Background; In today's social debate, much is written and spoken of how poor psychiatric care works, care places are closed and there are difficulties in recruiting nurses / psychiatric nurses. Psychiatric care has problems with its image, and this is based on the media's angle that the people who work there themselves have some kind of psychiatric diagnosis and are ineffective, neurotic and controlling and have no limits to their patients. Media and large parts of society in general have a driving role that contributes to the psychiatric care and psychiatric care patients being stigmatized and the nurse working in psychiatric care is stigmatized through association. This has a negative effect and causes nursing students and registered nurses not to choose psychiatric care. Aim; of the study was to describe how nurses/psychiatric nurses' experiences of working at a psychiatric ward. Method; was a qualitative, descriptive study, based on eight interviews with nurses/psychiatric nurses working in a psychiatric ward. The interviews were analyzed using qualitative content analysis. Results Made up in three categories as "Stigma by association", "Experienced deficiencies" and "Work joy. The nine subcategories were "Stamped", "Stagnation", "Competence and recruitment problems", "Leadership", "Poor working environmen", "Mentor's role", "A rewarding and fun work", "Developing", "Good patient relationship". Conclusion; The informant think they have a educational and fun job but they are sad and frustrated that they are experiencing shortcomings and do not have the correct conditions for doing the best work. Stigma by association is obtained through the work.

The usability of complex scientific software is often lacking as it tends to not receive a high priority in development, in addition to the fact that developers are usually engineers with a low level of knowledge in usability areas. The study examines such a software in an environment with a significant difference in terms of user skill, which creates some issues in terms of improving usability. Novice users need to have a higher degree of learnability to better understand how to operate the system, but this cannot reduce the overall level of complexity since it is required by experienced users to perform more advanced tasks. To find out how usability could be increased under these conditions, qualitative interviews were conducted with users of the software. The gathered data was applied to a thematic analysis that was used as a foundation in the development of a functional prototype for a new design, which was iteratively tested and evaluated with users. The design integrates a somewhat novel feature through a zoom-in function as an adaptable view, where the user can visualize a more complex layer of the software. The study also highlights the importance of correctly identifying central user activities in an environment with a high difference in complexity among tasks, to make more informed design decisions around visual priority.

This project was designed to discover a possible correlation between the theories surrounding teacher efficacy and Abraham Maslow's Hierarchy of Needs (1943). Teacher efficacy is a sense of confidence that teachers have in knowing that teachers can truly make a difference in the lives of their students. Maslow's Hierarchy of Needs (1943) theory was a concept created which explores five levels of life needs. These needs are illustrated in the form of a pyramid and allow for the understanding and development of Self-Actualization, or one's greatest potential. The foundation for this research was the hypothesis that if teachers have a high level of efficacy as well as a focus on the desired level of achievement, known as self-actualization, found in Maslow's Hierarchy of Needs (1943), then they would have an optimal learning environment for their students. This study was conducted by administering two surveys to ten teachers located in Florida, Pennsylvania, and New York. The surveys were made up of approximately twenty questions each, with one in regards to teacher efficacy, and the other referencing self-actualization. The surveys were completed anonymously, and then analyzed to research if one's level of teacher efficacy and focus on self-actualization enhanced their teaching environment. The correlation for these two views relates to the attitudes and perceptions teachers have on themselves and their abilities. At times, teachers who have a positive . outlook on education, believe in the potential of their students, and create classroom environments that integrates the strengths of each child are also confident, optimistic individuals who focus on achieving their best life. The potential allows for a dedicated, encouraging, and respectable role model for students.

This study aims to provide inexperienced social studies teachers with guidance on the complex issue of social science teachers approach to the subject and the pluralistic dilemma of values. The extent to which one can express one ́s own view of society and the development of society. The three questions this study wants to find answers to are: How do experienced social studies teachers experience that they balance and have balanced value neutrality and values during their professional years? What experienced social studies teachers feel has shaped their understanding and view of the subject? To what extent do teachers feel that their view of society has been given space in their teaching? The method used is life story where the experiences and interpretations of experienced teachers are in focus. It is a hermeneutic approach where the researcher, based on his own prior knowledge, has interpreted the teacher interpretations. The theoretical framework is based on various approaches such as subject biography, reflective practitioners, practical vocational theory, front-line bureaucrats and the wisdom of practise.  The study shows that teacher build up an occupational safety that makes them more independent from control documents. They have a complex understanding of the dilemma and they found a pragmatic path to cope with it. The path is constructed from their own subject biography. But social studies teachers have a unique ability to reflect and argue that their choices could possibly be problematic. Like previous research, this study confirms the view that teacher get more independent the more experienced they get. Further I found that social studies teachers have a complex contextual understanding of society and the democratic dilemma of values. They can change their view in what is important depending on how society develops. The continuity is characterized by their own practical vocational theory that is built on their subject biography. The subject biography is formed during their early years when they were growing up. They notice in one way the benefits that taking in their own perspective and values in the classroom education, but they reflect when and why it could be problematic in another way.

<p> Qualitative research exploring the development of coaching skills and knowledge suggests that this development begins with early athletic involvement. Unfortunately, the quantitative research exploring the association between athletic involvement and coaching abilities has not been able to identify a clear and causal relationship. This thesis investigates the relationship between previous athletic experience and current perceptual-cognitive coaching skills in novice and experienced gymnastics coaches using a quantitative experimental paradigm. Novice and experienced provincial and national level gymnastics coaches with and without experience competing at the provincial or national level participated in this study. In Experiment 1, twenty-three coaches completed a Knowledgebase Task and an Error Identification task. The data demonstrated that experienced coaches performed better on the knowledgebase task (F(1,19)=7.113, p. =0.016) and the Error Identification task than the novice coaches (F(1,18)=14.916, p. =0.001). While there were no performance differences on either task for experienced coaches with either significant or minimal athletic histories, novice coaches without previous athletic experience outperformed the novice coaches with previous athletic experience when asked to identify the initial error in a flawed gymnastics sequence (F(1,18)=5.338,p. =0.03). This counterintuitive result was further explored in Experiment 2. It was hypothesized that the nature of the knowledge on which the novice coaches rely differed based on their athletic histories. Specifically, novice coaches without athletic experience would rely to a greater degree on explicit knowledge whereas novice coaches with previous athletic experience would rely upon implicit knowledge acquired while an athlete. The results of Experiment 2 did not support this hypothesis. While this thesis was able to develop further insight into the relationship between previous athletic experience and current perceptual-cognitive coaching abilities, no clear and causal conclusions were drawn. Additional research is required to fully understand this complex and multi-dimensional relationship.</p> / Thesis / Master of Science (MSc)

The inability of school leaders to staff the classrooms with qualified teachers and to retain them in the classrooms is a major educational concern. The failure to retain teachers hinders learning, disrupts program continuity, and affects of expenditures for recruiting and hiring (Shen, 1997). Few research studies investigate why new teachers decide to remain in the teaching profession and fewer studies examine why experienced teachers have continued in the field. Little is known about what experienced teachers think about their profession and what internal or external factors persuaded them to remain in teaching. Insight gained can provide better understanding of what motivates them to stay, and it may prove effective in guiding policies for retention. Grounded theoretical investigation, examined why experienced teachers choose to remain in an exurban school district. Interview data were collected from 25 experienced teachers with 10 years of teaching experience in the school district. The results of the study revealed that experienced teachers are motivated primarily internally but need external approval; they perceive their self-image as a teacher from the success of their students, the collegiality of fellow teachers, and from the pride of their families; they believe that school leadership can positively affect teacher retention; they believe that in the school atmosphere, interactions with students and colleagues positively affect teacher retention; and they believe that professional staff development has a positive and negative effect on teacher retention. These findings lead to significant implications and recommendations for schools and school districts. At the school level, school leadership plays a major role in teacher retention. Teachers appreciate administrators who provide them with opportunities for self-fulfillment, growth, and development; time for teacher-student interactions; and collaboration with their colleagues. It is imperative that school districts provide teachers with continuous staff development, competitive salaries, and salary increases to meet the demands of the economy. It is also vital for schools and school districts to value the voices of experienced teachers as an avenue to recruitment and retention. The information gathered from this research may be instrumental in improving working conditions that may encourage teacher retention. / Ph. D.

Submitted by Jose Teixeira Neto (zelosmegatrend@uol.com.br) on 2015-11-04T02:48:49Z No. of bitstreams: 1 tese_JTN_PDF Final_para publ.pdf: 2106191 bytes, checksum: 9790c137a6b1b0bd5dd02863abc60a36 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2015-11-04T15:12:48Z (GMT) No. of bitstreams: 1 tese_JTN_PDF Final_para publ.pdf: 2106191 bytes, checksum: 9790c137a6b1b0bd5dd02863abc60a36 (MD5) / Made available in DSpace on 2015-11-04T15:12:48Z (GMT). No. of bitstreams: 1 tese_JTN_PDF Final_para publ.pdf: 2106191 bytes, checksum: 9790c137a6b1b0bd5dd02863abc60a36 (MD5) / A ação movente desta pesquisa é a conceituação de mochilas existenciais e insurgências curriculares como um etnocurrículo instituinte nas tramas existenciais, em formação na heterogênese e com mediações de diferentes campos da existência nos seus espaço/tempo de pertencimento. Num esforço de compreensão do contemporâneo definido como existência líquida, tensionei as interpelações das pedagogias culturais do tempo presente, que operam um tipo de formação para o consumismo de significados culturais e epistemologias que incluem e excluem, tentando modelar aquilo que temos sido nas contingências. Como rotas de fuga e desgoverno das totalizações da sociedade de controle, o currículo aqui forjado é articulado na produção teórica pós-crítica com a potência dos etnométodos dos atores curriculantes que interagiram neste processo de pesquisa com suas narrativas, instituindo epistemologia multicentrada em saberes experienciais e conhecimento. Fiz opção pela abordagem qualitativa e servi-me da etnopesquisa crítica, multirreferencial e implicada, produzindo, portanto, uma ciência implicada no social e nas novas racionalidades em multiplicidade de saberes. A pesquisa responde a como educadores refletem sobre mochilas existenciais e insurgências curriculares para interações com as pedagogias culturais do tempo presente como vibrações instituintes de etnocurrículo, por atribuírem políticas de sentido aos seus etnométodos como práticas de não-aderência e escape do consumismo de significados hegemônicos da existência líquida. Este estudo intencionou compreender/explicitar como tais educadores, implicados no segmento do Ensino Médio e da Educação de Jovens e Adultos, plasmam/forjam essa forma de currículo-vivo, (des)arrumando a escola nas contingências do espaço/tempo. Problematizou subjetivações produtoras de sujeitos e efeitos de verdades forjadas nos engendramentos dessas pedagogias culturais, criando possibilidades da escola tornar-se campo de profusão de etnocurrículo. Por fim, esta pesquisa configurou as mochilas existenciais e insurgências curriculares como empoderamento de práticas significativas que provocam rizoma formativo compósito, ampliando a noção de currículo/formação. / ABSTRACT The action that drives this research is the concept of the experienced knowledge amount and the curricular insurgencies as an ethnocurriculum establishing in the existencial plots in heterogeneous formation and with mediations of various fields of existence in their space/time of “belonging”. As an effort of understanding of contemporary defined as liquid existence. I tensioned cultural pedagogy interpellation of present time that causes a kind of formation to the consumerism of cultural meanings and epistemologies that include and exclude trying to shape what we have been in the contingencies. As escape routes and misrule of the aggregation of the society of control, the curriculum when forged is articulated in theoretical production pos-critique with the power of ethnomethods from those who interacted in this research process with their narratives establishing multicentered epistemology in experiential knowledge and knowledge. I made a choice on the qualitative approach and I used the critical multireferential and involved ethnoresearch producing thus a social compromised science and new social rationalities in multiplicity of “knowledges”. The survey answers how the educators reflect about the experienced knowledge amount and curricular insurgencies for interactions with the cultural pedagogies of the present time as ethnocurriculum former vibrations because they assign sense policies to their ethnomethods as practices of non – adherence and consumerism escape of hegemonic meanings of liquid existence. This study intended to understand/make clear as such educators involved with high school segment and education for youth and adults are forging this form of “live curriculum” disarranging education in contingencies of space/time. It rendered problematic subject producing subjectification and forged truth in engendering these cultural pedagogies creating possibilities of school becomes the ethnocurriculum profusion. Finally, this research has configured the experienced knowledge amount and curricular insurgencies as empowerment of significant practices that cause formative “composite” rhizome extending the notion of curriculum/formation

This study examines how Taiwanese senior counsellors with substantial experience of ch’i-related exercise (CRE) perceived the influence of their regular CRE on their counselling practice. I am interested in the perceived influence of CRE on both self-care and professional practice. In this studyn this studyn this study n this study n this study n this study, CRE, CRE, CRE, CRE, CRE refers to any refers to any refers to any refers to any ch'i enhancing exercise that coordinates movement with breathing and inner concentration wherein ch'i is a first order concept used by practitioners and regarded by them as an embodiment of ideas related to human life and human existence and able to be experienced and refined through any ch'i related exercise. CRE is a set of practices and an intrinsic part of local culture in Taiwan which in recent years, has become popular practice in Taiwanese society. There are growing numbers of counselling professionals involved in regular CRE in recent years. Studies examining the effects of CRE indicate the benefits of CRE on practitioners' global health and personal growth. However, no previous study has investigated the influence of the long-term regular use of CRE on counsellors‟ self-care and counselling practice. The narrative research design for this study was developed from a post-structural theoretical perspective located in the domain of social constructivism. The data were co-constructed between the researcher and 12 senior Taiwanese counsellors with substantial CRE experience using a semi-structured in-depth interview approach. Interview data were analysed using the structure-based approach developed by William Labov in the field of socio-linguistics. The study reveals an overall benefit of regular involvement in CRE for practitioners' global wellbeing and personal growth counsellor' self-care. The research findings also reveals the potential of ch’i to be used as a way of expressing health and illness and a way of understanding in therapy and CRE to be lived out in therapy as an embodiment. I argue that collectively the narratives, as a whole, give evidence of an increasing integratin of the ideas and practices of ch’i into counselling practice in contemporary Taiwan. This might even make up a new form of integrated and culturally appropriate practice, what I term "a new way of healing." These are therapeutic practices which value the potential of CRE for counsellor's self-care and personal growth; recognize the integral whole of the human person; promote conscious use of the knowledge and experience of ch’i and CRE in therapy as an important aspect of the therapeutic use of self. Implications for practice such as the potential of CRE to be introduced into counsellor training programmes for counsellors' preparation or ongoing education are provided. Recommendations for future research such as the development of a new healing modality based on the research findings are offered.

本研究的進行，乃基於體驗經濟時代的來臨促使消費模式的改變，再加上氣候異常與競爭日激等外部環境劇變，使得原先營運有成的機能衣業業者營運業績下滑劇烈，則如何從中突破營運困境即是功能衣業者當前重要議題。然而體驗經濟的落實，需從通路進行。但我國機能衣業大多是歷史悠久的傳統公司，要其立即配合體驗經濟時代需求的通路轉型，必會產生問題而需克服，促其業績與獲利成長。有鑑於此，本研究針對企業策略與戰術、行銷策略-4P’s到4R’s、行銷通路的定義、結構、行為與關係、策略、衝突、風險、創新、績效評估、多通路行銷和整合等進行文獻探討。並以體驗經濟時代為自變數，機能衣業通路轉型為應變數，進行探索性的個案式研究。其中從個案產業結構、公司營運現況、通路發展變化等三方向進行分析。最後，本研究得出如下結論與建議。 結論上，一則機能衣業”產品領域”擴增，而致”競爭者領域”產生變化。二則機能衣業通路變化大，勢必轉型。 建議上，根據商店類型鋪貨而非一致性鋪貨，並轉為多功能的通路。按照經銷商特性而對商品廣度及深度，給予不同支援。針對大型連鎖通路開發獨家專賣產品，增加合作模式。而且與同業通路共享，減少商品的備貨風險。強化虛擬通路的規劃，人力與訓練。發展主動攻擊的追單的團體訂單模式。 / The dramatic change of consuming model and external environments, they lead the sales of the function clothing to declining in the experienced-economy era. How do the function clothing transform to boost their sales in the experienced-economy era? The only way: they have to promote channel-transformation. Therefore, the study invested in literature(business strategy, marketing strategy, marketing channel etc.) review, adapted exploring and case study, and analyzed the industry structure, operating situation and channel change of the case deeply. In the end, the study got the conclusion and suggestion: In the conclusion: 1. The function clothing has to develop the “product field” to the “competitors field”. 2. The function clothing has to promote channel-transformation comprehensively. In the suggestion: 1. The case firm has to base on the difference of channel to supply and develop multi-function channel. 2. The case firm has to base on the characteristic of dealers to support. 3. The case firm has to develop exclusive-monopoly product with the large-chain-channel, and increase cooperative models. 4. The case firm has to strengthen the planning, human recourse and training of the virtual channel. 5. The case firm has to develop initiative sale on the group orders.

Skills of inquiry are essential outcomes from a baccalaureate nursing education. Students who demonstrate intellectual curiosity can develop effective skills of inquiry. Nurse educators must place emphasis on teaching and learning strategies which engage student intellectual curiosity. However, the concept of intellectual curiosity is not well-studied across multiple contexts of teaching and learning environments within nursing education. In addition, there is little known about the experienced nurse educator and the meaning of student intellectual curiosity across multiple teaching and learning environments. With the increased emphasis on online teaching and learning in nursing education as a solution for expanding student access and capacity, the concept of intellectual curiosity within the context of online learning needs further exploration. Under the assumptions of philosopher Max van Manen (1990, 1997) and Martin Heidegger (1962), the purpose of this qualitative, hermeneutic phenomenological study was to understand the lived experience of baccalaureate nursing student intellectual curiosity for the experienced nurse educator teaching within the online learning environment. The research question was: What does intellectual curiosity mean to experienced nurse educators teaching in the online environment? A total of eight participants from three different institutions of higher education in the southeastern United States were interviewed through a socratic approach. Diekelmann, Allen, and Tanner’s Steps for Data Analysis (1989) are utilized for data analysis. Three constitutive patterns and seven relational themes emerged through the data analysis process. Ontological considerations of findings, implications for nursing education, and future research investigations are identified.