Texte remanié de: Proefschrift--Nijmegen--Radboud universiteit, 2007. / Bibliogr. p. 252-272. Résumé en anglais.

Th. Etat--philosophie--Paris X-Nanterre, 2001. / Résumé en anglais. Bibliogr. p. 331-341.

Reproduction de : Thèse d'université : Philosophie : Lyon 3 : 2003. / Titre provenant de l'écran-titre. Bibliogr. f. 473. Index.

Mémoire de master professionnel 2è année : Développement social urbain (DSU) : Institut social Lille Vauban : 2008. Mémoire de master professionnel 2è année : Développement social urbain (DSU) : Université d' Evry Val d' Essonne : 2008. / Titre provenant de l'écran titre. Notes bibliographiques.

Thesis (M.S. in International Affairs)--Sam Nunn School of International Affairs, Georgia Institute of Technology, 2003. Directed by Roderick Duncan. / Includes bibliographical references (leaves 178-188).

Dissertation : Philosophie : Münster, Westfälische Wilhelms-Universität : 1981. / Bibliogr. p. 171-175. Index.

Based on Thesis (doctoral)--University of Tasmania. / Description based on print version record. Includes bibliographical references (p. [213]-222) and index.

Thesis (Ed. D)--Boise State University, 2002. / Includes abstract. Includes bibliographical references (leaves 141-153). Also available online via the ProQuest Digital Dissertations database.

This study explored the complex world of nursing at a time of humungous change in the delivery of health care services. The initial focus of the research was registered nurses' use of knowledge in professional practice; however this was largely displaced by contextual issues, which emerged from the data. Eraut's (1992,1994) concepts of professional knowledge informed the data generation and the analysis. A broadly qualitative approach drawing on grounded theory and constructivism provided the methodological framework and the research methods involved observation and interview. The sample comprised registered nurses undertaking a four-year part-time degree in nursing studies. Twenty-seven were observed in a variety of clinical settings: sixteen of this group were subsequently interviewed. Six of their managers were then interviewed. Data analysis followed a pattern of literal, interpretive and reflective coding and revealed a number of key issues for registered nurses working in the United Kingdom at the time of the research. The nurses fell into three categories, the survivors, the battle weary and the battle hardened; the largest group being the battle weary. The key causes of the weariness originated from organizational constraints such as low staffing levels, poor teamwork and an inability to give appropriate care to their patients. The effects of battle weariness included low morale, which affected their motivation, tearfulness and a general fatigue. The 'survivors' (a minority) were characterized by a sense of purpose and a fulfillment from their work. The contexts in which the battle weary worked were likened to a war zone with a clearly defined battlefield. Significant changes to the traditional role of the ward sister/charge nurse have left the majority of nurses in this study feeling unsupported and with a lack of clinical leadership. The nurses, often only working at 'D' or 'E' grade, frequently found themselves trying to cope with conflicts in practice with nursing colleagues, with patients and with doctors.Professional knowledge used in practice included communication and interpersonal skills, teamwork, delivering 'hands on' care to patients and coping with the ever changing demands on the nursing time. A number of recommendations are made and include an 'enabling curriculum' for educating nurses at initial and post registration level, a return of the clinical leadership role for ward sisters and charge nurses and a renewal of the focus of nursing practice.

This study sought to investigate factors influencing educator morale in the former KwaMashu Circuit in the Pinetown District. After realising that the educator morale is a national crisis, the study aimed to examine factors that influence low educator morale of high school educators. The study used interviews, questionnaires, document analysis and participant observation to collect data for the research. Having subjected sourced data to rigorous processing and analysis, the researcher concluded that the problems pertaining to low educator morale, include lack of resources, insecurity of educators because of many transformational processes, lack of discipline and cooperation from learners, lack of safety and security due to high crime rate such as theft, vandalism, violence, and killing of educators in school premises. The other salient factors contributing to low educator morale are low salaries, which are not commensurate with educator's educational qualifications and experience, lack of parental involvement in school matters, involvement of educatorunion politics in school management and promotional posts, overcrowded classrooms and heavy work loads, lack of support from District Officials and lack of transparency in decision-making and management of school finances. The study recommends that the Education Department must redress these issues by revisiting the existing policies, fast tracking infrastructure programme especially to previously disadvantaged schools, provide retraining programme, workshops to empower managers with democratic leadership styles, providing schools with security guards as well as fencing the school premises and expedite the process of appointing more subject advisors to support educators in the implementation of new curriculum. v / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.