Healthcare in Sweden is in need of eHealth innovations to meet the requirements a highlydeveloped society. However to develop and implement eHealth in the healthcare system ischallenging because the system is experienced as complex, conservative and fragmented.In this thesis a qualitative single case study has been conducted to further investigate thechallenges of development and implementation of eHealth. This study demonstrates that itis challenging to understand the complexity of the healthcare system and this has animpact on eHealth development. Involvement of potential users and collaborationbetween stakeholders are seen as a suggested solution to understand this problem. Thisthesis has also shown that to involve users and collaborators is challenging as well.Further the study has shown that there are technological challenges in realizing eHealthin the healthcare system and there is a challenge to develop and implement informationsystems because of regulatory limitations. Despite years of experience in healthcare or ITdevelopmentmany of the respondents find that these factors challenge innovation efforts.

Thesis (Ph. D.)--University of California, Berkeley, 1997. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 170-193).

Thesis--Guo li Taiwan da xue. / Reproduced from typescript. Bibliography: p. 476-484.

Thesis (M.Phil.) - University of Queensland, 2003. / Includes bibliography.

Thesis (Ph.D.)--Brown University, 2005. / Vita. Thesis advisor: William Keach. Includes bibliographical references (leaves 130-137). Also available online.

JEFFREY LAMOND JONES, for the Master's degree of Science in Recreation, presented on April 6, 2009, at Southern Illinois University at Carbondale. TITLE: Attitudes of Division I Athletes Concerning Their Collegiate Environment Major Professor: Dr. Regina Glover The purpose of this study is to investigate the attitudes of Division I student athletes concerning their university, coaches and athletic administrators, environment, and individual actions. The study consisted of student athletes from a Division I University during the Fall 2008 semester, a total of 117 questionnaires were distributed and 86 were returned. Sampling theses student athletes provided a diverse sample which included student athletes from different sports, ethnic background, gender, class rank, financial scholarship status, credit hours and weather study hall was mandatory. Surveys were placed with the Athletic department study table monitor who distributed the surveys from December 1 through December 12 to individual student athletes as they arrive to check-in from 8:00 am - 9:30 pm for study hall hours. A total of 117 questionnaires were distributed and 86 were returned. Of the 86 student athletes, 48(54.7%) were males and 38(45.3%) were females. This study included 34 (19.8%) freshmen, 17 (39.5%) sophomores, 15 (17.4%) juniors, and 20 (23.3%) seniors. The survey format and the 28 questions were based upon a panel of experts who were interviewed and participated in a pilot study to determine the number of items on the survey. A five point Likert-type scale was used to measure the perceived level of agreement in each of the areas. Descriptive statistics of frequency and percent were used for demographics to describe the sample overall mean which was computed for the 28 statements as well as individual mean. The results showed that only a small amount student athletes had a difference in attitudes in regards to the survey questions. The lowest mean score for any question on the questionnaire was 1.54. The highest mean score for any questions on the questionnaire was 4.25. Out of the 7 variables in which the study was based upon, student athletes indicated a difference in attitudes based upon weather study table hours were mandatory. There were no significant difference found between attitudes and year in school, sport, ethnicity, gender, financial scholarship, or credit hours. The study revealed that student athletes were more likely to have a difference in their attitudes based upon their study hall status, meaning student athletes with mandatory study hall will more likely have a different attitude than student athletes who are not required to attend study hall.

"The Falling Scholar - Essays in the Outside" is a collection of six essays that explore the effects and affects of crisis in the contexts of academic writing. Crisis, from the Greek root word, Krinein, means "to turn;" and is applied in a variety of historical settings that allow for the writing itself to turn towards writing. As the writer, I am always in a position of turning towards, or away from the crisis as a site of learning, or of turning the crisis into something else. These essays constitute a performance-writing that attempts to expose new possibilities in meanings and interpretations through "turning," and for revealing the subject-in-process. The subject-in- process is an identity that flows in and out of each effort to address the crisis: whether personal, social, or political, each crisis is an event for turning towards what might not yet be written about how we understand ourselves as authors of our bodies. These essays are invested with a writer's vigilance, attending ceaselessly to the ways writing can refuse, deny, displace, disguise, conceal, and protect what might be revealed in writing. By locating this work in the university, I have tried to explicate the conflicts and contradictions that arise for women who are writing within the institutionalized discourses that originate in a historically misogynist vernacular. The "poetic conscience" is foregrounded as what might assist in writing outside of the traditional academic language practices, and each essay contains stories that work to disclose what is so often closed or forbidden by university writing systems. It is a writing that subjects the reader to the process of the writer's learning to write as an intellectual and as an artist - an initial effort to perform intellectual artistry as a passionate practice, and as a performance of the passionate intellectual. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

This research investigates faculty socialization of college physics instructors and its effect on teaching practice. Results of two studies—a statistical analysis about professional characteristics and teaching practice and an ethnography about culture, professional roles, and teaching practice—are integrated to inform our understanding of the impact of socialization on teaching practice. These findings have the potential to improve institutional and organizational faculty development, as well as improve individual teaching practice and, by extension, student persistence and success. Exploratory factor analysis, latent class analysis, and multiple analysis of variance were used to examine cross-sectional survey data collected from 1,176 postsecondary physics instructors across the United States to determine whether a difference between groups exists on the range of experiences and perceptions about teaching practice. Semi-structured ethnographic interviews ten instructors of introductory-level physics across multiple institutions in Florida inform our understanding of how physics faculty believe culture and socialization impact their professional roles, perception, and practice. Preliminary results suggest that: (a) identification with professional and organizational roles begins in graduate school and is reinforced in a full-time instructor's departmental home, and (b) teaching practice is informed by past experience and informal engagement with peers.

The advantages of postsecondary education are numerous and serve as a gateway to increased opportunity. Benefits include improved employment opportunities, lifetime earnings, job satisfaction, access to healthcare and preventative care, and overall better quality of life. In addition, valuable life skills development, including; building new social skills and relationships, developing critical thinking, personal development, how to overcome challenges, time management and organization, and deeper knowledge and understanding of the world. Enrollment rates in postsecondary education are predicted to continue to rise for students with and without disabilities. Students are often underprepared for the transition to college and the levels of self-regulation required to be self-directed learners. Executive function skills are the foundation for intentional planning and self-regulation necessary to adjust as needed to reach goals in all areas of life. Executive function skills are relied on heavily in novel situations such as the transition to college. Students with deficits in executive function lack the skills required for adjustment to college life. Development is based on experiences, highly variable, and often not fully developed until early adulthood. Coaching has shown promise as a means to help support these skills for increased persistence and degree obtainment. This dissertation aims to use three publishable articles to illustrate the potential coaching possesses in supporting all students with executive function deficits to increase their levels of success. The chapters include evidence of coaching as a solution, an in-depth literature review, a practitioner example, and a mixed- methods investigation. Overall, results demonstrate the need for executive function support for students with deficits and the potential value of coaching programs to answer this need.

Nontraditional students are increasingly more common in higher education but have lower persistence rates than their traditional peers. While educational researchers have developed several models to predict college persistence using both cognitive (e.g. entrance exam scores) and noncognitive (e.g. academic motivation) factors, most of these models were created for traditional students. The psychosociocultural (PSC) model was created to better predict academic outcomes specifically for underrepresented students using psychological, social, and cultural factors. However, the PSC model has never been used to study nontraditional students. To address these limitations, this study used the PSC model to predict the persistence of traditional and nontraditional undergraduate students at a large public research university. Students were considered nontraditional if they were 25 or older; worked an average of 30 or more hours a week; had children; or were enrolled part-time for the majority of the spring, summer, and fall semesters in 2019. It was hypothesized that (1) nontraditional students will have lower rates of persistence than traditional students; (2a) psychological, social, and cultural dimensions will predict persistence among all students; (2b) nontraditional students will have stronger relationships between the three PSC dimensions and persistence than traditional students; (3a) loneliness, self-efficacy, support from family and friends, comfort on campus, and sense of belonging will predict persistence among all students; and (3b) nontraditional students will have stronger relationships between the six variables of the PSC model and persistence than traditional students. Hypothesis 1 was tested using a chi square test of independence, and hypotheses 2 and 3 were tested using a binominal logistic regression. Preliminary analyses tested the data to determine the internal reliability for each instrument used as well as to determine whether the assumptions of the statistical tests were met. Data analysis revealed that none of the hypothesis were supported. No difference in persistence was found between nontraditional and traditional students. Neither the three PSC dimensions nor the six PSC variables were significant predictors of persistence for the undergraduate participants. Finally, student status did not moderate the relationship between the three PSC dimensions and persistence or the six PSC variables and persistence. While this study did not find that the PSC Model was useful for predicting differences in persistence between nontraditional and traditional students, the lack of significant findings was likely due to a high persistence rate among all students. While the hypotheses could not be supported, the high internal reliability of the instruments suggested that the six instruments used in this study were particularly useful for understanding nontraditional students' experiences on campus. Additionally, this study measured nontraditional and traditional students' perceived experiences on campus, which may inform outreach and services provided by student service staff. Future studies on nontraditional students might consider using these instruments to gauge students' experiences on campus at other institutions. In gathering information about students' perceptions and experiences, institutions will be better able to make informed decisions about how their policies and practice meet the needs of various student groups on campus.