Hospital-acquired infections (HAIs) are a major problem in the National Health Service (NHS) in the United Kingdom (UK). One reason for this is the failure of healthcare officials to tackle the root causes of HAIs. There is sufficient epidemiological evidence showing that HAIs can occur because of, inter alia, poor performance of Healthcare Maintenance (HM) services. Despite this link, HM has not received the level of attention it deserves from healthcare authorities. As a result, some HM managers do not measure the performance of HM services in infection control (IC). The aim of this research study therefore, is to improve the overall level of performance of HM services in the control of HAIs in the NHS. Hence, the adoption of six research objectives to identify the critical success factors (CSFs) and key performance measures in the control of maintenance-associated HAIs. In addition to an in-depth literature review, a content analysis approach was adopted to establish the link between HM services and HAIs. Conversely, CSFs and performance measures in HM in IC were identified through the application of ground theory analysis. An exploratory case study was then conducted with two NHS trusts. The results of the exploratory case study revealed that some HM managers did not have the required knowledge to fulfil the research need of the study, i.e. development of the performance measurement system (PMS). Therefore, the Delphi approach was considered suitable to achieve the aforementioned need. In total, eight CSFs and fifty-three key performance measures are identified for reducing the burden of maintenance-associated HAIs in hospitals. For example, establishing clear lines of communication between the IC team and HM unit is crucial in the prevention of maintenance-associated HAIs in hospitals. Dust prevention is also identified by the healthcare experts as an important measure to prevent the transmission of maintenance-associated HAIs in high-risk patient areas. Through the application of the Balanced Scorecard (BSC) approach, the CSFs and key performance measures were categorised into a performance matrix. The result was then used to develop a performance measurement system (PMS) to control maintenance-associated HAIs. Both performance tools i.e. the BSC matrix and PMS could be applied by HM managers to reduce rates of maintenance-associated HAIs in hospitals.

Memoria para la obtención de Título de Bioquímico / En esta Memoria de Título se purificó L-Ficolina humana. A nivel nacional, no hay esfuerzos reportados en este sentido. Esta purificación se realiza en el contexto de los intereses de una de las líneas centrales de investigación del Laboratorio de Inmunología de la Agresión Microbiana (ICBM, Facultad de Medicina, Universidad de Chile), relacionada con el rol del Sistema del Complemento humano en la infectividad de Trypanosoma cruzi, agente protozoario de la enfermedad de Chagas. Aunque con un rendimiento moderado, se logró la purificación de L-Ficolina recombinante, a través de cromatografía. Se sienta así la estandarización del protocolo en las condiciones locales, el que deberá ser escalado para cubrir las necesidades de futuros experimentos de infectividad parasitaria, a realizarse ya fuera del contexto de esta Memoria / In this dissertation, we describe the purification of human Complement L-Ficolin. At the national level, there are no reported efforts in this regard. This purification was performed within the context of the interests of one of the central lines of research in our laboratory, related to the role of the Complement System in Trypanosome cruzi (the agent of Chagas disease) infectivity. Although with a modest yield, chromatographic purification of L-Ficolin was achieved. Thus, we established the experimental basic conditions for the purification of this rather elusive molecule. Outside the context of this dissertation, this procedure, adequately scaled, may meet the needs of future experiments on parasite infectivity, mediated by this molecule / Conicyt; Fondecyt

Unable to rationalize man's interpretation of God, Clemens took a different view of Satan. He wrote four minor pieces that illustrate his attitudes toward Satan. He began to act as a pen for the narrator, Satan. Clemens allowed his Satanic characters freedoms that he would not allow other characters, and opinions that he restrained from writing as his own. But an older Clemens tossed convention aside as he assumed Satan's identity and wrote imaginative and unrestrained ideas on God, Satan and man.

Stark's Conjectures were formulated in the late 1970s and early 1980s. The most general version predicts that the leading coe cient of the Maclaurin series of an Artin L-function should be the product of an algebraic number and a regulator made up of character values and logarithms of absolute values of units. When known, Stark's conjecture provides a factorization of the analytic class number formula of Dirichlet. Stark succeeded in formulating a \re ned abelian" version of his conjecture when the L-function in question has a rst order zero and is associated with an abelian extension of number elds. In the spirit of Stark, Rubin and Popescu formulated analogous \re ned abelian" conjectures for Artin L-Functions which vanish to arbitrary order r at s = 0. These conjectures are identical to Stark's own re ned abelian conjecture when restricted to order of vanishing r = 1. We introduce Popescu's Conjecture C(L=F; S; r): We prove Popescu's Conjecture for multiquadratic extensions when the set of primes S of the base eld is minimal given minor restrictions on the S-class group of the base eld. This extends the results of Sands to the case where #S = r + 1. We present three in nite families of settings where our methods allow us to verify Popescu's conjecture. We formulate a conjecture that predicts when a fundamental unit of a real quadratic eld must become a square in a multiquadratic extension.

This thesis aims to explore Year 11 pupils’ perceptions of nursing, the influences that affect these perceptions, and the way in which these reflect the discourses within and about the nursing profession. The objective of this research is to provide data which will contribute to the body of knowledge around nurse recruitment and career advice; to foster an increasing understanding of nursing roles, requirements, opportunities, and how to make nursing more appealing to young people. Forty individual interviews were conducted with Year 11 pupils from four different comprehensive schools within the West Midlands region (age 15-16 years). They were interpreted using a qualitative approach; drawing on social constructionism. Findings suggest that nursing continues to be viewed in stereotypical terms as a vocation, lacking status as a profession and unappealing as a career. Although nursing appears to be respected, evidenced in expressions of ‘moral worth’ in society, it is not perceived to be seen as producing the expected outcomes of financial reward, status and social credibility. There is an apparent lack of knowledge and understanding of nursing roles, educational requirements and opportunities available within nursing, with few current terms of reference that can be drawn upon. Parents and family are seen to have the biggest influence on perceptions of careers. Pupils who identified nurses within their families portrayed a negative image of nursing to participants. Conclusions suggest that higher education institutes, the nursing profession, media, schools, and career personnel need to work together to ensure a current, comprehensive understanding of nursing is portrayed to young people. The nursing profession must identify role models to champion the image of nursing, to inspire and encourage conditions that will motivate the current workforce to promote a positive culture within itself, to represent this to others.

Unsustainable levels of energy consumption, resulting in carbon emissions, are leading to one of the world’s greatest environmental problems: climate change. The only short-term strategy for reducing these emissions is a reduction in end-user energy demand. Households have a major part to play in this reduction as they are responsible for 29% of total UK emissions (excluding direct transport related emissions and indirect emissions). The research reported in this thesis contributes to understanding what makes people adopt or not adopt climate change mitigation behaviours. The study employed an on-line questionnaire answered by a nationally representative quota sample of just over five hundred participants of Great Britain (England, Scotland, Northern Ireland and Wales) aged 18 years and older. It thus contributes a major dataset for secondary analysis. The findings of this research contribute through an analysis of three different aspects of climate change beliefs and behaviours. Firstly, the examination of climate change beliefs reveals that justifications differ depending on belief. More specifically, those who believe that climate change is happening base their belief on changing weather, while those who don’t believe climate change is happening were found to base their belief on the natural process involved. A third category of those unsure whether climate change was happening was also identified. These respondents were found to point to both humans and other causes for climate change. Additionally, perceptions of believers about climate change (impact of lifestyle and action for climate change, ability of humans to overcome climate change, problem extent of climate change, and levels of confidence in scientists’ confidence both regarding climate predictions and regarding the link between emissions and climate change) were found to differ to those held by deniers. Secondly, the data demonstrate that there is little association between belief in climate change and the adoption of climate change mitigation behaviours. Although the majority of the public state that they believe climate change is happening and that they take action out of concern for climate change, neither of these two factors was found to be related to the adoption of the 21 energy saving behaviours examined (Gardner and Stern, 2008). Furthermore, the findings indicate that self-efficacy (which is concerned with people’s beliefs about their capabilities to perform a specific behaviour) is associated with behaviour adoption. However, despite money being found to be the key motivator for behaviour adoption, the behaviours carried out do not correspond to the ones that are the most effective for saving money, nor those perceived to be the most effective. This could be due to misunderstandings of the effectiveness of behaviours. Thirdly, interventions aimed to encourage households to reduce their energy consumption are examined through a literature review. This is followed by an examination of the potential audiences that could benefit the most from targeted interventions. Sociodemographic variables are able to partially identify the groups of people that may respond most positively to targeted interventions (incorporating antecedent and consequence strategies); those who want to do more for the environment, those who save the least amount of energy, and those who make the biggest error regarding the potential financial savings. This research suggests that interventions should focus on supporting individuals in developing self-efficacy in relation to mitigation behaviours, providing information on the possible savings when adopting different behaviours and on addressing the barriers to behaviour adoption.

The term free-choice learning has received relatively recent support, having been favoured by John Falk from around 2001. Free-choice learning can be described most simply as “the type of learning that occurs most frequently outside of school” (Falk, 2001, p.6). Free-choice science learning has connections with the research areas of science communication, the public understanding of science, public engagement with science and, in particular, informal learning. Additionally, Falk introduced the idea of working knowledge of science as, “knowledge generated by the learner’s own interests and needs” (Falk, Storksdieck and Dierking, 2007, p.464). This thesis explored the terms free-choice learning and working knowledge of science in order to gain a better understanding of their meaning and their importance. The work was carried out to address the following research questions: 1. Can the BodyWorks exhibits be used as a tool to provide evidence of free-choice learning and working knowledge? 2. Can the BodyWorks exhibits be used as a tool to gain a better understanding of free-choice learning and working knowledge? 3. What can be gained from revisiting scientific and health literacy concepts from the perspective of free-choice learning and working knowledge? 4. Can best practice with regards to free-choice learning and working knowledge be shared between the fields of scientific and health literacy? Glasgow Science Centre’s BodyWorks exhibits were used as a tool to empirically investigate free-choice learning and working knowledge. Data were gathered using semi-structured interviews and staff diaries. It was found that 93% of participants referred to some type of free-choice learning experience when discussing the BodyWorks exhibits. A better understanding of free-choice learning and working knowledge was achieved. Free-choice learning and working knowledge were used as a lens through which to revisit the concepts and definitions of scientific literacy and health literacy. This theoretical work provided an insight to key themes developing in this literature and directions for future research. The results of both the empirical and theoretical parts of this thesis combined to produce implications for free-choice learning providers, formal education, the health sector and society. Most importantly the results presented ideas on how these groups could utilise free-choice learning and working knowledge to their benefit.

Cutting rough diamonds provides an insight into higher education (HE) participation, which has become an important focus for policy debate and research. This is the result of ongoing attempts to expand the HE system in line with wider policies promoting a 'knowledge economy' and resulting from policy concerns with equity and inclusion. Previous research focuses largely on demographics, academic performance, and persistence rates of first generation students. Studies in the field of student experience, learning approaches and transitions have examined the relation between learning and contextual factors. The focus of this inquiry is significant as it focuses on first generation students' experience and the ways they cope with change (transition to HE) at a personal and academic level. The term 'rough diamond' is the title for this thesis, as it is redolent with metaphor that encapsulates many of the discourses that position the students within the inquiry. To develop a clear and holistic picture of the participants' experiences of higher education, fifty semi-structured interviews were undertaken. Grounded theory techniques were the initial method of data gathering and analysis. Phenomenographic techniques were later employed for a deeper exploration of variation in the group and to generate new knowledge in an under-researched area. The use of grounded theory and phenomenographic approaches highlighted the complexities in the experiences of these first generation students. They showed the individual nature of those experiences, set as they were in a highly politicised and dynamic field. The inquiry traced how these students moved into and took up their place at a single case study university site, 'The Centre' and how they engaged in their first semester of study of an undergraduate degree. The participants discussed their experiences transitioning to university and the issues and challenges associated with their new environment. In the light of the evidence gathered and a review of existing scholarship, a detailed exploration and theorisation is offered which draws on the theoretical concepts of Archer (2000, 2003, 2007), Bourdieu (1980, 1984, 1986) and Weick (2001, 1993, 1995, 2009). These have been combined to provide a conceptual theoretical framework that helps to illuminate the complexity of the transition process undertaken by these students. The research findings demonstrate that the point of registration at higher education institutions does not in itself constitute a successful student transition to university. The findings suggest that underpinning the students' experiences of transition is a complex interplay between becoming, being and achieving as a higher education student and their own cultural and social identity. The interplay between university life and personal circumstance is not easily or simply reconciled or identified. A psychosocial approach examined the premise that the interaction and transaction between individuals and structures is essential to develop a holistic understanding of what shapes first generation students' experiences and choices. Insights for policy makers, policy researchers, higher education managers and lecturers are offered with regard to provision, transition and subsequent enactment of agency of the first generation students. This led to a model of the 'process of transition' to illustrate how these students navigate crossing the cultures of home and university. The model could help retention of first generation students in a competitive market place for post 1992 universities who rely on these students for their intake. The thesis offers insights that could inform universities of strategies and practices that may aid widening participation students to successfully make the transition to university life, and ultimately to graduation. The inquiry invites further investigation of current higher education policy priorities for first generation students.

The aim of this thesis is to investigate the situated subjectivities of the experiences of Forest School (FS) practitioners, in their journeys from training to initial practice. The research explores the impact of FS training, environmental and socio-cultural influences upon the practitioners and how their practices adapt in context. Eight in-depth case studies of FS trainee practitioners were undertaken over a period of two years (2010-12) using multiple qualitative methods. The analysis is in three parts; on practitioner identities, approaches and contexts. The thesis contributes three new conceptual models to outdoor pedagogical research. The concept of eco-social identity frames the ongoing construction of self. The FS adult role is theorised as a connector, engaged in dynamic role processes. The analysis of practitioner approaches in context uses Shared Space; an ecosystemic frame of practice and agency. Further analysis of practitioners’ experience of team contexts draws on theoretical lenses on role, socialisation and norms from Goffman and Foucault. Team relationships became positioned in either conflict, collaboration or congruence. The study contributes new insights into the impact of FS training and the influence of socialisation and subjectivity in the application of outdoor pedagogy. Early life experience, nature-society relations, and passionate purpose motivated the practitioners. Adult-to-adult interaction affected practice outcomes significantly, with strong disparities in setting teams regarding values and ethos, team interest, controls and standards in setting practices, curriculum pressures, setting aims, and site provision and care. The results imply that collaborative partnership and a whole team approach are effective strategies for ongoing practice, and tokenistic practice is a destructive strategy.

This thesis is a study of two training courses and their role in supporting the personal development of school leaders. It compares a Neuro Linguistic Programming (NLP) practitioner course with the National Professional Qualification for Headship (NPQH). Key drivers for school improvement are the quality and style of the leadership and management of the school (OFSTED reports1993-2008). Furthermore, the most recent development in the literature on leadership (Begley, 2008; Hargreaves, 2008; Boyatzis and McKee, 2005; Looman, 2003) suggests that there is a need for leaders to demonstrate the skills of knowing one’s own feelings and how one might react to events with the ability to understand and recognise emotions in others which are key features of emotional intelligence or inter and intra personal intelligences. Leadership development courses should therefore contain elements which would support the acquisition of these skills. NPQH (the National Professional Qualification for Headship) was the mandatory training for prospective head teachers until 2012. The research involves in-depth interviews with five leaders in education who have undertaken a full NLP practitioner programme and compares their responses to five leaders who have undertaken the NPQH leadership programme. The interview questions were designed to draw out examples of any changes in the self in both behaviours and perspective as an individual and as a leader, using Transformational Learning as a lens to understand the data. The selection of the ten individuals was based upon purposive sampling with individuals selected because they met a particular criterion; they are leaders in education who have either completed an NLP practitioner course in the past three years or have completed the required NPQH qualification. The structure and content of both courses were also analysed and compared. The critical review of literature highlights issues surrounding the research basis for claims about NLP, and the data collection and analysis identifies differences between the two cohorts of leaders. This analysis in turn raises questions about the content and structure of leadership training courses and makes recommendations for the future development of NPQH leadership training. The thesis also suggests ways in which the NLP community could demonstrate the effectiveness of NLP with greater rigour and suggests links between content in the training courses and the development of critical self-reflection through the use of reflective journaling.