former bridging students to ascertain their perceptions, views and experiences of the influence of a bridging programme, both historically and currently. In examining this unique context, information on the influences of bridging education was explored and the importance of bridging education, from the participant’s perspective, understood more clearly. This thesis and the research within revealed that the influence of the bridging programme began at the participant’s time of enrolment and continued into their undergraduate study and their lives. The bridging programme influenced the way participant’s interacted with a range of factors including: the institution; their undergraduate programme; with educators and peers; and with family, friends and others in society. Equally, it is acknowledged that these factors influenced the participant’s, facilitating or impeding their ongoing learning. The participants also identified several challenges (financial and relational) related to the influence of tertiary study which they faced. The research revealed the programme influenced their ongoing success and continuation in undergraduate study. The programme provided an effective bridge into tertiary education (academically, emotionally and socially). Participant’s acknowledged the influence on their cognitive and meta-cognitive growth and development. The range of tertiary leaning skills and knowledge gained and/or enhanced was considerable. Close links between the academic skills taught in the bridging programme and required in undergraduate study were evident. Positive improvements in confidence, self-efficacy and motivation were also attributed to the influence of the programme. Holistic personal development occurred as the skills and knowledge gained and developed were transferred and extended from academia into other areas of the lives of former bridging students and thus further influenced their family, personal friends and society. The influence of the bridging programme has enabled new opportunities, ways of being and employment to become more than a dream, but a reality which the participants continue to move towards. Overall, it could be claimed that the influence of the bridging programme was holistic. A series of recommendations are provided for theory, policy and practice. The significance for social issues and action are discussed and avenues for further research outlined.

The effects of the public sector reform impacted on all aspects of public services including the performance of the economy. Central to this argument was the re-organization of the operations of the public service from the traditional administration system to the new public management (NPM). Education, a critical service in any economy was not spared. Literatures around the application of NPM (a derivative of market principles and practices) to education (which was value based) suggested that NPM was dangerous for education and could deplete the value system of education and replace that with a focus on accounting for money by individuals who were self-interested and who would seek to maximize their benefit with guile. Arguments against NPM suggested that the human factor was neglected and that education had led to chaos among professionals, stakeholders and students. However, those who argued for the introduction of NPM suggested that it had made the provision of education more efficient, effective and relevant to the needs to the clients. It held those working in the education sector accountable for the resources used and made the system more responsive to the needs of the clients of education. Education in the Cook Islands experienced many changes since western type education was introduced by the Missionaries in the late 1800s. Cook Islands people have always regarded education as a right and also believed their participation in education would improve their lives as well as positively contribute to economic growth. As the public sector reform was a global phenomenon, the currents of NPM also converged on the Cook Islands and affected the delivery of education. Those changes revolutionalized education in ways that was not commonplace in the Cook Islands. However, professionals and stakeholders within education made the most of the system and diverged some of the practices to suit the need, the environment and the culture of the Cook Islands people. Change also refocused education from teachers teaching to student learning reinforcing the dedication of many teachers and education administrators to ensure NPM served the best interest of their clients; the students, despite the workload placed on them. The challenge in this thesis was to understand how the NPM system affected education and how the Cook Islands education professionals worked within the system in their favour. The stories of teachers and Ministry of Education professionals demonstrated that there was no resistance to the application of NPM system in the Cook Islands. In fact, the system was embraced by the education sector suggesting it was a positive change from their previous system of traditional administration. Much of their system was inherited from New Zealand where the environment, layers of bureaucracy and economic status of the country was different. Instead, it appeared the Cook Islands took much of what others deemed as dangerous for education and turned it into a positive opportunity for the Cook Islands education. This thesis presents the story of the revolution in the Cook Island education system.

This PhD thesis investigates power relationships within a corporate Finance Department employing a Foucauldian approach to explaining corporate hierarchies and resistance and the implications.Research was conducted in the form of a case study and observation of a corporate finance department, referred to as the 'Finance Department', at the 'Company', referred to as such for confidentiality purposes. The Company is a large Dutch based mail and logistics entity that operates internationally across over 200 countries and has its corporate head office just outside of Amsterdam. The Company's Finance Department was in the throws of change, particularly around hierarchies as a result of the reengineering process with the purpose of creating efficiencies. The aim of the research was to evaluate the power relationships that existed within the hierarchies between management and workers who worked either for the Finance Department or closely with it, and to analyse the outcomes of these power relationships in terms of resistance.The case study is a Foucauldian insight into the different individuals who worked either within the Finance Department or closely with it, with an evaluation of their roles and how their differing power structures impacted upon the workflow within the Finance Department.The outcome of this research is an evaluation of those individuals and their relationships at a particular point in time, which was impacted by so many different factors. The research could give readers an understanding of power relationships and framework for contextual Foucauldian evaluation.The significance of the contribution arising from this particular piece of research is that it involves the combination of a case study method with a Foucauldian perspective. The combination of these two elements allows the research to be done both from the top down and also from the bottom up. Increasing in use as a research tool (Hamel, 1992), the case study contributes uniquely to our body of knowledge of individual, organisational, social and political phenomena (Yin, 1994). The Foucauldian perspective plays an important part in terms of an understanding of power, despite the fact that it is often difficult to fully comprehend the meanings behind Foucault's work (McHoul & Grace, 1993).