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Passi, Vimmi. "How does positive doctor role modelling influence the development of medical professionalism in future doctors?" Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/62713/.
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Background There has been an explosion of interest in medical professionalism over the past decade but at present there are no evidence based guidelines on how to effectively develop medical professionalism in future doctors (Passi et al. 2010). Role modelling has been highlighted as an important method to help develop professionalism but there is no current theory regarding the process of role modelling (Passi et al. 2013). Therefore, the aim of this PhD was to investigate how positive doctor role modelling influences the development of professionalism in future doctors. Methods A qualitative methodology using the grounded theory inquiry approach of Strauss and Corbin (2008) was used to generate a general explanation (a theory) of the process of role modelling shaped by the views of the participants. The study involved focus groups with final year medical students, semi structured interviews with consultants and semi structured interviews with consultants and final year medical students immediately after outpatient clinics. This systematic approach used involved open coding, axial coding and selective coding to reveal the processes involved in role modelling, which is illustrated in a coding paradigm diagram. Results The results revealed a new theory of doctor role modelling which is described as follows – Doctor role modelling is an important process in medical education that involves conscious and subconscious elements. It consists of an Exposure Phase followed by an Evolution Phase. The exposure phase involves demonstration of professional attributes by the doctor role models (clinical expertise; relationships with patients, students and colleagues; personality and inspirational characteristics). The evolution phase begins with observation of the role model by the modellee, following which the modellee makes a judgement whether or not to trial the observed behaviours of the role model. When the decision to trial is reached, this then leads to the Model Trialling Cycle which involves 5 stages of assembly, emulation, experimentation, adaptation and assimilation. The outcome is the evolution of a professional doctor who has developed their unique professional identity and career aspirations. Conclusion This detailed qualitative study has provided a new theory of doctor role modelling in medical education. The impact of role modelling is in the development of medical professionalism professional identity and the influence of career choice. The theory can now be incorporated in medical curriculums worldwide to enhance the development of medical professionalism. Detailed recommendations for clinical practice and future research are described.
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Frederikson, Lesley G. "The role of information in medical consultation." Thesis, University of York, 1992. http://etheses.whiterose.ac.uk/2511/.
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Simon, Sarah. "The Role of Doctor-Patient Race Concordance in U.S. Health Disparities." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3010.
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It has been established that much of the disparity in health outcomes between blacks and whites can be explained by accounting for education and income. Once education and income have been taken into consideration, research has found racial disparities in health outcomes for low-income populations are small, and in some cases no longer significant. For middle and upper income populations, however, a significant racial disparity in health outcomes persists even after accounting for education and income. Seeking to explain this variation, I analyze the literature concerning health disparities, race and class, the prevalence and distribution of black physicians, and issues and trends surrounding physician-patient communication and discrimination. I find that black physicians tend to be concentrated in low-income, minority-dense areas, therefore, the likelihood of a black middle or upper class person seeing a doctor of their same race may be less than that for lower class blacks. I hypothesize that doctor-patient racial concordance, and the associated possibility of diminished communication and cultural hurdles endured by black patients visiting a black doctor, may explain some of this variation in the magnitude of racial health disparities along the education/income spectrum, explaining the larger racial health disparities in middle and upper-income populations. Using data from the 2006 Commonwealth Fund Health Care Quality Survey (N=1591), I conducted bivariate (chi-sq/t-tests) and step-wise multivariate, logistic regression statistical tests to explore if doctor-patient racial concordance affects the self-rated health of American adults. This analysis showed concordance as a significant predictor of self-rated health in the unadjusted model, but not in the full model. Simply put, concordance is a significant predictor of self-rated health, but not independent of socioeconomic factors. My modeling is consistent with the literature in showing education and income as the most significant predictors of health status.
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Raisor, Jodi Renee. "Doctor of Nursing Practice Roles in Academia." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7063.
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Over 15,000 master’s and doctoral degree students in the United States were denied admission to nursing schools in 2014 because of insufficient nursing faculty. In 2016, over 64,000 undergraduate and graduate students were unable to gain admission to nursing school due to the effects of faculty shortages. This project explored the role of the Doctor of Nursing Practice (DNP)-prepared nurse in academic settings using a systematic review of the literature to determine the role of DNP-prepared nurses in academia. Souza’s systematic review model and Melnyk’s levels of evidence were used to guide the search, review, and the selection of scholarly articles published between 2005 to 2019. A chart of preferred reporting items for systematic reviews and meta-analyses chart was used to organize and select 14 articles meeting the review criteria and included in the analysis. Four themes emerged from the analysis of literature: role in academia from the dean’s and director’s perspective, DNP role as a teacher, preparation for faculty role, and leaving the faculty role. Confusion over the role of the DNP in academia was also identified as a factor affecting DNPs in academic practice settings; however, DNPprepared nurses have the clinical experience, knowledge, and skills to provide evidence-based teaching and fill the gap in practice needed in academic settings. This project may promote positive social change by raising awareness of the role of the DNP in academia to reduce the faculty shortage.
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Thomas, Njoke K. "Coming Full Circle: How Medical Student Craft Their Preferences in Search of an Authentic Doctor Role." Case Western Reserve University School of Graduate Studies / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=case1504889258247326.
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Malone, Laurell Coleman M. S. "The Multiple Roles of Women Pursuing Doctoral Studies." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30544.
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Increases in the employment of women in administrative and managerial careers have drawn attention to a need for research that examines the interdependency of work and family roles, a need that is particularly crucial in the area of academic administration. This was a qualitative study of the strategies and support systems women educational administrators use to deal with the multiple roles they perform in life and work while pursuing doctoral studies.
Forty-four women educational administrators enrolled in Virginia Tech's fall 1996 dissertation seminar were selected to participate in a telephone interview. Each participant's responses were recorded and transcribed. Data were sorted using a variable-oriented format. Matrices were used to categorize and analyze the data, note emerging patterns of strategies and support systems, and compare and contrast roles across personal and situational variables.
The women in this study cited time as the common factor in most role conflicts occurring during their years of doctoral study. Strategies that centered around time management (prioritize, delegate, compartmentalize,) were used to deal with their multiple roles. Feelings of guilt, stress, exhaustion, and isolation were common. They depended on positive and affective support systems that included family, friends, co-workers, and cohort members to deal with responsibilities of home, work, and doctoral study. A strong sense of commitment, determination, and spiritual faith was credited most often as the one thing that kept them going as they responded to the problems, issues, concerns, and challenges of performing multiple roles in life and work.Ed. D.
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Van, Zeebroeck Shanthi. "Gods or Monsters? Non-Explicit Consent and the role of the doctor in the practice of euthanasia in Belgium." Doctoral thesis, Universite Libre de Bruxelles, 2019. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/285208.
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ABSTRACTThe Belgian Euthanasia Act of 2002 (The Act), amended in 2014 to include the Minor Act (The Minor Act), has drawn international criticisms for its liberal laws and practices regarding Euthanasia. This paper is a response to allegations that the liberal laws on Euthanasia has encouraged doctors to adopt a paternalistic 2 approach towards their patients by terminating their lives without their explicit consent, i.e. engaging in Involuntary Euthanasia.3, 4, 5Although in theory, only Voluntary Euthanasia (explicit patient request and therefore consent) is permitted in Belgium 6 the allegations implied that in practice, Involuntary Euthanasia (no explicit patient request and therefore consent is given) is practiced, especially in the Intensive Care Units (ICU) in Belgium.This paper attempted to make distinctions between Terminal Sedation and Euthanasia based on current dominant discourse in Bioethics and argued that it is not Involuntary Euthanasia that is practiced in the ICU but Non-Voluntary Euthanasia or Terminal Sedation (explicit patient request and therefore consent is unavailable) is practiced based on the intent of the doctor. In presenting its arguments, this paper focused specifically on the reports it procured from its qualitative research. Finally, in order to understand if doctors in the ICU are Gods or Monsters, the paper attempted to answer four questions namely:1. Are doctors in Belgium Gods, who help end lives?2. Or are they Monsters, who help end lives?3. Or are they pre-hippocratic doctors, historically called Witch-Doctors, who are“for hire” to either “cure or to kill” with no loyalty to the Hippocratic Oath?4. Or are they mutated witch-doctors pressured to practice Euthanasia in a countrywhere the laws are perhaps fatally flawed?Doctorat en Philosophie
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Romão, Mirtes Salantier [UNIFESP]. "Opinião, conhecimento e atitudes de adolescentes sobre a sexualidade: uma contribuição para professores, médicos e enfermeiros." Universidade Federal de São Paulo (UNIFESP), 2011. http://repositorio.unifesp.br/handle/11600/9885.
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Publico-MirtesSalantierRomaop.pdf: 764173 bytes, checksum: f83382a40f3f4f05caeca222464e3b59 (MD5)Objetivo: verificar os conhecimentos e atitudes de adolescentes estudantes frente à contracepção, principalmente a de emergência, como e com quem foram adquiridos e sua opinião sobre como médicos, enfermeiros e professores podem melhor contribuir para sua orientação sexual. Método: de agosto a novembro de 2010, foram aplicados questionários em sala de aula, da EMPG Gen. Newton Reis. Utilizou-se questionário semi-estruturado, autopreenchível, anônimo, contendo perguntas gerais sobre sexualidade, métodos contraceptivos, gravidez, doenças sexualmente transmissíveis, dúvidas quanto às transformações corporais e de como professores, enfermeiros e médicos podem auxiliar os adolescentes escolares a sanar suas dúvidas. Consistiu em pesquisa de caráter observacional, descritiva, quanti-qualitativa, corte transversal, prospectivo cuja técnica de investigação foi perguntas fechadas (quantitativas) e abertas - sob a forma de testemunho (qualitativas). Resultados: Dos 196 alunos matriculados de 5ª a 8ª séries 176 alunos presentes na ocasião da aplicação do questionário, 107 apresentaram a autorização (TCLE e TA). O percentual dos adolescentes do sexo feminino prevalece (62%). A idade média é de 13 anos entre os estudantes de 5ª. a 8ª. série do ensino fundamental. A maior parte dos adolescentes estudantes ainda não teve a primeira relação sexual (63% - masculino/ 86% - feminino). A menarca apareceu na idade média de 11 anos (27%). Os adolescentes estudantes não passam por consulta médica periódica (61% - masculino /58% - feminino). Conclusões: O método contraceptivo mais conhecido pelos adolescentes do sexo masculino e do sexo feminino é a camisinha masculina, conhecida, também, como condom. Sendo que a principal fonte de informação para o seu conhecimento dos métodos contraceptivos difere entre os grupos. Para o grupo masculino a principal fonte são os amigos e a escola; e para o grupo feminino são o professor e a família. Referente à opinião do adolescente escolar de como médicos, enfermeiros e professores podem contribuir para a sua orientação sexual. Segundo o seu ponto de vista, o professor não está preparado para abordar a temática de sexualidade em sala de aula simplesmente pelo fato de não serem técnicos da área.
Objective: verify the knowledge and attitudes of teenage students about contraception, specially the emergency one, how and with whom they acquired them and their opinion about how doctors, nurses and teachers can best contribute to their sexual orientation. Method: from August to November 2010, questionnaires were distributed in classrooms of EMPG Gen. Newton Kings. Using semi - structured, anonymous and self - filling questionnaires containing general questions about sexuality, contraception, pregnancy, STDs, doubts regarding body transformations and how teachers, nurses and doctors can help teenage students to clarify their doubts. It was consisted of observational, descriptive, quanti - qualitative, forward - looking cross cutting research, in which technique of research was closed questions (quantitative) and open questions – in the form of testimony (qualitative). Results: From 196 students enrolled from 5th to 8th grades, 176 students present at the time of application of the questionnaire, 107 presented the authorization (TCLE and TA). The percentage of female adolescents prevails (62%). The average age is 13 years among students from 5th to 8th grades of elementary school. The majority of teenage students haven't had the first sexual intercourse (63% - 86% - male/female). The menace appeared in the average age of 11 years (27%). The teenage students don ́t undergo periodic medical consultation (61% - 58% - male/female). Conclusions: the contraceptive method known by male and female adolescents is the male condom. The main source of information for their knowledge of contraceptive methods differ among groups. For boys, the main source are friends and schools; and for girls are teachers and the family. Concerning the adolescent's opinion about how schools, doctors, nurses and teachers can contribute to their sexual orientation. According to their point of view, the teachers are not prepared to address the theme of sexuality in classrooms, simply because they are not from this technical area.
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Remiszewski, Jacqueline Lee. "The role of Gbx2 in murine embryonic development : a thesis submitted to the University of Adelaide for the degree of Doctor of Philosophy /." Title page, contents and abstract only, 1999. http://web4.library.adelaide.edu.au/theses/09PH/09phr388.pdf.
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Khawaja, Masud S. "The Mediating Role of Positive and Negative Emotional Attractors between Psychosocial Correlates of Doctor-Patient Relationship and Treatment Adherence in Type 2 Diabetes." Case Western Reserve University School of Graduate Studies / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=case1283995516.
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Marinus, Thurston Walter. "The role of communities in the recruitment and retention process of medical doctors for rural South Africa." University of Western Cape, 2013. http://hdl.handle.net/11394/3933.
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Magister Commercii - MComThe purpose of this research study is to explore the variables that contribute to improving the process of recruiting and retaining rural doctors within the South African context. The aim is to explore rural doctors’ perceptions of the role which the rural community can and ought to play in respect of the latter process. A basic recognition is that the emphasis on the Mainstream Approach (which elevates health workforce planning and management as well as market-related interventions and solutions) cannot exclusively achieve the desired result of effective and efficient recruitment and retention of rural doctors. The ‘active’ role which communities can and ought to play in the recruitment/ retention process, is an overlooked and neglected aspect within the South African research and healthcare service-delivery context. Even though the notion of collaborative management and governance of human resources within the health sector is generally mandated from a policy and legislative perspective, the practical manifestation and implementation thereof remain limited or at best piece-meal. An alternative governance model with reference to the humanresources- in-health system outlines the Partnership Approach advocating the need for the establishment of practical working relationships, amongst an identified range of multiple-stakeholders. This study examines the notions of ‘passive’ vis-à-vis ‘active’ community participation equated to the Utilitarian and Community Empowerment/ Development Perspectives continuum. The study introduces the ‘Principle of Balancing Model’ as well as the notion of a ‘hybrid perspective’ as key underpinnings of an efficacious rural-doctor recruitment and retention process.
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Coyle, Kieran. "An investigation of the role of soil micro-organisms in phosphorus mobilisation : a report submitted to fulfil the requrements of the degree of Doctor of Philosophy." Title page, table of contents and abstract only, 2001. http://web4.library.adelaide.edu.au/theses/09PH/09phc8814.pdf.
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Swanson, Vivien. "Occupational stress, job satisfaction and role conflict in doctors." Thesis, University of Stirling, 1997. http://hdl.handle.net/1893/2201.
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Based on a transactional model of stressors, mediators/moderators and strains, this large scale study investigated occupational stress, job satisfaction and role conflict in doctors in Scotland using a self-report questionnaire methodology. The sample of 986 doctors included male and female general practitioners (GPs) and specialist consultants. The relationship between sources and levels of occupational stress and job satisfaction was investigated using scales from the Occupational Stress Indicator (OSI) (Cooper et al 1988), considering the role of intervening variables mcludmg age, gender, marital/parental status, medical speciality, coping and attitudes. The relationship between occupational and domestic stressors and satisfactions was examined using theoretically denved models of additivity and asymmetric permeability of roles. A range of analytic procedures mcluding multivanate analysis of variance, hierarchical regression, factor analysis and qualitative content analysis methods were employed. Results mdicated that GPs recorded greater stress and lower job satisfaction than consultants on the OSI scales Managenal or structural occupational factors, and factors intrinsic to medical work were major stressors. Patient care was both a main source of stress and job satisfaction. The rather small magnitude of differences in stress and satisfaction between subject groups, and between subject groups and norms for the OSI scales was offset by clear evidence of stress related to doctors occupational roles, domestic roles, and gender roles elucidated using more qualitative methodologies. Subjects' age, gender and medical speciality were shown to affect the relationship between occupational stress and job satisfaction. Younger doctors, male GPs and female consultants experienced greater stress and less job satisfaction. Coping efficacy was negatively related to occupational stress and positively related to job satisfaction for GPs, and male and female GPs employed different styles of coping with stressors. Comparison of consultant specialities revealed differences in sources and levels of occupational stress and job satisfaction with Public Health Consultants recording most stress. Both male and female doctors with multiple occupational and domestic role demands reported higher levels of stress. Stress from work to home was found to be greater than stress from home to work for both male and female doctors. Recommendations and implications of the research for doctors, patients, and the National Health Service are discussed.
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Todd, Christopher James. "Terminal patients and the role of the General Practitioner." Thesis, Durham University, 1987. http://etheses.dur.ac.uk/10346/.
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Research into doctor patient communication and their roles is reviewed. Two series of semi-structured interviews with general practitioners (e.p.e) and patients separately are reported. In the first, 4 g. p. s each selected 6 patients for 3 groups; terminally ill with knowledge, terminally ill without, and chronic controls. Content analysis of patient transcripts revealed differences in frequency of utterances classed as showing knowledge. Differences between groups and qualitative analysis of all interviews, verified g.p.s’ categorisation. Knowledge was not simply absent or present, since all groups show awareness, but differ in the degree to which the nature of illness is openly acknowledged. One g.p. reported routinely informing patients, but others did not, although agreed this is occasionally appropriate. A typology of methods g.p.s and patients use to control information exchange is proposed. g.p.s' role formulations appear to underpin their reported communicative behaviour. 22 g.p.s were interviewed in the second series. Again they were asked to select patients, but few did this within the time allotted: therefore analysis focused upon g.p.s. Content analysis of interviews splits g.p.s into "informers" and "non informers". Qualitative analysis of g.p.s’ reported communication strategies suggests that underlying this simple dichotomy is a continuum from revelation through passive response to concealment. Strategies are implemented by various tactics; e.g. euphemism, uncertainty, denial, evasion, prompting questions. Differences in reported intentions and behaviour are interpreted by recourse to g.p.s' descriptions of their role during terminal care. Those who conceal attempt to maintain the Parsonian curative physician role and are reluctant to classify patients as terminal. Those who reveal try to abandon this role for one modelled on that of counsellor. Nearly all experience role ambiguity and attempt to resolve this in ways predicted by role theory.
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Coker, Theresa J. "Secondary-School Principals' Perceptions of their Role in the Retention of the Novice Teacher." UNF Digital Commons, 2017. http://digitalcommons.unf.edu/etd/737.
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ABSTRACT
SECONDARY-SCHOOL PRINCIPALS’ PERCEPTIONS OF THEIR
ROLE IN THE RETENTION OF NOVICE TEACHERS
Theresa J. Coker
Secondary schools in the U.S. face instructional challenges due in part to novice teacher turnover. Research indicates that new teachers remain in the profession due to: supportive principal leadership, an orderly school environment, classroom autonomy, and significant professional development (Grissom, 2008). The purpose of this study was to understand how secondary-school principals perceived their role in novice teachers’ professional development and retention. Qualitative research using in-depth, semi-structured interviews included 15 secondary-school administrators from an urban district in the southeast United States. Data analysis used Eisner’s (1998) four-part approach to educational criticism—description, interpretation, evaluation, and thematics—supported by Hatch’s (2002) typological analysis. Four typologies organized description and interpretation: principals’ early experiences as educators; principals’ perceptions of the recruitment process; principals’ view of the process of professional development; and life and duties of principals.
The thematics dimension of educational criticism indicated that principals’ lack of time led to their delegating leadership tasks to other staff regarding novice teachers’ professional development. Their descriptions of their interactions with novice teachers reflected a transactional leadership style and an approach of “leading from the middle” (Bolman & Gallos, 2011) to respond to both demands from above and needs at the school level. Further, these principals perceived all teachers new to their schools as novice, whether experienced or inexperienced.
Implications include considering transformational leadership when working with novice teachers and clarifying hiring and retention responsibilities regarding novice teachers. Such communication among all parties would support novice teachers’ development and commitment to the profession. Further research might focus on observing the interactions of both administrators and faculty with novice teachers to understand the complexity of the process of their professional development.
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Scott, Margaret. "Engendering loyalties: the construction of masculinities, feminities and national identities in South Australian secondary schools, 1880-1919 : a thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy /." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09PH/09phs4281.pdf.
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Krudwig, Kathryn Marie. "Learner Centeredness as a Predictor of Teachers' Role Stress and Career Commitment." UNF Digital Commons, 1999. https://digitalcommons.unf.edu/etd/373.
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Questions explored in this study were: (a) Is learner centeredness related to teacher role stress and/or career commitment; (b) If so, can learner centeredness explain variance in teachers' role stress and/or career commitment; (c) Is the discrepancy between teacher and student perceptions of teacher practices related to teacher role stress and/or career commitment; and (d) if so, can this discrepancy explain variance in teachers' role stress and/or career commitment? The current need to provide every child with qualified and committed teachers in the face of a growing, national teacher shortage supported the significance of the research. The study was based on open systems theory (Thompson, 1996). An open system consists of inputs, process, and outputs, as well as feedback loops connecting these three components. All systems adjust to changes in their search for equilibrium (Katz & Kahn, 1966; Thompson, 1996). The xiii changes inherent in the shift toward learner centeredness can be expected to disrupt role expectations and lead to role stress for teachers (Connor, 1992; Fullan, 1991). A related construct, career commitment, is critical to sustaining teachers through the stresses of change (Firestone & Pennell, 1993). Middle school teachers (N = 318) in three northeast Florida counties completed four surveys that measured their learner centeredness, role stress, career commitment, and demographic background. In addition, 60% of the sample (N = 192) had one class complete a survey about teacher practices. A total of 4,539 students completed this survey. Findings from Pearson product-moment correlations suggested that teachers who were more learner centered in their beliefs and practices experienced less role stress (role insufficiency, role ambiguity, and role boundary) and higher levels of career commitment (career identity, career resilience, and career planning) than teachers who were less learner centered. With strength~ of relationships ranging from low to moderate, it appears that learner centeredness offers measurable benefits to teachers. In addition, findings from stepwise multiple regression suggested that learner-centeredness was a predictor of role stress and career commitment in teachers. The variance that was explained by learner-centered beliefs and practices ranged from 19% to 25% for role stress (role insufficiency, role ambiguity, and role boundary) and career commitment (career identity, career resilience, and career planning). Thus, teachers may be able to influence some of their own role stress and commitment to the profession through their beliefs and practices. Using Pearson product-moment correlations, a low relationship was found between the discrepancy between teacher and student perceptions of xiv teacher practices and two dimensions of role stress, role ambiguity and role boundary. In addition, discrepancy was related to career commitment: The relationship to career identity was negative but low, while the relationship to career planning was negative but moderate. Finally, results of multiple regression indicated slight predictive value of discrepancy for role stress and career commitment. The variance that was explained by discrepancy ranged from 3% to 11% for role stress (role boundary and role ambiguity) and career commitment (career identity and career planning). An open systems model was developed to show the influence of learner-centered beliefs, practices, and discrepancy on teachers' role stress and career commitment. Tentative suggestions for practice, as well as recommendations for further study, concluded the dissertation. Focus was placed on the need for continued research of the complex issues that impact teachers' resilience.
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Schänzel, Heike Annette. "Family time and own time on holiday : generation, gender, and group dynamic perspectives from New Zealand : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Tourism Management /." ResearchArchive@Victoria e-thesis, 2010. http://hdl.handle.net/10063/1194.
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Stanley-Baker, M. "Daoists and doctors : the role of medicine in six dynasties Shangqing Daoism." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/1396009/.
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This dissertation examines the salvific and therapeutic practices of medieval Chinese Daoist organisations. Drawing on the most detailed ethnographic record of medical treatment in early medieval China, the Zhen’gao 真誥 [Declarations of the Perfected], this study examines the work of Yang Xi and the Xus of Jiankang, early members of the Shangqing (Highest Clarity) School. It argues that many of the family’s activities were ultimately concerned with promoting health and curing disease: from tomb-quelling, to divination, to reports on the affairs of deceased relatives. Three main practices form the foci of the analysis: an account of how acupuncture, massage and drugs were entangled with notions of salvation, and how related therapeutic concepts shaped some of the ultimate goals of Shangqing practice. The two research questions addressed are a) how did Shangqing practices function to both cure disease and to grant salvation, and what implications does this question have for modern histories that address religion and medicine as discrete enterprises? By situating the formation of the Shangqing repertoire within the broader context of the religio-medical market, this study maintains that therapeutic competition had formative effects on Chinese religions generally. The artificial and modern division of Medicine and Religion emerge as modern categories with limited value for texturing a history of the healing arts of medieval China. In place of this epistemological cast, this study suggests attention to practice repertoires and the formation of thought-styles as a methodology. Comparing ‘religious’ and ‘medical’ actors in this way allows the uneven contours of local social, geographic and epidemiological conditions to more readily be taken into account in the formation of sectarian identities.
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Frick, Liezel, Ruth Albertyn, Eva Brodin, Sioux McKenna, and Silwa Claessson. "The role of doctoral education in early career academic development." SUN Press, 2017. http://hdl.handle.net/10962/66658.
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The social and economic significance of the doctorate is recognised across the world, as doctoral candidates are considered to be key contributors to the knowledge society by contributing to socio-economic development through innovation (Barnacle 2005; Taylor 2012). Doctoral students – regardless of their discipline – are expected to take part actively in the knowledge creation process at universities, and this is especially important for those who will remain in academia and continue to contribute in this way.1 But knowledge creation is a complex process. Knowledge creation at the doctoral level and beyond requires a comprehensive understanding of relevant knowledge, sound judgment, and the ability to advise with insight. Doctoral learning also includes aspects such as abstract reasoning, the ability to conceptualise, and problem solving. Thus, through the original contribution candidates are expected to create during the doctorate, they are supposed to become experts in their chosen field of study. This process has been described by Evans (2014) as disciplinary acculturation. Various authors (for example Danby & Lee 2012; Lin & Cranton 2005; Manathunga & Goozée 2007) point out that this process of becoming an expert is by no means easy or straightforward. Rather, developing as a scholar is a lifelong process in which moving from a novice to an expert is an essential rite of passage into academic practice (Dreyfus & Dreyfus 1986). Benmore (2014) states that for those pursuing academic careers, it involves coming to know, but also coming to be an academic. Such a process of becoming doctorate implies movement over time, progression, and transformation (Barnacle, 2005).
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Mitchell, Ariel Encalade. "The Role Balance Experience of Black Female Counselor Education Doctoral Students Maintaining Full-Time Employment and Significant Relationships." ScholarWorks@UNO, 2014. http://scholarworks.uno.edu/td/1933.
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This qualitative phenomenological research study explored the role balance experience of five Black female counselor education doctoral students who were balancing education, full-time employment, and significant relationships. Purposeful and snowball sampling were used to elicit participants who met these criteria: enrolled as a full-time doctoral student, employed full-time (30 or more hours weekly), and involved in a self-defined significant relationship.
The participants in this study individually provided insight into their respective perceived role balance experiences of balancing education, work, and significant relationships. The primary research question for the study was: “What is the role balance experience of Black female counselor education doctoral students maintaining full-time employment and significant relationships?” A review of the literature examining the roles of Black women in U.S. society, Black women and significant relationships, and Black women in higher education provided the foundation for the study. Semi-structured interviews were conducted in person and via Face time to collect data. Interviews were recorded and transcribed by a third party provider. The transcription and initial analysis was sent to each respective participant for member checking and a follow-up interview was scheduled to address any participant concerns or questions. The data were open coded and then clustered into themes. A cross-case analysis was completed and themes were merged into superordinate themes. Superordinate themes were used to answer the primary research question.
Three superordinate themes emerged: past influences present, struggle to have it all, and how to balance. Implications for counselor education programs and students are presented along with recommendations for future research. Personal reflections of the researcher were provided.
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Gibbs, Alarie A. "The Perceptions of Nonprofit Arts and Culture Organization Leaders Regarding Their Role in K-12 Arts Education." UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/782.
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The present study posed two research questions. Because of limited research regarding leadership in arts and culture organizations, the background question to contextualize the study was: How do nonprofit arts and culture leaders in the Jacksonville, Florida, metropolitan area perceive their roles within their organizations? The foreground question was: How do leaders of nonprofit arts and culture organizations in the Jacksonville, Florida, metropolitan area understand their roles in providing underserved K-12 students access to and opportunity for arts education? The research questions warranted a qualitative research design using semi-structured, in-depth interviews. The review of the literature documented the importance of arts education for all and how school policy mandates have led to a reduction in access to and opportunity for arts education, especially in schools with high poverty rates and students of color. Interview data were collected from 11 leaders of nonprofit arts and culture organizations. Data analysis involved identifying five typologies that organized the description and interpretation dimensions of Eisner’s process of educational criticism (1998): arts education, programs, and services; advocacy and engagement for the arts; challenges to providing access to and opportunities for arts education; the role of partnerships; and nonprofit arts and culture organizational development. Data analysis corroborated that the problems of inequitable arts education is still pervasive in K-12 education. The participants perceived their missions as focused on arts education for all and as contributing to filling the gap in providing equitable access to and opportunities for arts education for underserved K-12 students. The present study concluded that nonprofit arts and culture organizations can provide a unique set of contributions, such as programs for K-12 students, arts leadership development, and partnerships with schools and with each other in delivering equitable access to and opportunities for arts education for underserved K-12 students.
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MATHIVET, PASCAL. "Role des recepteurs gabab dans deux modeles d'epilepsies-absences (doctorat : pharmacologie)." Strasbourg 1, 1997. http://www.theses.fr/1997STR15113.
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BADRICHANI, ANNE ZEINA. "Role des proteines anti-apoptotiques dans la cellule endotheliale (doctorat : immunologie)." Paris 5, 1998. http://www.theses.fr/1998PA05N150.
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Martinelli, Edward Allan Ketring Scott A. "Paternal role development and acquisition in fathers of preterm infants a qualitative study /." Auburn, Ala., 2005. http://repo.lib.auburn.edu/2005%20Summer/doctoral/MARTINELLI_EDWARD_15.pdf.
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Wall, Francis Joseph. "The natural managers? : a study of the evolving role of NHS doctors in management." Thesis, Durham University, 1999. http://etheses.dur.ac.uk/4294/.
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This study traces the evolving role of NHS doctors in management, from the early years of informal, but highly influential involvement, to the formalised and accountable positions they now occupy in management. The study attempts to assess whether doctors are "the natural managers" of the NHS and, if so, the implications of this. The associated argument, which is pursued throughout the study, is that power and authority need to be brought together in order for management to be effective and argues that the involvement of doctors in management is the only realistic way to bring this about. A qualitative research approach has been used to explore through interviews, the views, opinions and experiences of 30 key informants, including Consultant Medical staff, (many of whom occupy Medical/Clinical Director positions). General Medical Practitioners, Chief Executives, senior NHS Executive and Health Authority officials, and other health professionals. The study, which is mainly centred on the operational level in secondary care, concludes that the active, formal involvement of doctors in management does bring about the blend of power and authority which was previously missing, but no over-riding view was expressed by informants to suggest that this means doctors are "the natural managers." In order to make better use of clinical and other resources, a shared partnership in decision making at the top of the management structure between the senior doctor manager and the lay Chief Executive is required. More encouragement is needed to develop the present fragile role of doctors in management in order to secure the relatively untapped source of managerial power and authority which the involvement of doctors in management can bring about.
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Smith, Bonnie Lee Barbara. "Expectations for the role of head nurse held by head nurses, nurses, directors of nursing, and doctors : a survey in four teaching hospitals." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=72038.
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Expectations and perceptions of expectations for the role of Head Nurse were investigated in four teaching hospitals of McGill University, Montreal, Canada. Head Nurses, nurses, Directors of Nursing, and doctors were respondents. The study examined three questions: What are the expectations held for the Head Nurse within groups? Are there differences in expectations held for the Head Nurse across groups? Are there differences between expectations of nurses and doctors for the Head Nurse, and Head Nurse perceptions of expectations of nurses and doctors?Factor analysis was performed on responses of Head Nurses, nurses, and doctors separately. Expectations within groups were determined by frequencies, means, and standard deviations. Differences in expectations between groups were tested by chi-squares.
Conceptualizations of the Head Nurse as manager, clinician, patient care co-ordinator, and teacher were supported. Five factors, identified as doctor's helper, clinical leader, communication link, determiner of quality of care, and manager, accounted for 67 to 82% of variance in all groups. All groups agreed that the Head Nurse should be a determiner of quality of care given. Significant differences in expectations between groups were found in regard to the Head Nurse as doctor's helper, and clinical leader, and in regard to other activities related to patients, staff, and the unit. Head Nurses tended to overestimate nurse expectations for the Head Nurse, and underestimate doctor expectations for the Head Nurse.
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Clear, Tony. "Supporting the work of global virtual teams the role of technology-use mediation : a thesis submitted to Auckland University of Technology in fulfilment of the requirements for the degree of Doctor of Philosophy (PhD), 2008." Click here to access this resource online, 2008. http://hdl.handle.net/10292/650.
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This thesis investigates the role of technology-use mediation in supporting the work of global virtual teams. The work is set in the context of a longer term action research programme into collaborative computing and global virtual teams, initiated by Auckland University of Technology in New Zealand and Uppsala University in Sweden. Over the period since 1998, global virtual collaborations involving teams of students from both universities have been conducted annually. This thesis investigates the 2004 collaboration cycle, in which participants from St Louis University Missouri joined the collaboration. This was the first triadic collaboration, and covered Northern, Southern and Western aspects of the globe while traversing three widely divergent time-zones. In spite of the extensive experience in collaboration possessed by the coordinators at all three sites, the results of the global virtual trial were at best mixed. This repeated experience of dissatisfaction in our global virtual collaborations, in spite of the technology being in place has been a primary motivator for this work. Why is global virtual collaboration difficult? What roles and activities are critical? How can we do it better? These are not issues solely to do with the student actors in the global virtual teams, but more to do with the supporting cast, engaged in “activities which involve the shaping of other users activities of [technology] use” (Orlikowski et al., 1995, p.425). Thus came about my interest in exploring the topic of technology-use mediation. This thesis applies a research framework adapted from DeSanctis & Poole’s “Adaptive Structuration Theory” (1994) by the author. Initially applied to “facilitation” in virtual teams “Extended Adaptive Structuration Theory (EAST)” (Clear, 1999a), has undergone further development. The resulting research framework “Technology-use Mediated AST (TUMAST)” is applied here for the first time to investigate technology-use mediation activities performed during the global virtual collaborative trial. A corpus of data based on the email communications of supporting parties to the collaboration is analysed in depth in this study, applying a combination of grounded theoretic and structurational techniques. Thus a very rich and firmly grounded picture of the processes of technology-use mediation is built. This thesis represents the first known in-depth longitudinal study of technology-use mediation in a real global virtual team setting. From this exploratory study some novel theorizations have resulted. Methodologically it demonstrates analysis of technology-use mediation applying the TUMAST framework in a manner that captures the richness and evolution over time of these complex activities. Substantively it proposes a novel theory of “Collaborative Technology Fit (CTF)”. It is hoped that future global virtual team coordinators and researchers may apply the theory in order to map their situation, and diagnose their degree of collaborative alignment on multiple dimensions, thus enabling corrective actions to be taken. While the work arises in a tertiary education context, it reflects the reality of professionals at work in a global virtual team. Its application within other domains remains to be proven, but readings from the literature, and personal experience within global virtual software development teams suggest its wider applicability.
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von, Hurst Pamela Ruth. "The role of vitamin D in metabolism and bone health : a thesis presented in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Nutritional Science at Massey University, Albany, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/1148.
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Background Hypovitaminosis D is becoming recognised as an emerging threat to health, even in countries like New Zealand which enjoy plentiful sunshine. The evidence for a role for vitamin D deficiency in the aetiology of a plethora of diseases continues to accumulate, including type 2 diabetes, and the preceding insulin resistance. Objectives The primary objective of the Surya Study was to investigate the effect of improved vitamin D status (through supplementation) on insulin resistance. The secondary objectives were to investigate the vitamin D status and bone mineral density of South Asian women living in New Zealand, and to investigate the effect of vitamin D supplementation on bone turnover as measured by biochemical markers of bone resorption and formation. Method Women of South Asian origin, ≥20 years old, living in Auckland (n = 235) were recruited for the study. All were asked to complete a 4-day food diary, invited to have a bone scan, and were screened for entry into the intervention phase which required insulin resistance (HOMA-IR >1.93) and serum 25(OH)D < 50 nmol/L. Eighty-one completed a 6-month randomised controlled trial with 4000 IU vitamin D3 (n = 42) or placebo (n = 39). Primary endpoint measures included insulin resistance, insulin sensitivity (HOMA2%S), fasting C-peptide and markers of bone turnover, osteocalcin (OC) and collagen C-telopeptide (CTX). Ninety-one of the 239 had a bone scan and bone mineral density (BMD) was measured in the proximal femur and lumbar spine. Results Adequate serum 25(OH)D concentrations (>50 nmol/L) were observed in only 16% of subjects screened. Median (25th, 75th percentile) serum 25(OH)D increased significantly from 21 (11,40) to 75 (55,84) nmol/L with supplementation. Significant improvements were seen in insulin sensitivity and insulin resistance (P = 0·003, P = 0·02 respectively), and circulating serum insulin decreased (P = 0·02) with supplementation compared to placebo. There was no change in C-peptide with supplementation. Insulin resistance was most improved when endpoint serum 25(OH)D =80 nmol/L. In post-menopausal women OC and CTX levels increased in the placebo arm but CTX decreased from 0.39±0.15 to 0.36±0.17 (P = 0.012) with supplementation. Osteoporosis (T score <-2.5) was present in 32% of postmenopausal, and 3% of premenopausal women. Women 20 – 29 years (n=10) had very low BMD, calcium intake and serum 25(OH)D Conclusions Improving vitamin D status in insulin resistant women resulted in improved insulin resistance and sensitivity but no change in insulin secretion. Optimal 25(OH)D concentrations for reducing insulin resistance were shown to be ≥80 nmol/L. The prevalence of low 25(OH)D concentrations in this population was alarmingly high, especially in younger women. In post-menopausal women, vitamin D supplementation appeared to ameliorate increased bone turnover attributed to oestrogen deficiency.
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Burellier, Franck. "Etre ou ne pas être mèdecin-gestionnaire ? : étude de la transition vers le rôle de responsable de pôle dans les hôpitaux publics français." Phd thesis, Université de Grenoble, 2011. http://tel.archives-ouvertes.fr/tel-00754966.
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Comment un médecin peut-il devenir médecin-gestionnaire ? Un médecin peut-il même simplement devenir médecin-gestionnaire ? Cette thèse a pour vocation de mieux comprendre le phénomène de transition vers un rôle de médecin-gestionnaire, phénomène jugé difficile autant en pratique qu'en théorie. Celui-ci tend à se développer avec l'introduction de la gestion de la performance dans les organisations publiques européennes. Cette recherche prend comme illustration le rôle de responsable de pôle, nouveau rôle mêlant responsabilités médicales et gestionnaires, instauré au sein des hôpitaux publics français. Cette thèse s'articule autour de trois études menées de manière progressive. Une première étude envisage la transition de manière globale, en s'attachant à l'analyse des ajustements entre le médecin et son nouveau rôle. Elle est menée à partir d'une étude de cas et d'entretiens auprès de deux établissements de santé (un Centre Hospitalier Universitaire et un Centre Hospitalier) et de leurs 22 responsables de pôle. Elle met en avant l'importance de la dimension individuelle dans la transition analysée. Une deuxième étude se focalise sur l'influence de l'identification au rôle de médecin-gestionnaire sur la transition. Elle est menée à partir d'une étude de cas et d'entretiens auprès de 4 responsables de pôle d'un CHU et de leurs principaux collègues. Elle soulève l'effet de customisation de la posture d'identification au rôle sur la tenue de ce dernier. Une troisième étude s'oriente finalement sur le travail identitaire des médecins dans la tenue de leur rôle de médecin-gestionnaire. Elle est également menée à partir d'une étude de cas auprès des 4 mêmes responsables de pôle, mais au travers d'observations directes de leur comportement en réunion. Elle fait émerger l'importance de l'utilisation de l'identité en action pour tenir un rôle de médecin-gestionnaire. La thèse que nous défendons est que la transition vers un rôle de médecin-gestionnaire peut s'effectuer à partir d'ajustements et avec des postures d'identification variées, du moment que l'identité du médecin est retravaillée dans l'action. Nous conseillons aux établissements de santé de privilégier des dispositifs d'accompagnement personnalisés sur le terrain afin d'aider les médecins à comprendre la logique de leur rôle.
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Kovalčikienė, Kristina. "The importance of psychological, social and academic environmental factors for postgraduate (doctoral) students’ professional identity expression." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20140930_121057-39775.
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The peculiarities of Lithuanian doctoral students’ professional identity and its multiplicity are analyzed. It is presumed that psychological, social and academic environmental factors may explain the doctoral students’ professional identity expression, which is observed through the professional roles: researcher-scientist, teacher and public service provider/practitioner.
The theoretical part presents the problems of terminology regarding identity phenomenon, a disquisition of the professional identity concept by integrating identity and social identity theories, the peculiarities of the doctoral student’s professional identity formation within the career construction theory perspective, analysis of the factors that possibly explain doctoral student’s professional identity expression in the context of the systems theory, and finally, a theoretical model of the study is constructed.
The empirical part covers the results of the study implemented in 2013. The sample consisted of 494 doctoral students from 22 higher education institutions in Lithuania. The results indicated that particular personality traits and thinking styles, subjectively perceived social support from various sources (scientific supervisor, colleagues and other students, employer, family and friends), as well as academic environmental factors (working conditions and scientific field) are significant for doctoral students’ identification with different professional roles. Modeling the interaction of factors... [to full text]Daktaro disertacijoje analizuojama Lietuvos doktorantų profesinio identiteto daugialypiškumo problematika. Darbe keliama prielaida, kad psichologiniai, socialiniai ir akademinės aplinkos veiksniai gali paaiškinti doktorantų profesinio identiteto raišką, kurią stebime per atliekamus profesinius vaidmenis: tyrėjo-mokslininko, dėstytojo ir visuomeninių paslaugų teikėjo/praktiko. Disertacijos teorinėje dalyje pristatoma identiteto reiškinio terminijos problematika, profesinio identiteto sampratos aiškinimas integruojant identiteto ir socialinio identiteto teorijas, doktoranto profesinio identiteto formavimosi ypatumai per karjeros konstravimo teorijos prizmę, doktoranto profesinį identitetą lemiančių veiksnių analizė sistemų teorijos kontekste, pateikiamas teorinis tyrimo modelis. Empirinėje darbo dalyje pristatomi 2013 m. atliktos Lietuvos doktorantų apklausos rezultatai. Tyrimo imtis – 494 doktorantai iš 22 aukštojo mokslo institucijų Lietuvoje. Tyrimo rezultatų analizė atskleidė, kad tam tikri doktorantų asmenybės bruožai bei mąstymo stiliai, subjektyviai suvokiamas palaikymas iš skirtingų socialinių šaltinių (mokslinio vadovo, kolegų ir kitų studentų, šeimos ir draugų, darbdavio) bei akademinės aplinkos veiksniai (darbo sąlygos bei mokslo sritis) turi reikšmę doktorantų identifikacijai su skirtingais profesiniais vaidmenimis. Kompleksinis veiksnių sąveikos įvertinimas atskleidė, kad doktorantų profesinio identiteto raiškai tam tikri veiksniai yra svarbūs netiesiogiai, o per... [toliau žr. visą tekstą]
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Meyer, Heather. "Unilateral conversations the role of marked sentence initial elements in skilled senior secondary academic writing : a thesis submitted to Auckland University of Technology in fulfilment of the requirements for the degree of Doctor of Philosophy (PhD), 2009 /." AUT University, 2009. http://hdl.handle.net/10292/831.
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This research is a practical attempt to develop academic writing pedagogy at secondary level in New Zealand because from interviews with teachers, personal experience and literature in the professional journal for teachers of English in New Zealand, English in Aotearoa, it appears that this would be a useful enterprise. Literature relating to this, and extending to the related contexts of the UK and Australia has been reviewed. The approach taken is an investigation of top-rated senior secondary writing in subject English, using elements of Hallidayan Systemic Functional Grammar (SFG). The concepts of SFG chiefly drawn upon, namely, Theme and linguistic metafunctions, and their application to the data are presented and explained. This grammatical model was chosen because it allows the interface of grammatical structure and linguistic function to be explored, which in turn permits insight into how the qualities of top-rated writing may be formulated grammatically. This insight may then become part of teaching resources in academic writing by way of both pre- and in-service training material for teachers. Over 100 top-rated English literature essays (graded by teachers) were collected from students, via their schools, so that the data obtained were authentic. Two samples were collected: timed and untimed writing. Each sentence of each essay was typed into one of nine Microsoft Excel spreadsheets, representing locations within the essay. The nine locations were: three introduction locations: initial sentence, medial sentences, terminal sentence; three paragraph locations (all paragraphs in the body of the essays, not introductions or conclusions): initial sentence, medial sentences, terminal sentence; and, three conclusion locations: initial sentence, medial sentences and terminal sentence. The initial grammatical elements and their metafunction(s) for each sentence were categorised. Percentages in each category for each location were calculated so that individual locations could be compared for grammatical and metafunctional characteristics. Grouped locations were also considered where this seemed felicitous; for instance, introductions were compared to conclusions or medial sentences compared to boundary sentences (initial and terminal). Comparisons were also made between the timed and untimed samples. The results showed that some grammatical structures could be associated with particular grouped locations and metafunctional characteristics were not independent of location. The research was also able to suggest grammatical means to achieve metafunctional effects that align with descriptors for writing given by examination boards. For example, clear, logical organisation of writing is highly valued by examination boards. This is achieved by means of elements that perform the textual linguistic metafunction. A variety of grammatical elements to perform this function and their most prominent locations were identified. It is intended that the findings may be a highly directed way to help teachers address some of the writing challenges faced by their students at secondary level.
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Molloy, Carla Jane. "The art of popular fiction : gender, authorship and aesthetics in the writing of Ouida : a thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy in English in the University of Canterbury /." Thesis, University of Canterbury. Culture, Literature and Society, 2008. http://hdl.handle.net/10092/1956.
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This thesis examines the popular Victorian novelist Ouida (Maria Louisa Ramé) in the context of women’s authorship in the second half of the nineteenth century. The first of its two intentions is to recuperate some of the historical and literary significance of this critically neglected writer by considering on her own terms her desire to be recognised as a serious artist. More broadly, it begins to fill in the gap that exists in scholarship on women’s authorship as it pertains to those writers who come between George Eliot, the last of the ‘great’ mid-Victorian women novelists, and the New Woman novelists of the fin de siècle. Four of Ouida’s novels have been chosen for critical analysis, each of which was written at an important moment in the history of the nineteenth century novel. Her early novel Strathmore (1865) is shaped by the rebelliousness towards gendered models of authorship characteristic of women writers who began their careers in the 1860s. In this novel, Ouida undermines the binary oppositions of gender that were in large part constructed and maintained by the domestic novel and which controlled the representation and reception of women’s authorship in the mid-nineteenth century. Tricotrin (1869) was written at the end of the sensation fiction craze, a phenomenon that resulted in the incipient splitting of the high art novel from the popular novel. In Tricotrin, Ouida responds to the gendered ideology of occupational professionalism that was being deployed to distinguish between masculinised serious and feminised popular fiction, an ideology that rendered her particularly vulnerable as a popular writer. Ouida’s autobiographical novel Friendship (1878) is also written at an critical period in the novel’s ascent to high art. Registering the way in which the morally weighted realism favoured by novelists and critics at the mid-century was being overtaken by a desire for more formally oriented, serious fiction, Ouida takes the opportunity both to defend her novels against the realist critique of her fiction and to attempt to shape the new literary aesthetic in a way that positively incorporated femininity and the feminine. Finally, Princess Napraxine (1884) is arguably the first British novel seriously to incorporate the imagery and theories of aestheticism. In this novel, Ouida resists male aesthetes’ exploitative attempts to obscure their relationship to the developing consumer culture while confidently finding a place for the woman artist within British aestheticism and signalling a new acceptance of her own involvement in the marketplace. Together, these novels track Ouida’s self-conscious response to a changing literary marketplace that consistently marginalised women writers at the same time that they enable us to begin to uncover the complexity of female authorship in the second half of the nineteenth century.
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Michaud, Nicholas. "Role Tension in the Academy: A Philosophical Inquiry into Faculty Teaching and Research." UNF Digital Commons, 2015. http://digitalcommons.unf.edu/etd/604.
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This dissertation seeks to understand the conjunction of faculty roles as teachers and as researchers. This understanding is pursued through philosophical analysis. Discourse ethics, in particular, is used as a framework by which to best understand the roles played by faculty and if the roles of teacher and researcher are, in fact, commensurable. The purpose of the work is two-fold: 1) to develop a construct that may be used by future researchers to better understand the roles played by faculty, and 2) to suggest a best-construct that enables future researchers to propose how actual lived roles should be instantiated in the world.
The dissertation reviews a series of university handbooks, professional association ethical guidelines, and philosophical arguments to establish how the roles of faculty are best understood. The investigation illuminates the tensions at the heart of faculty roles. This tension is not definitionally embedded in the roles of faculty as teacher and researcher. Rather, the tension emerges from the failure of institutions to fully actualize faculty roles as normatively grounded in human communicative interaction. As a result, the work suggests that in order to best resolve the cognitive dissonance that may be experienced as a result of role ambiguity, faculty should engage in a process of self-reflection and community dialectic in order to best determine how “faculty” can be actualized in a way that best benefits all stakeholders.
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Cheun, Jacquelyn Joann. "How eHealth Literacy Impacts Patient-Provider Relationships: A Study on Trust, Self-Care, and Patient Satisfaction." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011860/.
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It has been well established, in the literature, the association between low health literacy rates and poor health outcomes. With the increase of technology dependence, more people are using the internet to look up health information. Research has shown that shared decision making between providers and patients can improve patients' health outcomes. This research aims to examine whether electronic health (eHealth) literacy impacts patient-provider relationships. This research will also examine how geography specifically state residency impacts eHealth literacy rates. Data collected from a national sampling of online health and medical information users who participated in the Study of Health and Medical Information in Cyberspace (N=710) is used to construct structural equation models from SPSS AMOS v. 20.0. After path analysis, the results shown that white males with higher education were more likely to have higher eHealth literacy rates and that eHealth literacy rates are associated with better self-care, higher patient satisfaction and increased trust in provider. Also, state residency does not have an impact on eHealth literacy rates. eHealth literacy will be significant in patient-provider relationships. Program development should be established on focusing on eHealth literacy across the lifespan. Also, it will be important to review federal policy on technology disbursements in order to achieve national goals on eHealth literacy rates.
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Silas, Irene. "Do We Belong? Understanding How Program Directors Perceive the Role of the Intensive English Programs on University Campuses." UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/890.
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This qualitative case study examines the perspectives of leaders of five intensive English programs (IEPs) about their departments’ positions at U.S. public universities as well as their perceptions of the directors’ roles in developing visibility on campuses. The data was collected through interviewing and analyzed using the Constant Comparative Method which produced five distinctive themes: planned happenstance; belonging; funding; work with university; director’s role. The cross-case findings presented similar ideas from all of the participants – intensive English program legitimacy and visibility on campuses have still not been achieved. The findings from the study can aid IEP directors, and especially their supervisors, in understanding the need to create belongingness for those programs and to provide better involvement of members into university communities.
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Sharif, Hana. "Chekov, Ibsen and Flaubert’s doctors : An ideo-historical literature essay on how the medical revolution of the 19th century changed the role of doctors." Thesis, Örebro universitet, Institutionen för medicinska vetenskaper, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-73521.
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Background: Today we are very likely to encounter exceedingly competent, courageous, charismatic and often times good-looking doctors as TV-show protagonists whilst flipping through the television channels. Just over a hundred years ago it would have been unimaginable for a doctor to lead a storyline, to be a well-liked hero, to even be described as competent. Aim: The purpose of this paper is to study how the medical revolution of the 19th century changed the role of doctors in society and consequently the portrayal of them in literary works and theatrical performances throughout time. Method: This essay is an ideo-historical literary analysis, with a hermeneutic approach of interpretation. The selection of landmark literary work and theatrical plays range from mid-17th century to contemporary times and are chosen on the basis of their popularity and influence. Results: The portrayal of doctors transforms from being figures used as laughingstocks, painted with colors of incompetence and deceptiveness to become highly respectable heroes of society whose steps should be followed and words should be listened to. Conclusion: An increased awareness of the different positions of doctors in society may bring the clinicians of today a better understanding about the conditions of their status. This insight might make it easier for them to navigating in a professional life with the new and ever-challenging well-read patient of today.
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Senthilnathan, Samithamby. "The role of the most recent prior period's price in value relevance studies : a thesis presented in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Finance at Massey University, Palmerston North, New Zealand." Massey University, 2009. http://hdl.handle.net/10179/930.
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Numerous value relevance investigations use the Ohlson (1995) model to empirically explore the value relevance of accounting variables such as earnings and goodwill amortisation by employing equity price as the dependent variable, but do not incorporate the most recent prior period’s equity price as an additional explanatory variable. The Ohlson (1995) model and the efficient market literature indicate that, since share prices represent the present value of future permanent earnings in an efficient market, the most recent prior period’s equity price should be a crucial variable for explaining the current price in value relevance models. This thesis therefore outlines how the Ohlson (1995) model incorporates the most recent prior period’s price as a potentially important value relevant explanatory variable, and reformulates the Ohlson (1995) model to demonstrate how the empirical specification of value relevance regression models can be greatly improved by including the most recent prior period’s price as an additional explanatory variable. We revisit the Jennings, LeClere, and Thompson (2001) empirical specification used to study whether goodwill amortisation is value relevant and potentially informative with respect to future earnings to illustrate the improvement to the Ohlson (1995) value relevance model empirical specification. When the model specification is improved by including the most recent prior period’s price as an additional explanatory variable, trailing earnings are shown, using time series, cross-sectional, and returns-based analysis, to be at best marginally value relevant when empirically explaining share prices in value relevance regression models. The thesis also indicates that goodwill amortisation should not be deducted from earnings in accounting statements because the presence of goodwill amortisation is significantly positively (not negatively) related to equity prices. This effect is eliminated when the most recent prior period’s price is included as an additional explanatory variable in the regression analysis, thus indicating that goodwill amortisation information as well as trailing earnings information have already been incorporated into the most recent prior period’s price. The thesis further indicates that value relevance studies that use the Ohlson (1995) model should use, for econometric reasons, change in price or else returns, not the price level, as the dependent variable. When returns are used to test the value relevance of goodwill amortisation, firms that report positive goodwill amortization actually have higher subsequent returns, a result that could possibly be due to the fact that growing firms tend to possess goodwill when they use acquisitions to expand. Results obtained when using returns to test whether goodwill amortisation is value relevant therefore extend the existing literature, since the prevailing expectation in the accounting literature is that goodwill amortization either represents a reduction in the value of goodwill over time or is not value relevant.
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Gittings, Dave. "The role of dopamine in the sensitised locomotor activating effects of Methylenedioxymethamphetamine (MDMA) in rats : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Psychology /." ResearchArchive@Victoria e-thesis, 2009. http://hdl.handle.net/10063/1232.
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Ponto, Jamie. "The role of the physiotherapist in the neonatal intensive care unit: perceptions from neonatal healthcare professionals." University of the Western Cape, 2020. http://hdl.handle.net/11394/7570.
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Magister Scientiae (Physiotherapy) - MSc(Physio)Background: The role of the physiotherapist in the neonatal intensive care unit is unclear. How other neonatal healthcare professionals and physiotherapists themselves perceive their role in the management of neonates, their practice patterns and services, their role in the neonatal intensive care multidisciplinary team, their use of evidence-based practice and awareness of the profession in this setting has not been well explored. This information is lacking in the South African healthcare context as well. Therefore, the aim of the study was to explore and describe the perception of doctors, nurses and physiotherapists of the role of the physiotherapist in public and private sector neonatal intensive care units in South Africa. Methods: A qualitative exploratory research design was used. All medical practitioners (paediatricians and neonatologists), nurses and physiotherapists working in the neonatal intensive care units in two private sector and two public sector hospitals in the Cape Metropole region in the Western Cape South Africa who provided consent to participate were included. An inclusive (total population) sampling method was used where all healthcare professionals working in these units were invited to an individual face-to-face audiotaped interview using a semi-structured interview guide and conducted by the researcher at a time and place convenient to the participants following informed consent. Data was transcribed verbatim and analysed using both deductive and inductive thematic content analysis to develop codes, categories and themes. Trustworthiness was ensured by ensuring credibility, conformability, dependability and transferability of data. Ethics was obtained from the relevant Institutional Review Board. Results: Twenty-one healthcare professionals participated, including doctors (n=5), nurses (n=6) and physiotherapists (n=10). The mean age in years of the participants was 41+/–11 years with the physiotherapists having the lowest mean age. The participants had various years of general and neonatal intensive care experience and physiotherapists in specific only had basic undergraduate qualifications with minimal specialised training in neonatal intensive care. Five major themes emerged namely: i) the role of the physiotherapists in the management of the neonatal ICU patient, ii) practice patterns and services iii) teamwork iv) training and qualifications including evidence-based practice, v) awareness of and exposure to neonatal intensive care physiotherapy. Conclusion: Physiotherapists working in this neonatal intensive care setting need to promote their profession through education of other neonatal healthcare professionals in order to improve awareness, referral patterns and integration into the multidisciplinary team. Evidence-based practices and improving training and skills development in the area of neonatal physiotherapy can be further explored in this setting.
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Harris, Rod (Rod D. ). "Musician and teacher: the relationship between role identification and intrinsic career satisfaction of the music faculty at doctoral degree granting institutions." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332810/.
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The purpose of this study was to investigate the relationship between identification with the teacher or musician role and intrinsic career satisfaction by college music teachers in doctoral degree granting institutions.
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Malinen, Sanna. "Implicit and explicit attitudes towards older workers : their predictive utility and the role of attitude malleability : a thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Psychology in the University of canterbury /." Thesis, University of Canterbury. Psychology, 2009. http://hdl.handle.net/10092/2849.
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Due to the ageing population, an increasing number of older workers form the labour force. Unfortunately discriminatory practices against older workers are well documented and the antecedents of such discrimination are assumed to be negative attitudes towards older workers. No previous research has investigated implicit attitudes towards older workers or their behavioural consequences. Accordingly, the present research aimed to investigate both implicit and explicit attitudes towards older workers, and their predictive utility in an employment-related context. In addition, attitude malleability and the role it may play in the attitude-behaviour relationship was investigated. This thesis reports findings from 5 studies, a pilot study and 4 main studies. The pilot study determined that the Implicit Association Test (IAT; A.G. Greenwald, D. E. McGhee & J. L. K. Schwartz, 1998) was to be used in the main studies. The 4 main studies investigated implicit attitudes, and the malleability of such attitudes towards older, relative to younger, workers. The malleability of attitudes was investigated with a mental imagery intervention where the experimental group participants were asked to imagine and describe respected and valued older workers in their surroundings. The control group participants were asked to imagine holiday destinations they would like to visit. In general, it was expected that negative implicit and explicit attitudes would be found towards older workers but that such bias could be alleviated with a mental imagery intervention. In all studies, negative implicit attitudes against older workers were found and such attitudes were relatively uninfluenced by the mental imagery manipulation. Three studies included explicit measures of attitudes. Although some variation was found between the studies and the measures used, overall positive attitudes towards older and younger workers were found. The mental imagery manipulation was also found to influence the explicit attitudes to a greater degree than implicit attitudes. The final study investigated the relationship between attitudes and behaviour. Specifically, both implicit and explicit attitudes’ relationships with spontaneous and controlled-type behaviours towards an older and a younger target were examined. Overall, some evidence for youth-bias in the participants’ behaviour was found, as well as evidence for the relationship between explicit attitudes and spontaneous behaviours. Implicit attitudes were largely unrelated to behaviour. In general, the mental imagery intervention did not impact the attitude-behaviour relationship. Implications for older workers are discussed, as well as educational methods for reducing discrimination older workers face in employment.
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Rios, Laurent Yves. "Role des antioxydants et de la paf-acetylhydrolase dans l'ischemie / reperfusion retinienne (doctorat : biophysique)." Clermont-Ferrand 1, 1999. http://www.theses.fr/1999CLF1PP09.
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Andreoletti, Laurent. "Etude du role des coxsackievirus b dans la physiopathologie des cardiomyopathies dilatees (doctorat : virologie)." Lille 2, 1997. http://www.theses.fr/1997LIL2T014.
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Guillemin, Isabelle. "Role de l'adn gyrase dans la resistance naturelle des mycobacteries aux quinolones (doctorat : microbiologie)." Paris 11, 1999. http://www.theses.fr/1999PA114801.
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Papazian, Laurent. "Role du monoxyde d'azote dans la modification du rapport ventilation-perfusion pulmonaire (doctorat : physiologie)." Aix-Marseille 2, 1998. http://www.theses.fr/1998AIX2654U.
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Jones, Leslie Nicole Duan Changming. "The role of faculty and peer research mentoring in research productivity, self-efficacy, and satisfaction of doctoral students." Diss., UMK access, 2006.
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Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2006."A dissertation in counseling psychology." Advisor: Changming Duan. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed Oct. 31, 2007. Includes bibliographical references (leaves 81-89). Online version of the print edition.
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Rapp, Doreen Rivera. "A Narrative Study of Perspectives of Puerto Rican Doctoral Graduates." Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3606.
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A review of the literature indicates that Latinos lag behind Whites and Blacks in college degree attainment. This educational disparity is of concern because Latinos are currently the largest minority group in the United States, and the Latino population is expected to increase exponentially in the future. College degree attainment for Latinos is imperative because statistics show an undeniable relationship between degree attainment and income level. In order to ensure the economic wellbeing of Latinos, it is important that Latinos persist through college degree programs. This is especially true for Puerto Ricans because they are the second largest Latino subgroup.
The majority of college persistence and departure literature applies to students in general and some of the studies focus on Latino College students. However, fewer studies explore the perspectives of Latinos with the process of graduate or doctoral degree attainment. This is especially true of Latinos of specific ethnic backgrounds such as Cuban, Mexican, or Puerto Rican. I conducted this study in order to address this gap in the literature.
This study described and explained the perspectives of a purposive sample of Puerto Rican doctoral graduates on their education by exploring those social and cultural factors that influenced their perceptions, and served as educational facilitators or barriers to their doctoral attainment. The questions that guided the study were: 1.What are the
components of their perspectives? and; 2. What social-cultural variables influenced their perspectives?
In order to answer the research questions, I interviewed eight Puerto Ricans with doctorates who were affiliated with the GOTHAM educational system in the state of New York. In order to collect the data, I went to New York in February and March 2010 and conducted face to face interviews with the participants, which were recorded. After I recorded the interviews, I transcribed the data, which I analyzed using a software program called Atlas.ti. I analyzed the data by coding the excerpts, which I identified as the subthemes or variables of this study. The subthemes were coalesced into major themes, which were validated by peer review, several iterations of member check, and data triangulation. After coming to a consensus at all levels of validation, I determined that the emergent themes were in fact evidence of the components of the perceptions of the participants‟ experiences with doctoral attainment. Those components are Personal Factors, Social Role Factors, Cultural Factors, and Social Factors.
Based on the analysis of the data, the most profound influence to the perception of the participants‟ lived doctoral experiences was that of the interaction of being a doctoral student, or Adult Learner, with at least one other social role. The most commonly reported negative interaction was being an Adult Learner and a Worker at the same time. Having a lack of Finances, No Latino Role Models, experiencing Negative Events by Ethnicity, and struggling with Self-Efficacy served as barriers to most of the participants. Having Peer Networks and Faculty Support served as facilitators to most of the participants. In order to add to the usefulness of this study, I asked the participants for their advice to future or current doctoral students, and for suggestions to faculty and administrators of higher education. I included their responses as part of this study.
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Harris, Wallace. "Facility Matters: The Perception Of Academic Deans Regarding The Role Of Facilities in Higher Education." UNF Digital Commons, 2014. http://digitalcommons.unf.edu/etd/525.
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The purpose of this study was to examine how academic deans perceived the characteristics of facility built environment and its impact on learning in higher education. Q methodology was used as the means to explore the subjective opinions of academic deans within the State of Florida regarding the facility built environment’s impact on learning in higher education. For this Q study, the concourse statements were the result of communications taken from the subject literature and participant responses to this study’s online concourse questionnaire. The resulting 32 item Q sample was sorted online by 43 academic deans, associate and assistant deans. In completing the survey, the participants ranked statements representative of the characteristics of facility built environment according to their own beliefs and subjective opinions. From the resulting data and subsequent analysis, three distinct factors emerged that represented the collective opinions of this study’s participants. The emergent factors for this study were named Traditionalist – Focused on Functionality and Universal Rationality; Modernist – Technology Conscious Seeking Innovation and Flexibility; and Abstractionist – Contextual and Expressive.
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Shuriquie, Mona. "The legitimate role of the medical-surgical staff nurse in Jordan : the views of patients, doctors and nurses." Thesis, King's College London (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433226.
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