Previous research into the accuracy of referrals for glaucoma has shown that a large number of referrals to the Hospital Eye Service are false positive. Research in areas of healthcare other than ophthalmology has shown that psychological distress can be caused by false positive referrals. The present study aimed to evaluate the quality of referrals to the HES for all ocular pathologies, and also to quantify the proportion of these referrals that were false positive. Any commonality between false positive referrals was investigated. The psychological effect of being referred to the HES was also evaluated using the Hospital Anxiety and Depression Scale (HADS) and State-Trait Anxiety Inventory (STAI). Both scales were validated in this population with Rasch analysis before use. A final aim was to develop an improvement to the present referral pathway in order to reduce numbers of false positive referrals. The accuracy of referrals to the HES appears to improve as clinicians become more experienced, and greater numbers of false positive referrals are generated by female clinicians. Optometrists refer patients with a wide range of ocular diseases and in most cases include both fundus observations and visual acuity measurements in their referrals. GPs mainly refer patients with anterior segment disorders, particularly lid lesions, based on direct observation and symptoms. Illegibility and missing clinical information reduce the quality of many optometric referrals. Patients referred to the HES experience raised levels of anxiety as measured by the STAI and raised levels of depression as measured by the HADS-Depression subscale. As a method of assessing psychological distress, the questionnaires HADS-T (all items), STAI-S (State subscale) and STAI-T (Trait subscale) show good discrimination between patients when administered to a population of new ophthalmic outpatients, despite all having a floor effect. Subsequently a referral refinement service was developed which reduced numbers of unnecessary referrals and reduced costs for the NHS.

<p>One of the key ideas in the research on mathematics education is that the mathematical knowledge that learners acquire is strongly tied to the particular situation in which it is learnt. This study investigated the contexts that learners in grades eight, nine and ten prefer to deal with in the learning of mathematics based on their personal, social, societal, cultural and contextual concerns or affinities. The study is situated in the large-scale project called the Relevance of School Mathematics Education II (ROSMEII), which is concerned with the application and the use of mathematical knowledge and processes in real life situations. It is based on a survey of learners from ten (10) secondary schools in the Oshana and Khomas regions of Namibia. The ten schools that were sampled represent the spectrum of schools in Namibia in both urban and semi-urban areas. The Rasch model of data analysis is employed to provide some insight into the contextual situations learners would like to deal with in their mathematical learning. The data obtained for this study was analysed using the WINSTEPS Version 3.65.0 suite of computer programs. The current study arises from a concern about the absence of the voices of learners in the contextual situations in mathematics selected by adults such as mathematics teachers, inspectorates and curriculum and materials developers. The assumption is that the inclusion of learners&rsquo / insights into mathematics curricular might enhance mathematical learning. The study reveals that school children have an intrinsic desire to learn about mathematical issues embedded in real-life contexts. Several items which Namibian learners have shown interest in are issues they experience in life out of school which are not directly dealt with in school, such as managing personal and financial affairs, health matters, technology, construction, engineering and government financial matters. However, learners indicated to have a low preference in contexts like lotteries and gambling, national and international politics, cultural products, all kinds of pop music and dancing. This thesis contends that the inclusion of contexts in the mathematics curriculum which are of interest to learners will go a long way in facilitating good performance of learners in mathematics.</p>

<p>One of the key ideas in the research on mathematics education is that the mathematical knowledge that learners acquire is strongly tied to the particular situation in which it is learnt. This study investigated the contexts that learners in grades eight, nine and ten prefer to deal with in the learning of mathematics based on their personal, social, societal, cultural and contextual concerns or affinities. The study is situated in the large-scale project called the Relevance of School Mathematics Education II (ROSMEII), which is concerned with the application and the use of mathematical knowledge and processes in real life situations. It is based on a survey of learners from ten (10) secondary schools in the Oshana and Khomas regions of Namibia. The ten schools that were sampled represent the spectrum of schools in Namibia in both urban and semi-urban areas. The Rasch model of data analysis is employed to provide some insight into the contextual situations learners would like to deal with in their mathematical learning. The data obtained for this study was analysed using the WINSTEPS Version 3.65.0 suite of computer programs. The current study arises from a concern about the absence of the voices of learners in the contextual situations in mathematics selected by adults such as mathematics teachers, inspectorates and curriculum and materials developers. The assumption is that the inclusion of learners&rsquo / insights into mathematics curricular might enhance mathematical learning. The study reveals that school children have an intrinsic desire to learn about mathematical issues embedded in real-life contexts. Several items which Namibian learners have shown interest in are issues they experience in life out of school which are not directly dealt with in school, such as managing personal and financial affairs, health matters, technology, construction, engineering and government financial matters. However, learners indicated to have a low preference in contexts like lotteries and gambling, national and international politics, cultural products, all kinds of pop music and dancing. This thesis contends that the inclusion of contexts in the mathematics curriculum which are of interest to learners will go a long way in facilitating good performance of learners in mathematics.</p>

Objectives: To explore the prevalence and structure of self-reported disability after mild traumatic brain injury and the impact of traumatic brain pathology on such outcome. Material and methods: In study 1-3, symptoms data were collected by use of Rivermead Post-concussion Symptoms Questionnaire (RPQ) and data on global function by use of Glasgow Outcome Scale Extended (GOSE) from 2602 patients at 3 months after MTBI. RPQ data were subject to factor and Rasch-analyses Head CT data from 1262 patients were used in a prediction analysis that also included age and gender. In study 4, MRI and symptoms data were collected at 2-3 days and at 3-7 months follow-up after MTBI in 19 patients. Global function was assessed at follow-up by use of the Rivermead Head Injury Follow-Up Questionnaire (RHIFUQ) and GOSE. Results: I. Most respondents reported no remaining symptoms but 24% reported ≥3 and 10% ≥7 remaining symptoms. The factor analysis demonstrated that all symptoms are correlated but also identified subgroups of symptoms. II. Rasch-analysis of RPQ showed disordered category function, local dependency of items, poor targeting of persons to items and indications of 3 or more dimensions. There was no differential item functioning. III. Head CT pathology with no need for acute intervention was observed in 52 patients (4%) but was not associated with either frequency of remaining symptoms or global outcome at 3 months post injury. Female gender and age over 30 years were associated with less favourable outcome with respect to symptoms and GOSE. IV. Post-acute MRI indicated trauma-related pathology in one patient and follow-up MRI indicated loss of brain volume in 4 patients. Conclusions: A substantial proportion of patients with MTBI report remaining problems at three months after MTBI. RPQ is useful but not optimal to assess symptoms outcome after MTBI and calculation of a total sum score is not recommended. Female gender and older age are negative prognostic factors while brain pathology according to CT has no effect on self-reported outcome. Loss of brain volume after MTBI according to MRI may be a sensitive marker of traumatic brain pathology and deserves further studies.

Magister Educationis - MEd / One of the key ideas in the research on mathematics education is that the mathematical knowledge that learners acquire is strongly tied to the particular situation in which it is learnt. This study investigated the contexts that learners in grades eight, nine and ten prefer to deal with in the learning of mathematics based on their personal, social, societal, cultural and contextual concerns or affinities. The study is situated in the large-scale project called the Relevance of School Mathematics Education II (ROSMEII), which is concerned with the application and the use of mathematical knowledge and processes in real life situations. It is based on a survey of learners from ten (10) secondary schools in the Oshana and Khomas regions of Namibia. The ten schools that were sampled represent the spectrum of schools in Namibia in both urban and semi-urban areas. The Rasch model of data analysis is employed to provide some insight into the contextual situations learners would like to deal with in their mathematical learning. The data obtained for this study was analysed using the WINSTEPS Version 3.65.0 suite of computer programs. The current study arises from a concern about the absence of the voices of learners in the contextual situations in mathematics selected by adults such as mathematics teachers, inspectorates and curriculum and materials developers. The assumption is that the inclusion of learners’ insights into mathematics curricular might enhance mathematical learning. The study reveals that school children have an intrinsic desire to learn about mathematical issues embedded in real-life contexts. Several items which Namibian learners have shown interest in are issues they experience in life out of school which are not directly dealt with in school, such as managing personal and financial affairs, health matters, technology, construction, engineering and government financial matters. However, learners indicated to have a low preference in contexts like lotteries and gambling, national and international politics, cultural products, all kinds of pop music and dancing. This thesis contends that the inclusion of contexts in the mathematics curriculum which are of interest to learners will go a long way in facilitating good performance of learners in mathematics. / South Africa

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Previous research into the accuracy of referrals for glaucoma has shown that a large number of referrals to the Hospital Eye Service are false positive. Research in areas of healthcare other than ophthalmology has shown that psychological distress can be caused by false positive referrals. The present study aimed to evaluate the quality of referrals to the HES for all ocular pathologies, and also to quantify the proportion of these referrals that were false positive. Any commonality between false positive referrals was investigated. The psychological effect of being referred to the HES was also evaluated using the Hospital Anxiety and Depression Scale (HADS) and State-Trait Anxiety Inventory (STAI). Both scales were validated in this population with Rasch analysis before use. A final aim was to develop an improvement to the present referral pathway in order to reduce numbers of false positive referrals. The accuracy of referrals to the HES appears to improve as clinicians become more experienced, and greater numbers of false positive referrals are generated by female clinicians. Optometrists refer patients with a wide range of ocular diseases and in most cases include both fundus observations and visual acuity measurements in their referrals. GPs mainly refer patients with anterior segment disorders, particularly lid lesions, based on direct observation and symptoms. Illegibility and missing clinical information reduce the quality of many optometric referrals. Patients referred to the HES experience raised levels of anxiety as measured by the STAI and raised levels of depression as measured by the HADS-Depression subscale. As a method of assessing psychological distress, the questionnaires HADS-T (all items), STAI-S (State subscale) and STAI-T (Trait subscale) show good discrimination between patients when administered to a population of new ophthalmic outpatients, despite all having a floor effect. Subsequently a referral refinement service was developed which reduced numbers of unnecessary referrals and reduced costs for the NHS.

Data-driven learning is a sub-discipline of corpus linguistics that makes use of the analyses and tools of corpus linguistics in foreign and second language classroom (Johns, 1991; Johns & King, 1991). With this approach, learners become researchers rather than passive recipients of language rules (Johns, 1991). This study was an investigation of the impact of this approach as a form of written corrective feedback for in-service teachers of English participating in an online writing course at a teacher training institute in Japan. Data-driven learning is commonly utilized in conventional, face-to-face classrooms, or computer lab settings in which there is close direction from the instructor on how to interpret the output of a corpus query. The purpose of this study was to investigate how data-driven learning can be implemented in a blended online environment by providing training to develop the participants’ corpus competence (Charles, 2011; Flowerdew, 2010), which is defined as the ability to interpret data obtained from querying a corpus. This competence has been associated with becoming familiar with corpus methods, which include interpreting concordances, and in turn can aid in accurately repairing writing errors. This training, while initially presented in a face-to-face session at the beginning of the course, was sustained with support from resources on the course’s Moodle website and my comments in Microsoft Word documents. In addition, I applied a fine-grained approach to the analysis of the to examine the quality of participants’ interpretation of concordances. The mixed method triangulation convergence design (Creswell & Plano Clark, 2007, 2011) used in this study was based on data from four sources to examine the effectiveness of data-driven learning in an online environment as well as to observe how the participants interpreted concordances. One data set involved an analysis of the participants’ responses in drafts of their own writing to concordance-based feedback. The participants were given a prefabricated concordance, which was a concordance I generated. That concordance was attached to an error in the participants’ document and the participants used the information provided by the concordance to repair their writing error. The resulting data set, which contains the concordance, along with before and after comparisons of the writers’ repairs, shows how the participants’ interpretations of concordances aided the repairs. With the evidence of several trials over the course of four writing assignments, it was possible to see how the participants used the supplied concordance to repair their writing errors and in turn revealed their degree of corpus competence. A second data set obtained from think-aloud protocols from select participants was utilized to reveal how they interpreted the concordance during an error-repair task. This data revealed what kind of thought processes or noticing that occurred in this task. A third piece of evidence was derived from data obtained from the Moodle website via log files and other resources such as online documents and training quizzes. The purpose was to document which resources the participants accessed relating to data-driven learning training to investigate if those resources aided in their development of corpus competence. The fourth piece of evidence was a quiz developed online to compare the participants with a standard set of items. The quiz was used to investigate which participants successfully or unsuccessfully interpreted the concordances. This instrument, which was analyzed with the Rasch model, allowed for further comparison between the participants’ skill of interpreting concordances. These four data sources were triangulated and in the final analysis cross-referenced to examine how data-driven learning can be successfully applied in a blended online learning environment and how the training of corpus competence aided the learners in interpreting the concordances. / Teaching & Learning

Syftet med denna uppsats var att undersöka sociometerteorins sociologiska relevans, förenlighet med flerdimensionella och hierarkiska modeller av självbild samt mätinstrumentet Revised Janis and Field Scales mätegenskaper. En enkät administrerades till 225 studenter vid Karlstads universitet, varav 140 respondenter var kvinnor och 85 var män. Resultatet visar att principiell komponentanalys i huvudsak replikerar valideringsstudien från 1984 medan Raschanalys visar att mätinstrumentet har stora och allvarliga problem och behöver revideras innan användning eller kasseras. Vidare är den modell över självbilden som mätinstrumentet är avsett att fånga föråldrad och inaktuell. Resultatet visar även att sociometerteorin kan relateras till symbolisk interaktionism och därmed har en sociologisk relevans men att förenligheten med modeller över självbilden är begränsad till huruvida teorin kan anses beskriva mekanismen bakom den sociala självbilden. Diskussionen avhandlar självkänslans självuppfyllande profetia, att självhjälpsindustrin, media och allmänhet etiketterar företeelser som och tillskriver begreppet betydelse och relevans varpå det beforskas vidare trots att forskningsfältet verkar befinna sig i ett degenerativt tillstånd. Vidare diskuteras att självkänsla och självbild ej är utbytbara begrepp eftersom det senare begreppet har prediktiv validitet (dvs. har visats förutsäga andra utfall). Slutligen ges ett förslag att antingen rikta fokus mot att studera självmedkänsla, socialt stöd, socialt kapital, självbild och subjektivt välmående istället för det för närvarande fruktlösa självkänslabegreppet, eller att utveckla begreppet teoretiskt innan fler kvantitativa studier utförs. Ytterligare slutsatser och implikationer av uppsatsen diskuteras. / The purpose of this thesis was to investigate the sociometer theory’s sociological relevance, compatibility with multidimensional and hierarchical models of the self-concept and the measurement instrument Revised Janis and Field Scales measurement properties. A questionnaire was administered to 225 students at Karlstad University, of whom 140 respondents were female and 85 were male. The results shows that the principal components analysis in general replicates the validation study from 1984 while Rasch analysis demonstrates that the measurement instrument have major and severe problems and needs to be revised before use or discarded. Furthermore, the model of self-concept that the measurement instrument is intended to capture is outdated and obsolete. The results also shows that the sociometer theory can be related to symbolic interactionism and thus have a sociological relevance but that the compatibility with models of the self-concept is limited to whether the theory can be regarded as describing the mechanism behind the social self-concept. The discussion treats a self-fulfilling prophecy of self-esteem, that the self-help industry, media and public label phenomena as and ascribes the concept meaning and relevance whereon it is further researched despite that the research field seems to be in a degenerative state. Furthermore, self-esteem and self-concept are not interchangeable concepts since the latter concept has predictive validity (i.e. has been shown to predict other outcomes). Finally, a proposition is made to either direct focus at researching self-compassion, social support, social capital, self-concept and subjective well-being instead of the currently fruitless self-esteem concept, or to develop the concept theoretically before conducting more quantitative studies. Further conclusions and implications of the thesis are discussed.