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The aim of this ethnographic study was to explore and describe the lay care (self-care) phenomenon in Thai culture. Spradley's (1979) ethnographic method was utilised to investigate the meaning of lay care, the lived experiences of 10 individuals who had suffered a stroke and their family caregivers in caring for the sick person at home.The meanings and perceptions of self-care from the individuals' and their families' perspectives, were explored, including the practices and cultural issues relating to care at home. The data collection was undertaken over a 10 month period in Songkla Province, southern Thailand. The major sources of data were the transcripts of semi-structured informal interviews, focus group discussions, field notes of participant observations and interviews with other individuals who were knowledgeable of health services and cultural issues relating to care and treatment in the community.Data analysis revealed a number of themes related to family relationships, and home and community care. These themes included the lived experience at both home and healing centres, experiences with change and loss after the stroke and coping with these, perceptions of care-receiving and caregiving, scope of the family's responsibilities in the caregiving role, caregiving burden, factors influencing the quality of care and the recipient's satisfaction with care. Other themes related to support and health services: Western and traditional medicine, social networks and religion. These themes were discussed from three perspectives: the individual, the family and community resources.The results of the study support the concept of interdependence of family members, and to a lesser extent their wider social network, in health and illness. Consequently the model of care developed from this study focuses on the family, with the family as a whole contributing to the ++ / well-being of its members through both the promotion of family members' health and the restoration of the health of the family with a sick member(s). Implications of this model of care were identified for nursing practice, education and research.

The health care system in Saudi Arabia has faced a variety of problems affecting its services, especially in the management area, for example in coordination, duplication of services, authority and leadership. These problems have resulted in patients having difficulty accessing services, in long waiting lists, in medical malpractice and in dissatisfaction among patients and employees. At fault appears to be the organisational culture in the Saudi public sector. To understand this culture and to be able to change it in a positive way, this study applies the Competing Values Framework (CVF) to health care providers in Saudi Arabia. Since this application goes beyond the original Western context of the CVF, it is important to analyse the national culture of Saudi Arabia. Using a critical application of Hofstede’s framework, it was characterised by high power distance, collectivism, femininity and risk aversion. The organisational culture of the health service and its hospitals reflects these societal characteristics. Application of the CVF revealed a balance between the four types of organisational culture in the Saudi health care provision, in both the current and preferred situations. The findings also revealed that a hierarchy culture had slight prevalence when compared to other types in the current situation, while clan culture was slightly more prevalent in the preferred situation. To improve Saudi health care provision, a balance and a uniform strengthening of the four types of cultures (clan, adhocracy, market and hierarchy) is required. The findings of the research will be of use across Arab countries in a variety of public service settings. In addition, this research makes a considerable addition to a rather sparse stock of empirical studies in the management of culture in the Arab Gulf states.

Although equine charities’ presence in developing countries is assumed to improve working equine health, little scientifically substantiated information is available on the impact of such projects in targeted communities or about communities’ horse health priorities. This work aims to (i) evaluate and quantify the impact of World Horse Welfare training in farriery, saddlery and nutrition-related interventions on health of Lesotho’s working horses (ii) elicit community priority horse health topics using participatory methods for comparison with topics identified using epidemiological techniques. A baseline cross-sectional survey was conducted before World Horse Welfare’s first training course, with two follow-up surveys 9 and 20 months after first year course completion. Each followed a standardised clinical examination protocol for horses and administered a structured questionnaire on equine husbandry/primary health care knowledge and practices with study horses’ owners. Standardised data on tack used on horses was also collected. Data was analysed quantitatively to assess changes in equine health and tack parameters and owners’ knowledge and practices over the intervening period. Following impact evaluation, owner discussion groups were convened, employing participatory facilitation techniques to elicit owner-specified key horse health-associated issues and their priority order. Limited changes in farriery-related parameters were identified, but few saddlery-related improvements resulted; problems including high prevalence of poor tack and tack-associated injuries persisted. High prevalence of suboptimal body condition score, sharp enamel teeth points, parasite infestation, overgrown hooves and adverse clinical pathology parameters persisted throughout the study. Owners’ basic husbandry knowledge and application remained variable. Community-specified horse health priorities were mouthcare, nutrition, disease management, feet and husbandry. Engaging horse owners to understand country-specific issues and elicit community priorities is essential before designing interventions to improve equine health. A complex change process involving owner knowledge, attitudes and behaviour, underpinned by community support and bespoke step-wise interventions is required to achieve sustainable equine health improvements.

With many global problems affecting the human population in recent years, which would include aging and increase in chronic diseases, hospitals are becoming overwhelmed by patients. To overcome this issue and ensure appropriate treatment is provided, many proposals and projects have been developed. Quality management is an aspect of care that is needed to minimize the time people stay at hospitals and improve the efficient delivery of healthcare services, while also, the presence of accreditation provides an international mean to assure proper quality of care and performance improvement is delivered. While performance improvement is mainstream in many fields, it is under developed yet highly pertinent to the healthcare sector in order to improve patient care and here is where the importance of this research is illuminated. The current research investigates the impact of accreditation on performance measurement in hospitals as an effective external assessment scheme. While also, investigating the effect of following international standards developed by accreditation organizations and maintaining high quality of care and performance improvement. Moreover, the current research was conducted at hospitals in different cities of Saudi Arabia, which could be generalised to the whole country and similar healthcare systems including: Qatar, Kuwait, Oman, Bahrain and the United Arab Emirates. Based on the pragmatism philosophy, this research is of an exploratory nature, which adapts a mixed method design to collect data from different hospitals in different cities. The main finding of the current research is the provision of a framework which demonstrates the alignment and its connection to the external and internal environment. Moreover, the data were collected through case studies and questionnaires which provided the validation of the current research framework, two new internal environment factors namely: involvement and standardisation and an outcome to the alignment namely improvement. Hence, this research argues that following national and international standards of care are enablers for hospitals to achieve performance improvement and high quality care. Furthermore, the findings of this research suggest that accreditation is directly linked to performance improvement and is essential for the quality of care in hospitals.

This capstone project was part of a group project completed by five school and district administrators in Hillsborough County, Florida. The project began because of our passion for teachers who are able to establish a culture of care in their classrooms that support students academically but transform their learning through experiences that enable them to be more highly engaged and productive students, regardless of ethnicity, socioeconomic status, perceived academic abilities, and backgrounds. My focus in this group project looked at school climate, culture and student behavior in high needs schools. I asked, what steps can be taken by a school leader to improve school climate and culture in turnaround schools? What happens with student behavior as school climate and culture improve? Selected literature was reviewed that concentrated on current issues with school discipline, multi-tiered approaches for support, and the role of school-based leadership in student success (mediated by the size of student enrollment). I applied what I learned to developing a collaborative working environment for teachers, implementing school uniforms, developing discipline procedures for managing student behavior, and looking for ways to encourage positive student behaviors. Key findings in my area of focus included development of a common understanding of discipline infractions and procedures, decrease in discipline referrals, increase in teacher satisfaction with discipline processes, and improved school grade.

This capstone project was part of a group project completed by five school and district administrators in Hillsborough County, Florida. The project began because of our passion for teachers who are able to establish a culture of care in their classrooms that support students academically but transform their learning through experiences that enable them to be more highly engaged and productive students, regardless of ethnicity, socioeconomic status, perceived academic abilities, and backgrounds. My focus in this group project looked at social emotional learning, student behavior, and student achievement in high needs schools. Social Emotional Learning (SEL) and its related activities and lessons were once a foundational piece of the middle school program. Over the years, increased accountability and legislative mandates have made it very challenging to include dedicated time in a student’s daily schedule for SEL lessons and activities. In Hillsborough County Public Schools, a summer program for retained sixth graders served as a launching ground for the re-introduction of SEL activities. The positive impact of the SEL activities were immediate and the SEL lessons, delivered through daily Community Building Sessions (CBS), were received well by teachers and students. How can the overwhelmingly positive results of the use of SEL activities with students in a summer program be replicated during the regular school year? Literature supported the growing need for social emotional learning, positive impacts of SEL on student behavior and academic learning, the importance of positive classroom climates as a school-wide strategy, and the importance of leadership support.

This capstone project was part of a group project completed by five school and district administrators in Hillsborough County, Florida. The project began because of our passion for teachers who are able to establish a culture of care in their classrooms that support students academically but transform their learning through experiences that enable them to be more highly engaged and productive students, regardless of ethnicity, socioeconomic status, perceived academic abilities, and backgrounds. Our school district has spent significant resources attempting to address the deficiencies that exist within its lower performing schools. A variety of curriculum specialists have addressed challenges these largely Title 1 schools are facing, with little to moderate improvement shown over the course of several years. Selected literature over the past ten years was reviewed to gain insight into developments and discussions that have materialized around the notions of culturally relevant (curricular/pedagogical) leadership in schools. My component of this project was guided by the question: How is cultural diversity addressed in curriculum so as to be relevant to the success of traditionally marginalized students (students of color and/or those from communities of low socio economic status)? Insights from the literature reviewed suggest that Appreciative Inquiry as a more holistic approach to cultural relevancy creates greater opportunity for deliberate and intentional building of relationships of respect and responsibility, giving rise to social consciousness and not just improved test performance.

In this thesis the opportunities for designing products that are less resource intensive during use, in different cultural contexts is investigated. The research was divided into four phases: an extensive literature review, an online scoping study, an intensive qualitative study on laundry behaviours, and an international design competition. The research drew on the background of design for sustainable behaviour, a relatively new field of enquiry concerned with reducing the social and environmental impacts of products during their use. Despite the increasing development of theories to change user behaviour through design, there is a lack of understanding of how different cultural contexts affect behaviour. An extensive literature review established the current thinking on culture, development, and behaviour. The diverse nature of everyday household behaviour from different cultures and the effect it has on household resource consumption was uncovered and was investigated further in an online scoping study. In the study, participants from the UK, Brazil and India answered questions related to the themes of food, water, energy, materials and government schemes. The findings helped to highlight the differences in household behaviours and led to more detailed investigation of laundry behaviours in three sites in the UK, Brazil and India using in-context interviews, observations and household tours. From these findings a series of culturally significant and culturally independent factors were established that can aid designers in understanding behaviours in a given context. A set of design guidelines were also created to facilitate the design of less resource intensive products during use. These were then tested with designers in an international design competition answering a brief to design a less resource intensive laundry process. The research suggested a range of benefits for designers studying other cultures. The guidelines and cultural factors created can help designers to build empathy with users in a given context and boost creative thinking for more sustainable solutions. The research also offered insights into the possibility of, and application for, transferring behaviours between contexts as well as a new understanding of the aspirations of consumers in emerging markets, which could support other theories of sustainable development, such as leapfrogging.

This graduate project was part of a group project completed by five school and district administrators in Hillsborough County, Florida. The project began because of our passion for teachers who are able to establish a culture of care in their classrooms that support students academically but transform their learning through experiences that enable them to be more highly engaged and productive students, regardless of ethnicity, socioeconomic status, perceived academic abilities, and backgrounds. My project component looked at research on teacher expectations and their effects on student success. Why does the color of a child's skin tone trigger lower expectations by some teachers? Why does this occur? How can school leaders and teachers confront preconceived notions that create barriers for high expectations for marginalized students? Selected literature was reviewed that concentrated on perspectives on teacher attitudes, systemic biases, and teacher expectations. I applied what I learned to exploring gaps in district emphasis on diversity and equity and potential approaches to engaging teachers and school leaders in collaborative and challenging conversation. In an examination of four major district documents, the terms ‘diversity of students’, ‘cultural diversity’, ‘high expectations for all students’, ‘multicultural awareness and equity’ each appeared only once. Professional development for teachers and school leaders was needed to focus on inquiry, self-reflection, curriculum development, and instructional approaches to surface and address implicit biases that contribute to low expectations for marginalized students.