Patience is among the most common colloquially known virtues, and yet its empirical attention is among the smallest of all virtues. In this dissertation, I focused on the conscientiousness-based virtue of patience in terms of theory and intervention. In my first study, I examined the effects of a preliminary intervention workbook designed to promote patience. In my second study, I examined a number of correlates informed by patience literature as potential antecedents, mechanisms, and outcomes of patience and, using structural equation modeling, present a theory of patience. Finally, in my third study, I beta tested the patience intervention workbook along with outcome measures posited in my proposed theory of patience in order to examine this theory under experimental and longitudinal design. In Study 1, the patience workbook did indeed produce higher patience outcomes at post-test relative to the control condition but was not significantly different from a positivity workbook condition. Participants in the patience workbook condition also improved in trait self-control, trait forgivingness, and trait negativity. In Study 2, familiarity with an identified stressor and perceived stress related to that stressor predicted state patience for that stressor, consistent with an ego-depletion model of patience. Additionally, patience predicted mental (resilience, anxiety, satisfaction with life, depression, positive affect, and negative affect), physical, relational (communicative competence and perceived social support), and spiritual (spiritual attitudes and involvement) health outcomes. Study 3 replicated the support for an ego-depletion model of patience, and those in the patience intervention workbook improved in trait and state patience, anxiety, and depression, extending and partially supporting the outcomes found in Study 2. The present studies support the use of a workbook intervention to promote patience and additional virtue and mental health outcomes. Implications of these results and future research directions are discussed.

Health care providers gather and track quality patient indicator scores to monitor patients' safety and outcomes and decrease the number of adverse events. Nursing leaders implemented a Quality Workbook Committee (QWC) within a hospital setting to improve patient outcomes and the facility's reported scores for nurse-sensitive patient indicators. The practice-focused question for this quality improvement evaluation project examined whether the implementation of the QWC improved nurse-sensitive patient indicator scores. Watson's theory of human caring was used to evaluate the gap in practice, and Rosswurm and Larabee's model for evidence-based practice change provided guidance for planning the project. Sources of evidence were 2017 end-of-year organization report cards. The 4 specific areas chosen for evaluation were: patient falls, hospital-acquired pressure ulcers, pain reassessment scores, and medication scanning rates. Results from an analysis of variance showed improvements in 3 of the 4-nurse-sensitive patient indicator scores. Hospital-acquired pressure ulcers decreased by 13 pressure ulcers, pain reassessment rates increased by 18.42%, and medication scanning scores increased by 4.03%. However, patient falls increased by 15, suggesting the need for further evaluation measures. Project findings may help nursing leaders to improve nurse-sensitive patient indicator scores and promote social change by reducing hospital adverse events, length of hospitalization stays, and wasted healthcare resources.

The problem of this study is to determine the needs of students who are majoring in business and to design a workbook that will best prepare these students for the business courses offered at North Texas State Teachers College and for the problems of everyday life.

INTRODUCTION: Since September 11, 2001, over 2.5 million military service members have been deployed to combat zones to support operations in the War on Terror and over 250,000 service members transition out of the military every year (United States Department of Veterans Affairs, 2022). Evidence-based research suggests that this cohort of post-9/11 combat veterans can struggle with community reintegration and associated functional difficulties in the areas of disruption of identity, challenged beliefs about self and others due to trauma and moral injury, occupational disengagement, and limitations with social and role participation. OBJECTIVES: Many combat veterans find themselves returning home by a different way, struggling to find their place in the civilian world while maintaining their identity as a warrior. Occupational therapy can bridge the functional divide between these two worlds by helping modern-day warriors rebuild and reclaim their roles, occupations, and purpose. Master of Two Worlds is an interactive multimedia workbook designed to facilitate posttraumatic growth and community reintegration for post-9/11 combat veterans in the VA system with or without a mental health diagnosis. METHOD/APPROACH: The workbook uses Campbell’s (2008) Hero’s Journey framework to help veterans form a cohesive life narrative, determine new goals, and acquire civilian occupational skills. Readers will be able to access interactive multimedia videos and activities with their cell phones through QR codes in the workbook. Practical hands-on workbook activities focus on self-care, habit and routine formation, spirituality, and social and leisure participation, as well as integrating roles and identity to empower mastery of the military and civilian worlds. A mixed-methods pilot study will be conducted at the VA Long Beach Healthcare System (VALBHS). Quantitative data will be collected pre- and post-intervention using the following standardized outcome measures: Military to Civilian Questionnaire (M2C-Q), the PTSD Checklist for DSM-5 (PCL-5), and the Posttraumatic Growth Inventory – Expanded version (PTGI-X). Qualitative data will be collected via one-on-one interviews. ANTICIPATED OUTCOMES: Successful community reintegration of post-9/11 combat veterans through forming a new civilian occupational identity that integrates the warrior experiences as expressed through establishing healthy habits and routines, developing new priorities, goals, and possibilities for the future, redefining personal moral code to heal from moral injury, establishing a close social support network, and finding a sense of personal strength. Results and or Practice Implications: It is hypothesized that results will demonstrate statistically significant score changes on the outcome measures. Dissemination of the workbook will take place through an interdisciplinary community of practice on the national VA level and through key VA staff at strategic clinics within the system. CONCLUSION: Combat is a form of trauma. Posttraumatic growth and community reintegration are the ultimate successful outcomes of war trauma. It is incumbent on practitioners in occupational therapy to facilitate these outcomes for the betterment of those who have served and for society.

The South African government spends huge sums of funds on schools with an aim to redress past inequalities. Schools receive resource budget allocations to exclusively procure learning materials to ensure that the government’s aim is realised. This study examines availability and enactment of learning materials to enhance effective curriculum delivery. Four township public ordinary primary schools participated in this study. Focus was mainly on Grade 3 home language lessons. I used the case study methods to interview one teacher from each school and scrutinized their documents to establish what learning materials they have in their possession. Additionally I observed and analysed three lessons per educator. Analysis across the cases reveals different collections and variations in usage of learning materials. The former covers the standard, mix and match, and limited collections. Whereas the latter refers to the textbook bound, productive blend and the haphazard approaches. Significantly, the study also explored principles in line with the “ideal teacher”- under which desired results can be achieved.

Tens of thousands of music students enroll in group piano classes each year in colleges and conservatories in the United States. Degree programs related to Music Industry are attracting increasingly diverse student populations and in turn are requiring curricular and instructional modifications that better accommodate the needs of these students. The basis of this dissertation is the development of a series of contemporary class piano workbooks that focus on contemporary popular music and jazz in ways that optimize student learning, combining wide-ranging repertoire with assignments that encourage independent application of knowledge and skills. The workbooks illuminate how the piano is used in professional performance and recording; develop skills that can translate directly into professional music settings; and afford students opportunities to understand, learn, and play music that friends, family, and students themselves know and enjoy. / text

Empirical interest in promoting virtues has dramatically increased over the last decade. The present study will focus primarily on the warmth-based virtues of forgiveness and humility, and the conscientiousness-based virtues of patience and self-control. I introduced participants (N = 135) to a workbook intended to promote one of these four virtues, or to promote general positivity for participants in a workbook control condition. I hypothesized that virtue workbooks would produce higher levels of the target virtue, more so than in both a non-action control condition (n = 33) and in a control condition that completes a workbook that promotes general positivity. The forgiveness, humility, patience, and positivity workbooks did indeed build their respective targets. Virtue workbook participants reaped more benefits than the positivity participants, but both improved more than the control condition. These findings suggest that workbook interventions serve a valuable purpose in the promotion of goodness.

Title Chemistry education at secondary schools of civil engineering in the Czech Republic Abstract The goal of this work is to evaluate the chemistry education at secondary schools of civil engineering in the Czech Republic, which provide education of four-year study programs with school leaving exam. At first, question form of data gathering was used at the part of these schools. The general goal was narrowed by analyzing the answers of a questionnaire and the next work was concentrated on creating a study material containing themes of the chemistry of building materials. This material was used during the period of its creation and was modified due to the reactions of the students. The material was then extended with themes of general, inorganic, organic chemistry and biochemistry. The learning material was extended to the form of practice book, which has been used as a main educational tool for the chemistry education. The learning material was evaluated by theoretical methodology and by anonymous questionnaire filled by students. The objective evaluation of the impact of the learning material on the school grades was analyzed through five years. Key words Chemistry of building materials, secondary schools, learning material, workbook.

The goal of this diploma work is the suggestion of teaching industrial geography for the second degree of basic schools. This suggestion includes learning presentation with commetaries for teacher and workbook for students. The didactic analysis and evaluation of industrial geography in these textbooks is also a part of this diploma work.

English is a global language that surrounds us almost wherever in the world we are. The school has an important role when it comes to introducing the language to young learners. Using teaching materials such as workbooks has been a common teaching method for a long time. This thesis examines three popular workbooks from different Swedish publishers, Learn English, Magic! and Happy. Through a content analysis, verbal interaction activities within these workbooks were examined based on Becker and Roos’s (2016) model of creative speaking. Additionally, interviews were conducted as a way to give insight to how these workbooks can be used in the classroom. This study shows that pupils are provided with support and guidance in most of the interactive activities within these workbooks. However, activity types as well as in what manner the pupils were requested to interact differed when the workbooks were compared to each other. The activity types that occurred were reading dialogues, sharing information and expressing opinions in English. The teachers reported to work with the activities in full class or pairs. / <p>Engelska</p>