The purpose of this study was to examine self-reported health behaviors (health responsibility, physical activity, nutrition, spiritual growth, interpersonal relations and stress management) of Resident Directors who self-reported being affiliated with ACUHO-I. The second purpose of the study was to examine which areas of health behaviors, do Resident Directors believe, their participation influences the health behaviors of their students. This was completed by inviting Resident Directors to complete the Health Promoting Lifestyle Profile II (HPLPII). A total of (n=308) Resident Directors completed the HPLPII. The results of this study are ground breaking because it is the first study examining the health behaviors of Resident Directors. Results show that Resident Directors are minimally practicing health behaviors especially in the area of health responsibility.

Recent literature surrounding the process of recovery from work and work-related demands has included the supervisor as a key variable influencing how and if employees recover from work. Recovery represents the return of personal resources to their pre-work levels and is typically conceptualized as taking place during non-work time (e.g., at night after work, weekends, holidays). It is theorized to take place through four main recovery experiences: psychological detachment from work, relaxation, mastery experiences, and control over leisure time. This study extends the literature surrounding recovery experiences to include subordinate perceptions of supervisor recovery as a potential predictor of subordinate recovery and well-being. Participants (N=252) completed three time-lagged surveys and reported their perceptions of their supervisor’s recovery (Time 1), their own recovery (Time 2), and their feelings of vigor and fatigue (Time 3). Perceived supervisor recovery was empirically distinguishable from supervisor support for recovery and provided incremental validity in predicting subordinate recovery beyond this support perception. These results bolster the conclusion that supervisor recovery can spillover to directly influence subordinate recovery. / M.S. / Recent research has focused on how the supervisor may influence how and if subordinates are able to rest and recover from the demands they face at work. The process of recovery from work is usually thought to take place during time away from work (e.g., at night after work, weekends, holidays) and is thought to occur through four experiences: psychological detachment from work (cutting mental and physical ties with work), relaxation (positive mood and low effort), mastery experiences (building skills or hobbies), and control over leisure time (being able to decide how to spend one’s time). This thesis extends previous work to include subordinate perceptions of how his / her supervisor is recovering from work as a potential predictor of subordinate recovery and recovery related outcomes. Participants (N=252) completed three surveys over the course of four weeks and reported their perceptions of their supervisor’s recovery (Survey 1), their own recovery (Survey 2), and their feelings of vigor and fatigue (Survey 4). Subordinate perceptions of the mastery and control of their supervisor was related to subordinate mastery and control above and beyond existing measures of how the supervisor may influence subordinate recovery. These results suggest that the supervisor may be an important role model in how subordinates recover.

Role models are often suggested as a means of motivating people to set and reach ambitious goals, especially for members of stigmatised groups in achievement settings. Yet, findings in relation to the effectiveness of role model are mixed and the literature on role models suffers from a number of limitations: (1) it lacks a clear definitional consensus of role models, (2) there is a lack of an integrated theoretical framework around role modelling, (3) very little of our current understanding of role models draws on the motivational literature to explain how role models can influence motivation and goals, and (4) the focus of the extant role model literature has been mainly on the attributes that make role models effective at the expense of understanding how this occurs. In this thesis, we first review the literature on role models (Chapter 1) and present two studies highlighting the limitations of the extant understanding of role modelling (Chapter 2). We then address these limitations by developing a theoretical framework of role modelling where we integrate different definitions of role models into a new conceptualisation in which we propose that role models influence goals and motivation in three distinct ways: by acting as behavioural models, by representing the possible, and by being inspirational. We then draw on expectancy-value theories of motivation to build a theoretical framework for understanding not only when but also how role models can effectively influence motivation and goals in these three functions (Chapter 3). This new theoretical framework, the Motivational Theory of Role Modelling, highlights how the power of role models can be harnessed to increase role aspirants’ motivation, reinforce their existing goals, and facilitate their adoption of new goals. We present four empirical studies supporting the ideas put forward in this theoretical framework, namely that role models in their three functions increase expectancy and value and, in turn, motivation and goals (Chapters 4,5, and 6). Finally, we integrate and summarise our findings and discuss theoretical and practical implications (Chapter 7).

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Background: Sexual health is a fundamental determinant of health and wellbeing. Sexual interventions need to meet the same standard as any other health issues. Nurses have a responsibility to give patients holistic care and promote health. Helen Erickson’s Modeling and Role Modeling theory describe five goals that nurses can use to provide safe care for patients.  Aim: The aim of this literature review was to describe nurses’ experiences of conversations with patients about sexual health.  Method: Qualitative literature review with a deductive approach. 13 articles were analyzed in relation to Erickson’s theory.  Results: The results were categorized by Erickson's five goals: build trust, promote positive orientation, promote patient’s control, promote and affirm patient’s strengths, and set mutual goals that are health-directed. Within these were subcategories outlining reasons why nurses avoid conversations about sexual health with patients, which included patient’s age or gender, nurses’ discomfort, lack of time or education, as well as uncertainty of whose responsibility it is to have sexual health discussions.  Conclusion: There are many different factors that inhibit the nurse from initiating conversations about sexual health with patients, and the nurse needs to be aware of these factors to avoid them and have health-promoting conversations with patients. / Bakgrund: Sexuell hälsa innebär ett grundläggande behov av hälsa och välbefinnande, och sexuella interventioner bör uppfylla samma standard som alla andra hälsoproblem. Sjuksköterskor har ett ansvar att ge patienter holistisk vård för att främja hälsa. Helen Ericksons Modeling and Role Modeling teori beskriver fem mål som sjuksköterskor kan använda sig av för att bedriva god och säker vård.  Syfte: Syftet med denna litteraturöversikt var att beskriva sjuksköterskors upplevelser av samtal kring sexuell hälsa med patienter.  Metod: Kvalitativ litteraturöversikt med deduktiv ansats. 13 artiklar analyserades i förhållande till Ericksons teori.  Resultat: Resultatet kategoriserades enligt Ericksons fem mål: bygga tillit, främja positiv livssyn, främja patientens kontroll, främja och bekräfta patientens styrkor, samt att sätta gemensamma mål som är hälsoinriktade. Inom dessa mål framkom underkategorier som förklarar varför sjuksköterskor undviker samtal om sexuell hälsa med patienter. Dessa underkategorier tog upp anledningar såsom patientens ålder eller kön, sjuksköterskans bekvämlighet, tid- eller kunskapsbrist samt frågeställning om vems ansvar det är att diskutera sexuell hälsa.  Slutsats: Det finns olika faktorer som hindrar sjuksköterskan från att inleda samtal om sexuell hälsa med sina patienter, och sjuksköterskan behöver vara medveten om dessa faktorer för att kunna undvika dem och ha hälsofrämjande samtal med patienter.

This study aimed to realize the relationship between the teacher educators¡¦ educational technology role modeling impact and the development of technological pedagogical content knowledge (TPCK) of preschool teachers in Taiwan. Quantitative Data was collected from a sample of 335 in-service preschool teachers who teach in either public schools or private schools in southern Taiwan. Follow-up interviews were also conducted with five survey respondents. The instrument was translated and adapted from Schmidt et al. (2009) TPCK survey instrument. The five modeling technology uses by teacher educators were identified from the related literature. Data analysis methods included descriptive statistics, Pearson correlation, and MANOVA. In addition, a multiple regression was conducted with the preschool teachers¡¦ self-assessed TPCK as the dependent variable, and the five modeling technology uses by the teacher educators the potential predictors. Findings from the study summarized as follows: (a)The development of preschool teachers¡¦ pedagogical knowledge(PK), content knowledge(CK) and pedagogical content knowledge(PCK) are the best among the seven knowledge sub domains in TPCK.(b)The number of years of teaching experience is significantly positively correlated with preschool teachers¡¦ pedagogical knowledge (PK), content knowledge ( CK)and pedagogical content knowledge(PCK). Besides, preschool teachers with over ten years of teaching experience have better self-assessed pedagogical knowledge(PK), content knowledge(CK)and pedagogical content knowledge(PCK) are better than those teachers with less than ten years of teaching experience.(c)A significant positive correlation was found between pedagogical knowledge(PK),and pedagogical content knowledge(PCK) and age; however, a significant negative correlation existed with technology knowledge(TK) and age. Older preschool teachers¡¦ self-assessed pedagogical knowledge(PK) is better than younger teachers while the young preschool teachers have a better self-assessed technology knowledge(TK).(d)The frequency of using information technology is significantly positively correlated with pedagogical knowledge(PK), technology knowledge(TK), content knowledge(CK), technological content knowledge(TCK) and technological pedagogical knowledge(TPK).Preschool teachers with a frequency of using information technology above 20 hours a week have better self-assessed technology knowledge(TK) and technological content knowledge(TCK) than those with a frequency under 5 hours a week.(e)There are no significant differences between responding preschool teachers¡¦ different college teacher education program types and the development of their self-assessed TPCK. (f) A significant positive correlation was found between teacher educators¡¦ educational technology role modeling and the respondents¡¦ self-assessed TPCK. (g) Digital teaching strategy is the most significant predictor to development of core element- technological pedagogical content knowledge(TPCK). Recommendations were also provided based on the findings from this study. It¡¦s recommended that the teacher education programs should incorporate technology components in their teacher preparation programs for preschool teachers and integrate technology across the curriculum instead of a stand-alone technology course. Besides, the design of mentoring program into the professional development should be incorporated to include both the older and younger generations for reciprocal mentoring to promote preschool teachers¡¦ development of technological pedagogical content knowledge.

Digitalization transforms business processes substantially due to increasing customer demands for flexibility, new technologies (e.g., Intelligent Technologies) and emerging markets. Business process models are used to understand current processes and provide guidance for process improvements. A role-based extension of the de-facto standard business process modeling language BPMN is proposed that can support the business transformation and other modeling challenges. Bachmann and Daya (1977) introduced roles, which provide the basis for the extension. Steimann (2000) and Kühn (2017) increased the understanding of roles and provided an overview of roles' versatility. This work incorporates roles in business process modeling, thereby closing the gap between structural and behavioral modeling.:Contents List of figures II List of tables III 1 Introduction 1 2 Background 1 3 Business Process Modeling Challenges 3 3.1 Variety of Performers 3 3.2 Adaptability 4 3.3 Context-Awareness 4 4 Proposing Roles as a Solution 5 5 The Role-based Business Process Model and Notation 7 5.1 BPMN Extension Mechanism 8 5.2 Composition of Roles in a Business Process 9 5.2.1 Active Roles 9 5.2.2 Passive Roles 9 5.3 Connector Elements 10 5.3.1 Role Prohibition 10 5.3.2 Role Inheritance 10 5.3.3 Role Condition 10 5.4 Location Role 10 5.5 Role Start Event 10 5.6 Gateways 11 5.7 RBPMN Syntax 11 5.8 Process Role Hierarchy 12 6 Role-Feature Integration 12 7 Modeling Case Study 14 8 Discussion 16 9 Conclusion 17 10 Acknowledgments 18 References IV

京都大学 / 0048 / 新制・課程博士 / 博士(情報学) / 甲第20028号 / 情博第623号 / 新制||情||108(附属図書館) / 33124 / 京都大学大学院情報学研究科社会情報学専攻 / (主査)教授 石田 亨, 教授 多々納 裕一, 教授 山本 章博 / 学位規則第4条第1項該当 / Doctor of Informatics / Kyoto University / DFAM