No / The purpose of this paper is to present the findings of one part of a larger study, funded by the National Institute for Health Research, which explored the management of pain in adult male prisoners in one large category B prison in England. In this paper, the authors focus on the attitudes and perceptions of prison staff towards pain management in prison. A qualitative design was utilised to explore the staff perceptions of pain and pain management in one adult male prison. Questionnaires were provided for all staff with prisoner contact, and a follow up focus group was undertaken to further explore questionnaire data. The questionnaire and focus group findings demonstrated that staff had a good awareness of pain and pain management in prison, with both physical and emotional pain identified. The frequency of approaches by prisoners to staff for pain relief was noted to be high, whilst awareness of how the prison environment could potentially exacerbate pain was discussed. The acquisition of analgesia by prisoners for secondary gain was identified as a challenge to both assessing levels of pain and providing pain relief in prison, illustrating the complexity of providing care within a custodial culture. The effect on staff of caring for prisoners found to be confrontational and deceitful was significant for participants, with feelings of anger and frustration reported. This study was undertaken in one adult male category B prison with a very high turnover of prisoners. Staff working in other types of prison, for example, higher security or those more stable with longer sentenced prisoners could provide alternative views, as may staff caring for younger offenders and women. The challenges to undertaking research in prison with staff who can understandably be reluctant to engage in reflection on their practice cannot be underestimated and impact significantly on available methodologies. This qualitative research is the first of its kind to offer the perspectives of both health care professionals and prison staff working with prisoners complaining of pain in an English prison. It provides the groundwork for further research and development.

Mobility as a Service (MaaS) can potentially create positive impacts for sustainability and social equity: MaaS could steer user choices away from the private car, and increase access to transport options for all social groups. Though MaaS is not an entirely new concept anymore, in terms of user numbers, it remains a niche phenomenon. We aimed to identify factors that support or hinder MaaS use by focusing on the perspectives of both users and non-users, considering their personal situations, preferences, and needs. Specifically, we investigated under which circumstances MaaS can convince individuals to reduce the use of or discard their private car, using the theory of material possessions which asserts that the motives for (car) ownership are not only of an instrumental nature, but can also be symbolic and affective. We employed a qualitative research approach, focusing on the MaaS case in Berlin, Germany. Data was collected in 12 focus group sessions of 3 to 5 users and non-users, following a semi-structured guideline. The sessions were recorded, transcribed and analyzed using qualitative content analysis. Results show that socio-economic factors play a smaller role than expected, and use cases center around non-habituated trips. The added value of MaaS compared to regular transit apps was often difficult to discern or irrelevant. Even if MaaS provided perfect service and functionality, certain groups of car users would still not consider it, due to the vehement symbolic and affective motives associated with the private car. How ever, we found that individuals can associate symbolic and affective motives with MaaS as well. The most prominent lever for MaaS to contribute to a more sustainable mobility system seems to be emphasizing these MaaS related motives as well as the car as a burden, a burden which can be lifted by using MaaS.

Few South African students pass Grade 12 Physical Science with symbols required by university science, engineering and health science faculties. A large number of students who sit for Grade 12 Physical Science and Mathematics exams pass with symbols that are well below those required by the mainstream science courses at South African universities. Most South African universities have introduced Science Foundation Programmes with the aim of upgrading those students who failed to obtain university entrance symbols in the relevant subjects. Amongst the courses offered in Science Foundation Programmes is Foundation Physics. This study investigates the influence of Foundation Physics in order to find out if the programmes in different institutions are successful in empowering the students who failed to get the required entrance mark in Grade 12 Physical Science. Four South African Historically Black universities participated in this study. The Force and Motion Conceptual Evaluation test (FMCE) (Thornton & Sokoloff, 1998) and mechanics marks were used to assess students' understanding of Newtonian mechanics. Data was analyzed from socio-cultural perspective. A total of 194 students participated in the study. Two groups of students were compared, i.e. those who did Foundation Physics (Foundation group) and those who did not do Foundation Physics (non-Foundation group). The students were tested after they had completed a mechanics module, which forms a great foundation of Physics I (Introductory Physics). Two focus group interviews were held with selected Foundation and non-Foundation students per institution. Students voiced their experiences in Physics I and Foundation Physics. Students were chosen to represent focus groups according to their performance in the FMCE test. Mechanics class performances were also used to evaluate students' performance. In order to establish how Foundation Physics is taught, Foundation Physics Lecturer interviews were conducted at all four institutions. Analysis of data showed that both Foundation and non-Foundation students performed equally in Physics I mechanics module. Foundation group performed better than the non-Foundation group in the FMCE, which is a conceptual test. Foundation Physics lecturers indicated that there were some differences in the way mechanics was taught in Physics I and Foundation Physics. These differences affected students' performance. The lecturers also indicated that there was minimal interaction between Physics I lecturers and Foundation Physics lecturers pertaining to the teaching of the two courses. What influence does Foundation Physics have on the performance of students in Physics I? This study found that students who did Foundation Physics performed better than those who did not do Foundation Physics in conceptual questions and both the groups perform equally in questions that require memorizing and calculations. This implies that Foundation Physics courses are empowering the students to perform well in Physics I. However, as it is evidenced by this research, the differences in assessment in Physics I and Foundation Physics courses in some institutions hampers Foundation Physics students' learning, because the questions asked require them to memorize without understanding, something they are not used to. The researcher recommends that Foundation Physics staff and Physics I staff should start communicating, not only about how Foundation Physics should be run as was the case in the past, but also on how best Physics I should be run. This might help in making sure that the two courses are assessed similarly at one institution. / Mathematics, Science and Technology Education / D. Phil. (Mathematics, Science and Technology Education)

No description available.

This thesis introduces and analyses a unique approach which involved iteratively engaging with stakeholders to generate a film about sea-level rise at a heritage site. The project used fine-scale remote sensing techniques, including airborne and terrestrial laser scanning (TLS), to produce spatially accurate and realistic 3D digital visualisations of projected sea level rise at Cotehele Quay, a site on the River Tamar in Cornwall which is owned and managed by the National Trust. Area residents and stakeholders were involved in a series of focus groups which provided guidance on the integration of the spatial models into a short film. This thesis makes an original contribution to knowledge about how non-scientific audiences understand and interpret visual realism and spatial accuracy when engaged with the process of developing such a tool. Ultimately, the thesis proposes a new kind of visual realism based on this knowledge, known as ‘participatory realism’. The main output of this research was a film, ‘Changing Tides at Cotehele Quay’, which is presently being used by the National Trust as part of their wider communication toolkit. In addition to reflecting on the production of the film, the thesis makes the argument that at present TLS is not being proactively used to engage wider audiences. The research explored how TLS and other spatial data can be used in settings which are more public-facing; the thesis analyses the results of this innovative practice and interrogates the way in which people interacted and responded in the course of their participation.

This study draws attention to how teachers view and reason about ethics education in social studies. Based on the Social representation theory, the study aim to answer questions about the content and themes which are expressed in the teachers' conversations about ethics education. The study also wants to emphasize the communicative resources used by participants when they create a common understanding of ethics education. The study's empirical data consists of six focus groups interviews with teachers working with student in school year 4-6. Teachers in three teams (a total of 13 teachers) met at two occasions to talk about ethics education in social studies. The result from the analysis is presented in three parts. The first part draws attention to teachers' social representations of ethics education in social studies. Four social representations were found and they consist of teachers' ideas about content, methods and strategies, and the purpose and goals and difficulties in ethics education. The second part shows that the teachers express three social representations of how ethics education is related to, religious education, social studies and the school's overall mission. The analysis shows that ethics education is an important part of the religious education but also other subjects in social studies and the school's overall mission. The third part draws attention to the communicative resources that teachers use to create a common understanding of ethics education. Examples of communicative resources used in the conversations is teaching materials, national tests, the curriculum and their own teacher education. / Lärare i den svenska grundskolan har i uppdrag att utveckla elevers kunskaper om och i etik. Studien syftar därför till att undersöka hur lärare, som undervisar i skolåren 4–6, samtalar om etikundervisning i de samhällsorienterande ämnena med särskilt fokus på religionskunskap. Teorin om sociala representationer har utgjort både teoretisk utgångspunkt och analysverktyg i studien. Empirin består av fokusgruppsintervjuer med tre arbetslag med lärare som samtliga undervisar i de samhällsorienterande ämnena. Analysen visar att det i lärarnas samtal framträder fyra sociala representationer av etikundervisning; etikundervisning som fostran i socialt samspel, etikundervisning som demokratifostran, etikundervisning som värde- och dygdetisk fostran och etikundervisning som utveckling av etiskt tänkande. Dessa sociala representationer består av lärares didaktiska idéer om undervisningens syfte, metoder och strategier, innehåll samt svårigheter. Analysen visar vidare att det i lärarnas samtal framträder tre sociala representationer av hur etikundervisning relaterar till de samhällsorienterande ämnena och skolans övergripande uppdrag. Dessa är; etikundervisning har en naturlig plats i religionskunskap, etikundervisning är en viktig del i alla samhällsorienterande ämnen och etikundervisning pågår dagligen i den praktiska verksamheten. Det tycks som om etik är ständigt aktuellt men sällan är det primära undervisningsinnehållet. I samtalen framträder också de kommunikativa resurser som lärarna använder för att skapa en gemensam förståelse av etikundervisning. Exempel på kommunikativa resurser som används i samtalen är; läroplan, nationella prov, läromedel, forskning och kunskap från utbildning. / Helena Anderström har sedan 2002 arbetat inom grundskolan med undervisning i de samhällsorienterande ämnena. Hon är nu verksam vid lärarutbildningen i Jönköping. Lärares samtal om etik - Sociala representationer av etikundervisning på mellanstadiet inom ramen för samhällsorienterande ämnen är hennes licentiatuppsats. Lärares samtal om etik – Sociala representationer av etikundervisning på mellanstadiet inom ramen för samhällsorienterande ämnen Lärare i den svenska grundskolan har i uppdrag att utveckla elevers kunskaper om, av och i etik. Studien syftar därför till att undersöka hur lärare, som undervisar i skolåren 4–6, samtalar om etikundervisning i de samhällsorienterande ämnena med särskilt fokus på religionskunskap. Teorin om sociala representationer har utgjort både teoretisk utgångspunkt och analysverktyg i studien. Empirin består av fokusgruppsintervjuer med tre arbetslag med lärare som samtliga undervisar i de samhällsorienterande ämnena. Analysen visar att det i lärarnas samtal framträder fyra sociala representationer av etikundervisning; etikundervisning som fostran i socialt samspel, etikundervisning som demokratifostran, etikundervisning som värde- och dygdetisk fostran och etikundervisning som utveckling av etiskt tänkande. Dessa sociala representationer består av lärares didaktiska idéer om undervisningens syfte, metoder och strategier, innehåll samt svårigheter. Analysen visar vidare att det i lärarnas samtal framträder tre sociala representationer av hur etikundervisning relaterar till de samhällsorienterande ämnena och skolans övergripande uppdrag. Dessa är; etikundervisning har en naturlig plats i religionskunskap, etikundervisning är en viktig del i alla de samhällsorienterande ämnena och etikundervisning pågår dagligen i den praktiska verksamheten. Det tycks som om etik är ständigt aktuellt men sällan är det primära undervisningsinnehållet. I samtalen framträder också de kommunikativa resurser som lärarna använder för att skapa en gemensam förståelse av etikundervisning. Exempel på kommunikativa resurser som används i samtalen är; läroplan, nationella prov, läromedel, forskning och kunskap från utbildning.

Background Mass screening for celiac disease (CD) as a public health intervention is controversial. Before implementation, a suitable screening strategy should be outlined, and the acceptability of the screening scrutinized. Also, the benefits of early detection and possible negative consequences should be explored and compared. The overall aim of this thesis was to evaluate different strategies for finding 12-year-olds with undiagnosed CD in the general population, and to explore the experiences of those receiving the diagnosis in a mass screening. Methods A school-based CD screening of 12-year-olds was conducted in five study sites across Sweden. Out of 10041 children who were invited, 7208 had a blood sample analyzed for CD-marker tissue transglutaminase of isotype IgA (tTG-IgA) and 7161 for total serum IgA (s-IgA). If the s-IgA value was low, tTG-IgG was also measured. Additional analysis of endomysial antibodies (EMA) was performed if borderline values of tTG were found. In total, 192 had elevated CD-markers, 184 underwent a small intestinal biopsy and 153 eventually had CD diagnosed. Before receiving knowledge about their CD status, children and their parents filled in questionnaires regarding symptoms and CD-associated conditions. Questionnaires were returned by 7054 children (98%) and 6294 parents (88%). Later, all adolescents who had been diagnosed with CD more than one year ago (n=145), and their parents, were invited to a mixed-method follow-up study in which they shared their experiences in questionnaires, written narratives and focus group discussions. In total, we have information on 117 (81%) of these adolescents, either from the adolescents themselves (n=101) and/or from their parent/s (n=125). Data were analyzed using a combination of descriptive and analytical quantitative and qualitative methodologies. Results We found that information on symptoms and CD-associated conditions were poor predictors for finding undiagnosed CD in the study population. Questionnaire-based case-finding by asking for CD-associated symptoms and conditions would have identified 52 cases (38% of all cases) at a cost of blood-sampling 2282 children (37% of the study population). The tTG-IgA test had an excellent diagnostic accuracy with the area under the receiver operating characteristic curve of 0.988. If using the recommended cut-off for tTG-IgA (>5 U/mL) 151 had fulfilled biopsy criteria and 134 CD cases had been identified. The strategy of lowering the cut-off to tTG-IgA>4 U/mL, and adding the EMA analysis in those with tTG-IgA between 2-4 U/mL, identified another 17 cases (a 12% increase) at the cost of performing 32 additional biopsies. Measuring total s-IgA in 7161 children discovered only two additional cases at the cost of performing 5 additional biopsies. The positive predictive value of our screening strategy was 80%.  Results from the follow-up study of the screening-detected CD cases illustrated that 54% reported health improvement after initiated treatment, but also that these health benefits had to be balanced against social sacrifices. We also found that although the screening-detected diagnosis was met with surprise and anxiety, the adolescents and their parents were grateful for being made aware of the diagnosis. A majority of parents (92%) welcomed a future screening, but both adolescents and parents suggested that it should be conducted earlier in life. Conclusion Obtaining information on symptoms and CD-associated conditions was not a useful step in finding undiagnosed CD cases in a general population. The serological marker tTG-IgA, however, had excellent diagnostic accuracy also when lowering the cut-off. The diagnosis had varying impact on adolescents’ quality of life, and their perceived change in health had to be balanced against the social sacrifices resulting from the diagnosis. Overall, CD mass screening seemed acceptable to most of those who were diagnosed and their parents.

The purpose of this dissertation is to explore the creation of a cervical cancer health prevention infographic, geared toward African American women ages 30 to 65, to be potentially used to raise health literacy and influence positive behaviors towards practicing prevention measures—ultimately preventing unnecessary deaths. This dissertation also produced a cervical cancer health prevention infographic prototype for African American Women ages 30 to 65 to be further tested and implemented within future health communication campaigns. Cervical Cancer is both preventable and treatable (if diagnosed during early stages); therefore the amount of individuals dying from the cancer should be minimal. Still, African American Women in this study’s target health population are dying from Cervical Cancer the most. Existing research highlights that social determinants of health (like income, education and literacy) play varying roles as barriers to prevention (Baldwin, 1996; J. L. Davis et al., 2013; Egbert & Parrott, 2001; Ford et al., 2013; McKinnon, Harper, & Moore, 2011; Sung, Alema-Mensah, & Blumenthal, 2002; Williams & Templin, 2013). . This dissertation specifically focuses on targeting the potential to increase health literacy on Cervical Cancer to potentially positively influence prevention uptake. Drawing upon fields like health communication, visual communication and social science research, this research endeavor presents an interdisciplinary approach to potentially solving health communication issue within an at-risk population. The theoretical framework in guiding infographic production for this dissertation was the Health Belief Model, which is widely used in health communication research to assess failure of prevention uptake (du Pré, 2014; Glanz et al., 2005; Maibach & Parrott, 1995; Rosenstock, 2000). The Health Belief Model in conjunction with existing literature regarding health literacy, cultural stigma and relevance in communication campaigns geared toward African American Women ages 30 to 65, infographic content was created and presented to study participants via six interactive focus groups. The focus group methodology of qualitative research allowed for 17 study participants to confidentially engage in dialogue with peers concerning the issue at hand while also helping to create the content hierarchy, enhance and suggest visuals, colors and themes of the proposed infographic. Iterative data analysis approaches allow for constant assessment of study outcomes and themes. This study produces theoretical, practical and methodological implications for future research on the lacking area of scholarly literature. Findings from this dissertation suggest a need to (1) test the proposed infographic for potential national health campaign usage, (2) a need for more long-term collaborative community efforts for continual population access in research on Cervical Cancer prevention, and (3) future assessment of a newer form of focus group research that focuses on incorporation smaller participant groups for increased hands-on interactivity.

This diploma thesis named "Young people and its relationship with printed newspapers in the period of the new media" shows the way of treating the printed newspapers by the nowadays young generation within the Czech Republic. The thesis is based on the hypotheses predicting the tough situation and future position of printed newspapers. Concerning the experts' predictions the sole existence of the newspapers could be threatened by uninterested approach of young readers. The first part of the article shows the young people relationship to the printed newspapers as presented in selected international surveys and researches. The conclusions of these materials are essential sources used in my own further survey. As a part of the article the specific data presenting the situation of the Czech newspapers market are presented. It shows the printed newspapers decreasing demand which is significant as well as on the Czech Republic market. The methodology of the research is presented in the next part of the article. As a proper method the quantitative analysis is selected - the "focus-groups" method. The tested sample was forty of students in total. All of them were studying the secondary school or the university. Each part of the topic being analyzed is presented in the next part of the work. Also the...

Studiens syfte är att undersöka instrumentlärares syn på och arbete med improvisation i den enskilda instrumentundervisningen inom gymnasieskolan och kulturskolan. Studiens teoretiska ramverk utgörs av diskurspsykologi. För att undersöka detta har fokusgrupper använts som datainsamlingsmetod där lärare från gymnasiet och kulturskolan har samtalat om sina synsätt på improvisation. Samtalen spelades in med både ljud och bild för att sedan transkriberas och analyseras med diskursanalys för att urskilja diverse diskurser, i föreliggande studie också kallat tolkningsrepertoarer. I resultatet framträder vissa motstridiga tolkningsrepertoarer när lärarna beskriver sina synsätt på improvisation, såsom Improvisation som något frigörande och Improvisation som något hämmande. Resultatet visar att dessa motstridiga tolkningsrepertoarer kan ges uttryck för hos en och samma lärare. Samtliga lärare i studien är dock överens om att improvisation inte är bundet till en specifik genre, även om de medger att det har mer fokus i vissa kontexter. Vidare framträder vilka effekter och funktioner olika tolkningsrepertoarer har på lärarnas arbete med improvisation. Härmningsövningar är ett återkommande sätt att undervisa i improvisation utan någon särskild genrekontext som lärarna beskriver. I diskussionen lyfts resultatets mest framträdande tolkningsrepertoarer fram för att diskuteras i relation till det teoretiska perspektivet samt tidigare presenterad litteratur och forskning inom ämnet. / The purpose of this study is to examine instrument teachers’ views on and work with improvisation in the individual instrumental education in upper secondary school and Swedish Community School of Music. The theoretical framework of the study is discourse psychology. To examine this, focus groups were used as method for data collection in which teachers from upper secondary school and music school talked about their views on improvisation. The conversations were recorded with both audio and image to later be transcribed and analyzed with discourse analysis to distinguish various discourses, in this study also referred to as interpretative repertoires. The result shows certain conflicting interpretative repertoires as the teachers describe their views on improvisation, such as Improvisation as something liberating and Improvisation as something inhibitory. The result shows that these conflicting interpretative repertoires can be spoken for by the same teacher. However, all the teachers in the study agrees that improvisation isn’t bound to a specific genre, although they admit that it is more focused on in certain contexts. Moreover, the effects and functions that different interpretative repertoires have on teachers’ work also appear. Mimicry exercises are a recurring way to teach improvisation without a specific context of genre, as described by the teachers. In the discussion the most prominent interpretative repertoires from the result are discussed in relation to the theoretical framework as well as previously presented literature and research within the subject matter.