Thesis (M.F.A.)--Rochester Institute of Technology, 1995. / Typescript. Includes bibliographical references (leaves [33]-[34]).

The aim of this study is to review Taiwan’s training structure through a lens comparative study on the UK’s training approach for beauty professionals. Due to the distinctive differences between Taiwan and the UK, the methodological approach was designed differently for each in order to meet the aim and objectives. Apart from document analysis used for both countries, auto-ethnography was conducted in the UK; while in Taiwan observations and expert interviews were employed to identify the fundamental causes of the mismatch between education and industry. A strategy was proposed, based on the strong points identified from the UK, to improve the current structure of Taiwan. Three key features are identified from the UK that could be considered to alleviate Taiwan’s fundamental problems. They are respectively: National Occupational Standards, a Professional Body and a Quality Assurance process. Three key features are new to Taiwan, so that their implementation requires time and collaborative effort from the Taiwanese government, vocational education and industry. These features were embedded in three proposed models. Three models were proposed as a holistic structure to include all relevant stakeholders. The three models are the Service, Work Placement and Nurturing models. The impact of this study on Taiwan training structure will be substantial because it is the first step to bring all relevant stakeholders to communicate and interact through setting an agreed standard and through the treatment service framework provided by the Service Model. Secondly, the Work Placement Model provides a structure for assessment in workplaces to ensure that learning takes place in the workplace and to create an opportunity of knowledge sharing, allowing the theory to meet the practice. Thirdly, an overall Nurturing model of the training for beauty professionals is developed, with a professional body to provide a platform for all stakeholders, including government. Ultimately, everyone involved in the profession would be benefited and more importantly, the broad concepts and models might be of use to other domains.

"The purpose of this study is (1) to obtain definite information in regard to the theory that musical capacity is inherited; (2) to determine whether or not a favorable environment is necessary in the early musical training of an accomplished musician; (3) to indicate the effect of early musical training on a successful career in music"--Introduction. / "August, 1953." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Music Education." / Advisor: Robert L. Briggs, Professor Directing Paper. / Includes bibliographical references (leaf 31).

The transition from primary to secondary school is considered to be a challenging process for all pupils, but particularly difficult for those with social and emotional difficulties. Nurture groups aim to develop social and emotional skills and are seen to correspond closely with the recommendations made in transition literature. It is therefore proposed that nurture provision could be an effective means of supporting socially and emotionally vulnerable pupils in the transition. Previous literature adds support to this view, but no study as yet has focused specifically upon this topic. A small-scale case study design was used to explore the ways in which one secondary school applied nurture principles to support vulnerable pupils through the transition process. The research followed an embedded, single case design incorporating contextual and interview data regarding the school's nurture provision. Contextual information was gathered through the research diary and analysed in relation to the identified propositions. In addition, four illustrative case examples surveyed the views of the nurture facilitator and three pupils who received different levels of nurture support: these interviews were analysed using thematic analysis. An integrated case description combines the findings from all data sources and offers a coherent account of the provision.The findings support the proposition that nurture provision can be an effective means of supporting socially and emotionally vulnerable pupils in the transition to secondary school. In line with nurture literature, the findings suggest that secondary schools need to adapt the primary nurture model to ensure provision meets the needs of their setting and cohort. While this promotes flexibility, secondary schools still need to adhere to a number of core principles to ensure they are delivering a true nurturing approach. A tentative model is presented, which proposes that secondary school nurture provision should aim to support social and emotional development through a range of provision that is firmly grounded in psychological theory. Provision should adhere closely to the six nurture principles, with effective identification of needs informing a personalised approach that is tailored to each individual pupil. The importance of relationships for learning and development is emphasised. The thesis concludes by suggesting that nurture provision can be an effective means of supporting socially and emotionally vulnerable pupils in the transition to secondary school, providing a number of core elements are in place.

Bakgrund: Smärta är en individuell upplevelse och smärta är en stor orsak till att befolkningen söker vård. För att ge säker och god vård krävs det att sjuksköterskor ska kunna bedöma och utvärdera patienternas smärta. Sjuksköterskors upplevelser kan orsaka ett flertal hinder som kan göra att en god och säker vård inte kan uppnås. Syfte: Att beskriva sjuksköterskors upplevelser av att vårda patienter med smärta. Metod: Litteraturöversikt som är baserad på 15 vetenskapliga artiklar med både kvalitativ- och kvantitativansats. Resultat: Denna litteraturstudies resultat visade att sjuksköterskor upplever kunskapsbrist när det gäller att vårda patienter med smärta. Sjuksköterskor upplever sig otillräckliga och frustrerade över att inte kunna ge en optimal smärtlindring samt en stor rädsla att starta ett missbruk hos patienterna. Slutsats: Det är viktigt att fortsätta forska på sjuksköterskors upplevelser för att kunna tydliggöra eventuella hinder som försvårar arbetet med att ge god och säker vård till patienter med smärta. / Background: Pain is an individual experience and pain is a major cause of people seeking care. To provide safe and good care requires the nurse´s to assess and evaluate patients' pain. The nurse's experiences can cause a number of obstacles that can make a good and safe care can´t be achieved. Objective: To describe nurses ' experiences of caring for patients with pain. Method: Literature review based on 15 scientific articles both kvalitativ- and quantitative batch. Results: This literature study's results showed that nurses are experiencing a lack of knowledge when it comes to caring for patients with pain. The nurse´s is experiencing inadequate and frustrated not to be able to provide optimal pain relief and a great fear to start an abuse of patients. Conclusion: It is important to continue research on nurses' experiences in order to clarify any obstacles that hinder efforts to provide good, safe care to patients with pain.

En France, l'enseignement de la poésie, surtout en tant que méthode didactique, est rarement établi. Pour la plupart du temps, il est sous-estimé, négligé, voire manquant dans les programmes gouvernementaux, les plans d'enseignement ou les activités quotidiennes. Face à cette situation, nous avons donc saisi certains éléments vitaux (poésie, lecture, enseignants, etc.) pendant tout le processus d'apprentissage de la poésie et avons tenté de savoir comment la redéfinition de la poésie pourrait jouer son rôle dans l'établissement d'un environnement plus complet pour les élèves de 5 ans à 8 ans. C'est aussi à ce moment-là que nous avons décidé d'adopter le concept de «écopoésie», nous avons construit notre hypothèse d'écopoésie pour le montrer de plusieurs manières. Cette construction «écopoésie» a été établie pour construire un cadre pour le guide des questions lors de la collecte de données.Nous avons donc mené neuf entretiens avec trois groupes (chaque groupe comprend trois élèves avec des niveaux de lecture distingués) des élèves de GS à CE1 et deux autres avec des enseignants de CP et CE1. Là, j'ai analysé l'établissement de l'écopoésie de chaque cas, d'où nous avons découvert leurs éléments clés respectifs en écopoésie. Notre analyse de cas s'est concentrée sur de multiples interactions entre poésie, soi, éléments linguistiques, etc. Les résultats ont conduit à un concept assez élaboré d'écopoésie, qui s'est avéré être une version étendue de notre hypothèse. Nous avons donc adopté les quatre axes empruntés au programme non officiel (EDSUCOL) pour montrer systématiquement comment le concept d'écopoésie se développe de manière globale. Le rôle de la poésie et ses effets dans les élèves en apprentissage de la lecture sont donc clarifiés et enrichis pendant le processus. / In France, poetry teaching, especially as a didactic method is rarely established. For the most of the time, it is underestimated, overlooked, or even missing in government programs, teaching plannings, or daily activities. Faced with this situation, we therefore seized certain vital elements (poetry, reading, teachers etc.) during the whole poetry learning process, and attempted to ask how could the redefinition of poetry perform its role in establishing a more comprehensive environment for pupils from 5 to 8 years old. It is also at this moment that we decided to adopt the concept of « ecopoetry », we contructed our hypothesis of ecopoetry to show it in several round ways. This « ecopoetry » construction was settled to build a framework for the question guide during data collection. We therefore conducted nine interviews with three groups (each group comprises three pupils with distinguished reading levels) of pupils from GS to CE1 and two others with teachers from CP and CE1. There I analyzed the establishment of ecopoetry of each case, from which we have discovered their respective key elements in ecopoetry. Our case analysis concentrated on multiple interactions among poetry, self, linguistic elements etc. The results led to a rather elaborated concept of ecopoetry, which turned out to be an extended version of our hypothesis. We therefore have adopted the four axes borrowed from the non-official program (EDSUCOL) to systematically show how the concept of ecopoetry develops in an all-around way. The role of poetry and its effects in pupils in reading learning are thus clarified and enriched during the process.

Thesis (Ph.D.)--Murdoch University, 2009. / Thesis submitted to the Faculty of Arts and Education. Includes bibliographical references (p. 259-285)

Thesis (Ph. D.) -- University of Alberta, 2010. / "A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Doctor of Philosophy, Human Ecology." Title from pdf file main screen (viewed on December 29, 2009). Includes bibliographical references.

Thesis (M.A. (Hons) Sociology) -- University of Western Sydney, 2001. / Includes bibliography.

Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 104-116). Also available for download via the World Wide Web; free to University of Oregon users.