There is limited research examining the experiences of nurse leaders in the sustainability of change. The current literature found that nurse leaders have focused on the role of creating/leading a change in practice, and the strategies and solutions necessary for the creation of the given change (Buonocore, 2004; Morjikian, Kimball, & Joynt, 2007). Scattered amongst the literature are insights and empirical research that looks into why there is not sustainability in a change/innovation. The purpose of this qualitative, descriptive study was to develop an understanding of nurse leaders’ roles, experiences, successes, and failures in the sustainability of change. Roger’s (2003) Diffusion of Innovation Theory provided the conceptual framework for the study. The experiences of eight nurse leaders, from a variety of roles representing positions of formal and informal power, were explored. The findings of this study revealed nurse leaders’ perceptions of strategies required to maintain changes in nursing practice; and provides valuable insight into the roles, experiences, and perspectives of nurse leaders in the sustainability of change.

I have analyzed humanitarian intervention within the framework of Responsibility to Protect (R2P), particularly in relation to the three statements of my thesis. First, the conceptual aspect of humanitarian is discussed in regards to the definition of sovereignty fostered by the norm, and limitations and constraints on the practice. Secondly, inadequacy of the Chapter VII of the UN Charter to understand the nature and dynamics of conflicts today is dealt and whether the gap is looked up to. Third, the partnership with regional organizations and agencies as imagined by the norm is discussed as to find out whether this approach takes real politics in its consideration about conflict solution. Underneath this split analysis lies the single purpose of understanding humanitarian intervention under the light of Responsibility to Protect (R2P).

There is limited research examining the experiences of nurse leaders in the sustainability of change. The current literature found that nurse leaders have focused on the role of creating/leading a change in practice, and the strategies and solutions necessary for the creation of the given change (Buonocore, 2004; Morjikian, Kimball, & Joynt, 2007). Scattered amongst the literature are insights and empirical research that looks into why there is not sustainability in a change/innovation. The purpose of this qualitative, descriptive study was to develop an understanding of nurse leaders’ roles, experiences, successes, and failures in the sustainability of change. Roger’s (2003) Diffusion of Innovation Theory provided the conceptual framework for the study. The experiences of eight nurse leaders, from a variety of roles representing positions of formal and informal power, were explored. The findings of this study revealed nurse leaders’ perceptions of strategies required to maintain changes in nursing practice; and provides valuable insight into the roles, experiences, and perspectives of nurse leaders in the sustainability of change.

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This exploratory study investigated the strategies that eight older New Zealanders use to enable participation in day-to-day occupations that they need or want to do, in their homes and the community. The types of strategies older people use to overcome barriers to participation and manage limitations are not widely known or reported. Exploring strategies for participation employed by older people is important because the majority of older New Zealanders live in the community and their numbers are growing, and projected to reach 25% of the total population by the year 2051 (Ministry of Health, 2002). New Zealand’s Positive Ageing Strategy (Minister for Senior Citizens, 2001), advocates for a society where people can age positively, where they are highly valued and their participation encouraged. The literature relating to occupation, participation and health was explored, and provided some evidence that older people are developing strategies and, with some education, are able to manage their own health conditions. The assumption underpinning this study is that they are equally able to manage strategies for participation, particularly those devised by older people themselves. A qualitative descriptive methodology was used. The participants were selected following a presentation to a group of older adults and snowball recruitment. They were aged between 73 and 98 years old and were receiving assistance to live in community, which was taken to indicate they had experienced some limitation in, or barrier to their everyday activities, in response to which they might have discovered or developed coping strategies. Interviews were conducted in the participants’ homes, and analysed using a general inductive approach. Four main categories emerged; strategies for keeping me safe, strategies for recruiting and accepting help, strategies for meeting biological needs, and strategies for conserving resources. Overarching themes of managing and getting on with it, sprinkled with a sense of humour by some participants was present in the attitudes of many participants. The study revealed that this group of older people can and do use strategies to enable occupation in their everyday lives, which differ from those recommended by occupational therapists and other health professionals. This finding suggests that health professionals, policy makers and educators have much to learn from older people. The provision of help to older adults should take into consideration the importance of social interactions, not just the physical needs. There is a need for transport to be more readily available and affordable for older people to attend occupations that meet social needs. Health professionals complement the strategies developed by older people, and finding ways to combine the strategies should be developed. Listening to older adults’ current ways of managing and working with them to develop alternate, yet acceptable methods will provide a challenge. Health professionals should take a greater role in advocating for the social and transport needs of older adults. A self-management approach in education for older people, using peers and making use of existing education groups in the community and health system, is suggested. Education of those who engage with older people, such as carers, family, health professionals and community groups should include developing their skills in assisting older people to identify their strategies and developing strategies for the future.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1975. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

This study examined the extent to which peers in a preschool classroom provide the typical antecedents and consequences that are manipulated in experimental functional analyses. Ten children who attended a half-day preschool program were included in this study. A descriptive assessment was carried out in which data were collected in a natural preschool environment on the antecedents (e.g., demand), behaviors (e.g., aggression), and consequent events (e.g., escape) of child–peer interactions. Conditional and response-independent probabilities were calculated to analyze the relation between the behavior of the target child (participant) and peer. Results show that peer attention was the most common consequence following problem behavior and appropriate behavior for all participants (100%), followed by material presentation (90% of participants for problem behavior; 80% of participants for appropriate behavior) and escape from demands for 20% of participants (both for problem behavior and appropriate behavior).

Master of Science / Food Science Institute - Human Nutrition / Kadri Koppel / Pecan [Carya illinoinensis(Wangenh.) K. Koch] is a native North American nut tree that has progressed into a significant agricultural crop. Flavor characteristics were evaluated for sixteen pecan cultivars: ‘Giles’, ‘Hirschi’, ‘Maramec’, ‘Oswego’, ‘Lakota’, ‘Chetopa’, ‘Colby’, ‘Witte’, ‘Dooley’, ‘Kanza’, ‘Pawnee’, ‘Stuart’, ‘Chickasaw’, ‘Peruque’, ‘Major’, and ‘Henning’ using descriptive sensory analysis. A trained panel consisting of six panelists first developed a vocabulary for the raw pecans and scored the intensities of the samples for 20 flavor attributes. Results showed that the sixteen samples differed significantly (P ≤ 0.05) on 10 of the attributes. ‘Giles’, ‘Lakota’, and ‘Pawnee’ differed from the other 13 cultivars for the majority of the attributes. The remaining thirteen cultivars showed few differences in individual attribute ratings, but did show differences when mapped using multivariate techniques indicating as many as two clusters of pecan cultivars based on flavor. The same sixteen cultivars were then roasted and evaluated using descriptive sensory analysis by the same trained panel using the same 20 flavor attributes. Three texture attributes were also evaluated. These results were compared to the results from the raw pecans. Results showed that 4 attributes differed significantly across all cultivars when raw and roasted flavor was compared. Ten of the flavor attributes had higher intensities for the roasted pecans than for the raw pecans. Most of these attributes fell within the categories of ‘nutty’ and ‘sweet’. When pecans were roasted many flavor attributes were intensified, as compared to when they were raw. How the flavor of the sixteen cultivars changed over a 12 month period was then evaluated. Raw pecans were evaluated when fresh, at 3 months, 6 months, 9 months, and 12 months by descriptive sensory analysis. A trained six member panel evaluated four flavor attributes at all five time points. Results showed that bitter had the highest intensity scores for all 16 cultivars at all 5 time points. Rancidity increased over time and sweetness decreased over time for all attributes. The results from these studies can be used as a baseline for future pecan research.

Improvements in diagnostic measures over the years have resulted in more accurate diagnosis of ADHD. Whilst many studies have focused on ADHD as a disorder, few studies have looked at the experience of raising a child with ADHD. The aim of this study was to explore the experience of Black parents raising children with ADHD. The sample consisted of five Black parents who live the experience of raising children, between the ages of six and twelve years, with ADHD. An interview schedule with semi-structured open-ended questions was used. The study followed a qualitative research design with descriptive phenomenology as the worldview. The themes that emerged from the data were around the experience of their child, the experience of ADHD and the experience of self. Black parents experienced their children’s behaviour as hyperactive and uncontrollable. They also believed their children were socially withdrawn and isolated. Problems with inattention, not listening and being unable to concentrate were highlighted as experienced at school and at home. Black parents also stated that their children were clever and popular at school and at home, but had problems with speech. However, most were hopeful for their children’s future. Black parents raising children with ADHD had a reasonable understanding of ADHD as a disorder, even though the results of the study suggest that ADHD is still misunderstood in the Black population. Black parents experienced others as insensitive and blaming. The support from professionals was experienced as not satisfactory and there were concerns about the medication. Black parents experienced their style of parenting as harsh but accommodating. They experienced guilt and shame, blaming themselves for their children’s condition. They also felt trapped, frustrated, alone, lonely, helpless, in despair and even depressed at times. However they viewed themselves as generally coping well. Core values such as respect for others, discipline and boundaries have remained in how they parent. / Dissertation (MA)--University of Pretoria, 2010. / Psychology / unrestricted