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A three-phased, cross-sectional study was conducted in the nursing schools in two Arab Gulf countries (the UAE and Bahrain) to assess the process of change in Nursing education. The illuminative approach to evaluation using a case study design was used. Different methods were utilized to collect data, namely interviews, documentary analysis and self-administered questionnaires. In the initial phase of the study, the directors of the Schools of Nursing were involved. A theoretical sample of a wide range of tutors, students and counselors was included. The interviews were conducted using a semi-structured interview format. Seventeen faculty members from Bahrain, and seventeen from two institutes of nursing in the UAE, namely Abu Dhabi and Sharjah, were interviewed. Students were interviewed from three academic levels of the program. Thirteen students in Bahrain and nineteen in the UAE participated in the interviews. The N-Vivo qualitative program was used to analyze the qualitative interviews. In the second phase of the study, all faculty who taught case-based courses in Bahrain and the UAE were asked to participate in the study; 24 from the UAE and 30 from Bahrain. A 20% random sample of students from the three academic levels in the UAE and 25% from the two academic levels in Bahrain was used. Sixty-four students from the UAE and forty-six from Bahrain answered the self-administered questionnaire. The questionnaire used data extrapolated from the qualitative interviews. The SPSS (version 11) was used to analyze the self-administered questionnaire. T-test and correlation tests were employed at this stage to analyze data. In both countries, innovation attributes, especially complexity and incompatibility with the students' and the faculty's background, were perceived by both faculty and students as hindering the dissemination of innovation. In both countries a strong training program that tackled concerns of both old and new faculty members was lacking. Planning for a sustainable system and team approach to change was lacking in both countries to varying degrees. Differences were noted between the UAE and Bahrain in the introduction and implementation of change. The UAE faculty perceived their involvement in the choice of a case-based curriculum as a major facilitating factor. Other factors perceived by the UAE faculty as facilitating the process of change were the planned series of workshops, involvement of the faculty in decision-making and the secondment of an external expert during the implementation of the innovation. The Bahrain faculty perceived the leadership style of forcing change as deterring the process of change. The institutional context, the lack of planning, the lack of a common meaning of change among faculty and other stakeholders, and the lack of structured professional development program were other factors perceived as hindering change. The study led to the development of a framework for introducing educational change in the Arab Gulf region. It is hoped that the framework would help decision-makers and leaders of educational institutions understand change better and be able to introduce and monitor change effectively. The major recommendations tackled developing a continuing staff development program, building multidisciplinary teams, planning and monitoring the change process and establishing a common meaning of change from the beginning of any change. Conducting further research on the perceptions of key political stakeholder towards change and researching the managerial practices of nursing leaders could serve as an initial step towards the validation of the suggested framework. / Thesis (Ph.D.)-University of KwaZulu-Natal, 2005.

Errata pasted onto front end paper. / Bibliography: leaves 131-136. / v, 136 leaves : ill., maps (one col.) ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / The hydrodynamics of the Persian Gulf waters are of great importance because of oil transport activities and consequential oil spills. This thesis developed and applied a new technique for improving mathematical models to examine tidal movement in the Gulf, especially around the Iranian coast. Three different numerical tidal models, namely a uniform grid Cartesian model, a uniform grid spherical model and a spherical model containing dynamically nested regions with finer spatial and temporal grids were examined, with results compared with Admiralty chart 5081 and tidal constants computed from records from tidal stations. Results from the dynamically nested model better matched recorded values. / Thesis (Ph.D.)--University of Adelaide, Dept. of Applied Mathematics, 1998?

Thesis (M. A.)--University of Canterbury, 2008. / Typescript (photocopy). Includes bibliographical references (p. 221-235). Also available via the World Wide Web.

Zugl.: Mainz, Univ., Diss., 2006

Thesis (M.M.A.S.)--School of Advanced Airpower Studies, 1995. / Subject: The effectiveness of airpower against ground forces in Operation Desert Storm. Cover page date: June 1995. Vita. Includes bibliographical references.

Thesis (M.F.A.)--Rochester Institute of Technology, 2006. / Typescript. Film produced by Damul Films. Director, Moonsik Chung. Cast: Jonathan Flanigan, Ashley St. John-Yantz, Greg Petralis, Jesse Knight. Co-writer, Oreathia C. Smith.

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Modern scholarship associates the period in which the Safavid dynasty ruled in Iran (1501-1722) with two major developments in the Persianate. One is sectarian rupture between Iran under the Shi‘i Safavids, and other Persianate regions - including Turan (Central Asia) - under Sunni dynasties. The other is a roughly contemporaneous (late sixteenth-eighteenth century) movement in Persian poetry, which has long been designated in modern scholarship as sabk-i Hindī (the Indian style); I refer to this movement as the poesis of freshness. Through the assumption that India is outside the proper or natural home of Persian poetry, modern scholarship has tended to characterize the Indian style in terms of decline. The accounts of both sectarian rupture and the Indian style rely on assumptions about difference on the basis of anachronistic categories including sect, nation, and ethnicity. This dissertation shifts focus from modern assumptions about difference, to ways in which participants in the poesis of freshness made sense of kas̱rat (multiplicity), understood to indicate creation as that in which difference and determinacy inhere. What were ways of gleaning the presence of vaḥdat (unity) – including, but beyond, divine unity – in multiplicity, and of engaging with multiplicity so as to bring about unity? Given the association of verbal expression (lafẓ) with multiplicity, I understand poesis as one means of effecting the imaginative transformation of multiplicity and the cultivation of unity. A major emphasis in modern critiques of the so-called Indian style is that it was unnecessarily difficult to the point of meaninglessness. However, I argue that emphases in the poesis of freshness that may be related to difficulty – subtlety, intricacy, ambiguous polysemy, and the generation of new metaphorical equations – are meaningful, including as ways of honing verbal form to write multiplicity against itself and bring about unity. This dissertation has two parts: the first is centered on Persian poetry, and the second, on taẕkiras (biographical dictionaries of poets). While setting their works in conversation with others, I focus on Shawkat Bukhari (d. 1695 or 1696)’s poetic collection, and Maliha Samarqandi (d. after 1692)’s taẕkira, which includes a laudatory entry on Shawkat. Shawkat and Maliha both came from Turan (Bukhara and Samarqand respectively) and spent a significant amount of time in Iran, where they met; their transregional lives lend support to recent critiques of the narrative of sectarian rupture between Turan and Iran. Moreover, they do both describe and enact ways of encompassing and bringing together religiously-marked forms of differences (including the polarity between Sunnism and Shi‘ism). However, I demonstrate the need to interpret discussions of religiously marked differences through the matrix of the relationship between multiplicity and unity. Attention to unity and multiplicity in Shawkat and Maliha’s works makes it possible to intervene in modern assumptions about sectarian rupture and Indian poetic decadence without reifying their principal analytical terms. In doing so, it points to a more pressing concern: how to engage with creation – including language itself – without taking its forms of difference or determinacy as fixed or final, instead bringing out unity’s subtle and destabilizing presence in multiplicity.