No / Lecturers Fiona Meddings and Jan Porter of the division of midwifery and women’s health at the School of Health Studies at the University of Bradford detail the difficulties faced by UK Pakistani women in making informed choices on breastfeeding.

Osteoporosis is a debilitating disease that afflicts an estimated 25 million Americans, especially women. Suboptimal intakes of calcium, phosphorus, and vitamin D contribute to development of osteoporosis. Results from the Third National Health and Nutrition Examination Survey (NHANES III) indicate that adult women do not meet the Recommended Dietary Allowance (RDA) for calcium. Results from other national studies indicate that adult women consume less than the recommended number of servings of dairy foods per day. Focus groups were conducted in rural and urban areas of Virginia to gain insight into middle aged women's perceptions of dairy foods. Four focus groups were conducted with a total of 39 women. The majority of the women were between the ages of 35 to 50 years; all were non-Hispanic white women. All had a minimum of a high school education, and the majority had some education beyond high school. Discussion questions addressed preferences for dairy foods, advantages and disadvantages of dairy foods, factors that influence dairy food choices, and possibilities for product improvements. Focus group discussions were audio taped and transcribed by the moderator. The moderator identified major and minor themes; women's responses were organized thematically. Results were reported in the following broad theme categories: perceptions of health and nutrition that influenced dairy food choices and factors that influenced dairy food choices. The predominant negative perception of dairy foods was that dairy foods were high in fat. Women also negatively associated dairy foods with lactose intolerance and kidney stones. The predominant positive perception of dairy foods was that dairy foods were a good source of calcium. Women also believed dairy foods were a good source of vitamins, although they were unsure of specific vitamins found in dairy foods. Participants were aware of osteoporosis, but many were not knowledgeable about risk factors or prevention related to osteoporosis. Many women used calcium supplements or vitamin-mineral supplements to help meet dietary calcium requirements. Results indicate a need for education on the role of dairy foods in osteoporosis prevention. Women's preferences for dairy foods influenced dairy food choices. Product characteristics, such as sensory attributes, convenience, cost, availability, and packaging, were mentioned as factors that greatly influenced dairy food choices. The majority of women stated that other household members influenced dairy food choices. Women also mentioned that physicians and media sources, such as magazine advertisements and television commercials, influenced their dairy food choices. Nutrition education for this population should continue to promote the view that "all foods can fit" into a healthy eating pattern. Nutrition education should be geared toward the fast paced lifestyle these women lead. Product development should focus on convenience items. / Master of Science

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The availability of nutrition information is an important aspect of health care and equally important is access to cultural and theoretical nutrition evidence to increase awareness on ways to manage a diet in ethnic communities. The problem was the shortage of culturally appropriate nutrition data to educate Caribbean immigrants. The purpose of the study was to acquire culturally profound nutrition information on Caribbean immigrants' distinctive philosophical perception on nutrition and food choices. A phenomenological approach was used to examine ways in which the participants integrate nutrition facts when making food choices. The theory of reasoned action was the main conceptual framework used in this study to assess the participants' dietary belief systems. A purposeful sampling approach was used to recruit participants for the study and the participants were prescreened as part of the data collection procedure. The inclusion criteria focused on adult Caribbean immigrants who had awareness on nutrition habits. The 15 participants who agreed to participate in face-to-face interviews provided data on their food habits. The interpretive phenomenological analysis approach was used to investigate and explain the participants' diet. The participants' routines included eating whole foods from plant and animal products, eating foods from all food groups in moderation, and monitoring salt and sugar intake to prevent diet-related illness. The frequently occurring themes that emerged from the study included family traditions and ethnic beliefs and values that inspired recipes and types of food the participants consume. These findings may possibly be used by health professionals to assist in planning or implementing culturally sensitive education programs to enhance nutrition awareness in Caribbean immigrant communities.

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Syftet har varit att genom nyanlända ungdomars berättelser undersöka vilka faktorer som kan ha påverkat deras studie- och yrkesval. För att undersöka detta har livsberättelser använts som metodansats. Halvstrukturerade intervjuer genomfördes med sju nyanlända ungdomar i åldern 19-21 år, som har studerat i hemlandet, flyttat till Sverige och idag studerar på ett nationellt gymnasieprogram. Intervjumaterialet bearbetades och analyserades med hjälp av tematisk innehållsanalys. Resultatet visade att de nyanlända ungdomarna såg positivt på sin framtid och att de studie-och yrkesval som gjorts i hemlandet till viss del fanns kvar. Skolgångens utformning och svårigheter med det svenska språket har dock begränsat ungdomarnas möjligheter till att kunna visa sina kunskaper, något som skulle kunna leda till att aspirationerna förändras, kunskapsutvecklingen stannar upp och studietiden förlängs. / The purpose has been, through young migrants’ stories, to examining the factors that may have affected their study- and career choices. In order to study this, life stories have been used as method approach. Partly structured interviews were conducted with seven young migrants’ ages 19-21 years, who have studied in their home countries, moved to Sweden and today study in a national high school program. Interview material were processed and analyzed with the help of thematic content analysis. The results showed that the young migrants’ felt positive about their futures and that the study and career choices made in their home countries, to some extent, still exist. The schooling system and difficulty with the Swedish language have limited the youths’ possibilities to demonstrate their knowledge, which could lead to that their aspirations may change, their academic development may be impeded and their academic years prolonged.

Bakgrund och problemdiskussion: Efterfrågan på en mer harmoniserad redovisnings- lagstiftning på grund av ökad globalisering och mer fria gränser ledde fram till införandet av IFRS, som implementerades år 2005. IFRS är obligatoriskt för noterade bolag i Sverige, men även onoterade bolag kan välja att frivilligt tillämpa IFRS. K-regelverket infördes i sin helhet år 2014 och sedan dess har större onoterade bolag möjligheten att frivilligt uppgradera sin redovisningsstandard från K3 till IFRS. Syfte: Uppsatsens syfte är att identifiera vilka faktorer som bidrar till att bolag väljer att frivilligt uppgradera sin redovisningsstandard. Metod: Uppsatsen består av två delstudier. Den första delstudien är en kvantitativ studie med en deduktiv forskningsansats och den andra delstudien är en kvalitativ studie med en abduktiv forskningsansats. Att kombinera de två delstudierna möjliggör identifiering av faktorer som studeras genom data från årsredovisningar och utifrån en intervjuserie med ekonomi- eller redovisningsansvariga på åtta bolag. Resultat och slutsatser: Studiens resultat tyder på att det finns vissa faktorer som påverkar bolag att frivilligt uppgradera sin redovisningsstandard. Den första delstudiens resultat visar att storlek och bransch har en påverkan på bolag att frivilligt uppgradera sin redovisningsstandard. Delstudie två visar att flera av första delstudiens faktorer i kombination påverkar bolagens förhållande till att frivilligt uppgradera sin redovisningsstandard, men även att ägarnas preferenser och riskbenägenhet är avgörande. / Background and problem diskussion: The demand for a more harmonized accounting legislation due to increased globalization and more free borders led to the introduction of IFRS, which was implemented in 2005. IFRS are mandatory for listed companies in Sweden, but also unlisted companies may choose to voluntarily adopt IFRS. The K- regulatory framework was introduced in its entirety in 2014 and since then larger unlisted companies has the opportunity to voluntarily upgrade their accounting standard from K3 to IFRS. Purpose: This paper aims to identify the factors contributing to why companies choose to voluntarily upgrade their accounting standard. Method: The thesis consists of two studies. The first study is a quantitative study with a deductive research approach and the second study is a qualitative study with an abductive research approach. Combining the two sub-studies allow identification of factors studied through data from annual reports and factors through a series of interviews with finance or accounting officers of eight companies. Results and conclusions: The study's results suggest that there are certain factors that affect the companies to voluntarily upgrade their accounting standard. The results from the first part of the study show that the size and industry have an impact on companies to voluntarily upgrade their accounting standard. Part two of the study shows that factors from the first part of the study in combination with each other affect companies to voluntarily upgrade their accounting standard, but also that owners' preferences and willingness to take risks is crucial.

Objective: The purpose of the study was to determine if a co-payment resulted in a differential preference for general anesthesia (GA) or oral sedation (OS) and, if so, to examine whether age, the number of appointments, perceived risks of treatment, child's awareness during treatment, or insurance type appeared to play a role in this preference.Methods: Using a cross-sectional survey design, questionnaires were distributed to caregivers of patients in the waiting room of the Virginia Commonwealth University Pediatric Dental Clinic. Two different questionnaires were distributed randomly. Both surveys described a scenario with the need for dental treatment under general anesthesia (GA) or oral conscious sedation (OS). Seventy five surveys required a $50 co-payment for treatment completed under general anesthesia and the other 75 required the same co-payment for treatment completed under oral conscious sedation. Caregivers were asked to choose treatment modalities as well as to rate factors in their decision making including perceived risks and the number of dental visits. Results: Seventy seven survey respondents selected GA as their preferred treatment option for the described scenario. The other sixty six respondents chose OS sedation. For the insured population, the GA/OS odds ratio for the OS-co-payment group versus the GA-co-payment group was OR=2.21 (95% CI = 1.06, 4.60). In terms of the uninsured, the GA/OS odds ratio for the OS-co-payment group versus the GA-co-payment group was OR=17.5 (95% CI = 1.60, 191). The child's age, awareness during treatment, and type of insurance (public versus private) were not significantly related to treatment choice. The importance of the number of appointments was found to be significant (p-value = 0.0170) and outweighed the effect of the co-payment (p-value = 0.1757). The importance of associated risks was found to be significant (p-value = 0.0171) and this outweighed the effect of the co-payment (p-value = 0.8157).Conclusions: The presence of a co-payment does not as significantly impact the GA versus OS preference while the number of appointments and perceived risks associated with the treatment remain significant.

Literature’s role in the foreign language classroom has been extensively researched, and the benefits of enjoyable reading firmly established. But could teachers benefit from a new perspective in the form of Critical Literacy Pedagogy when choosing and teaching literary works? Critical Literacy Pedagogy, CLP, is a method of critically examining literature to detect possible power structures e.g. concerning ethnicity and gender. This study examines how teachers and students value a number of criteria and aspects in connection to what literature is used in the class. Two empirical web-based questionnaire surveys were conducted on a total of 23 teachers and 42 students in upper secondary school in Sweden. The results are primarily presented quantitatively with the complement of excerpts from the written answers to the open-ended questions, and has then analyzed with the help of CLP, to see if the method has a possible role in EFL-teaching in upper secondary school in Sweden.   In the present study, the participating teachers valued practical characteristics, such as level of difficulty, higher than conceptual characteristics, such as the sexual orientation of an author or character, when choosing what literary works to teach. These ratings were seen as problematic when compared to the teachers’ concrete exemplifications of taught works. Moreover, both teachers and students rated the possibility of critical and ethical discussion very highly in regard to the chosen works. A comparison between the ratings and the exemplified works indicate that CLP could be a valuable method when choosing what literature to teach.

SUBMITTED IN PARTIAL FULFILMENT OF A DEGREE OF MASTER IN EDUCATION Wits School of Education, Curriculum Studies University of the Witwatersrand, South Africa 2015 / This study presents an exploration of the pedagogic modalities displayed by SiSwati and English teachers during teaching and learning in two Swaziland government schools. The study further seeks to explore the links between the pedagogic choices teachers make in the classroom and the socio-cultural context of Swaziland. The idea of pedagogic modalities being classified as either learner-centred or teacher-centred is used as a starting point for the study but the dichotomy set up between these two modes is challenged. The study uses a phenomenological qualitative methodology. It uses semi-structured interviews and lesson observations of two teachers who teach both SiSwati and English in two different government high schools located in the Lubombo region of Swaziland. A major finding of the study was that both teachers’ understandings of learner-centred pedagogy only partially engaged with descriptions of learner-centred pedagogy as outlined in the literature reviewed for this research. This finding highlights the possibility that teachers are not empowered to confidently describe their own practice in teacher-centred terms. It was also found that the teachers’ perceptions of knowledge, their view of their own role and the learners’ role in the classroom influenced the pedagogic approaches selected by each teacher during teaching and learning. Additionally, some pedagogic moves could be linked to the socio-cultural context of Swaziland. The study also revealed that learner- and teacher-centred modalities are not mutually exclusive. It was found that despite being predominantly teacher-centred in their practice, teachers were able to draw on techniques classified in both modes. This means teachers displayed variety in their practice, exhibiting what Brodie, Lelliot and Davis (2002) describe as “hybrid practice” (p. 545), as they used a range of approaches that fit with local views about knowledge, learner participation and the teachers’ role in the classroom. Finally the study calls for further empirical research that documents teachers’ practices in order to generate a theory which would describe pedagogy from the perspective of teachers and their context. This would place sub-Saharan African teachers at the centre of the debate, rather than keeping them on the periphery, silenced as their practice is spoken over and interpreted by the dominant and hegemonic culture of those who would promote LCE in developing country contexts. Key words: pedagogy, pedagogic modality, learner-centred, teacher-centred, pedagogic choices, binary, socio-cultural context, Swaziland.