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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.

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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This study has a twofold purpose: to demonstrate the causes of and various responses (British domestic, Iranian, Arabian, American, and Soviet) to the British decision to withdraw and to illustrate the regional political consequences of that withdrawal. The British Labour Government decision resulted primarily from an economic crisis. The various responses to the decision seem to have been motivated by national self-interest. Some of the Gulf states-- Iran, Iraq, Saudi Arabia, and Kuwait--predicted that the consequences of the withdrawal would be desirable while others--Bahrain, Qatar, and the United Arab Emirates-- predicted that the consequences would not be beneficial. In some ways, both sides were correct in their predictions.

The purpose of this study is to analyze the foreign policy outcomes of the Gulf Cooperation Council (GCC) to understand the extent to which a Regional Intergovernmental Organization (RGO) consisting of developing nations is able to promote regional cooperation. Much of the literature on integration and the formation of Intergovernmental Organizations was developed with regard to western nations. These approaches are examined for their contributions to foreign policy behavior analysis and with respect to understanding why small and developing nations join such organizations. Final analysis of the outcomes using two scales to measure the organization's ability to promote regional cooperation reveal that the level of success was moderate and the level of political action undertaken by the GCC was generally moderate to low. Leadership is supportive of the organization but both external and internal factors contribute to the modest levels achieved so far. Issues of national sovereignty and a decade of regional conflicts affected the ability of the organization to achieve greater levels or regional cooperation.

During Operations Desert Shield and Desert Storm, George H.W. Bush achieved the rhetorical success that had escaped his prior speaking endeavors. If the aforementioned assessments regarded Bush’s Gulf War rhetoric as a rhetorical triumph, in light of prior damning criticism of his rhetorical abilities, then an explanation for that triumph is in order. Bush’s rhetoric differed from his Presidential predecessors by virtue of two factors. First, as the first U.S. president of the Post-Cold War era, Bush’s rhetoric faced different rhetorical constraints than those faced by his predecessors, as he no longer had the narrative framework of the Cold War to explain U.S. foreign policy action. Second, Bush rhetorically juxtaposed American exceptionalism and realism within his rhetoric itself. This differed from the rhetoric of his immediate predecessor, Ronald Reagan, whose rhetoric employed American exceptionalism without reference to realism, although that rhetoric was strategically geared toward achieving realist foreign policy ends. Bush’s success was also considerable in that he faced significant rhetorical constraints created or exacerbated by Reagan. Reagan’s reputation as the “Great Communicator,” contrasted with Bush’s less-than-stellar reputation as an orator, makes Bush’s rhetorical success particularly worth understanding. President George H.W. Bush relied on three particular arguments to facilitate a U.S. military victory during the 1991 Persian Gulf War. These arguments differed considerably from foreign policy arguments offered by the Reagan administration with respect to the manner in which they addressed issues concerning the United Nations and the Vietnam War. First, Bush promoted U.N. diplomacy as a subsidiary of U.S. foreign policy. For Bush, the U.N. served as a venue where world opinion could be galvanized and action serving United States interests would not be constrained so much as legitimized. Second, he compared and contrasted U.S. action in the Gulf to the Vietnam War. In doing so, he combined the moral urgency of prior foreign policy efforts with the hindsight necessary to avoid a repeat of the American experience in Vietnam. Third, in retrospectively assessing the Gulf War, Bush depicted the conflict as a discrete foreign policy event in which he narrowly defined victory. Bush defined victory as the removal of Iraqi forces from Kuwait, in an attempt to shape a historical consensus on the significance of U.S. action.