In the last two decades, Internet gambling (IG) has emerged as a medium in which to gamble. This research aimed to increase understanding of IG by examining routes in and out of problem IG, and also investigating similarities and differences between men and women, players of different IG activities (betting, poker, casino, lottery), and problem and non-problem gamblers (PGs, NPGs). A mixed-method approach was used. Initially, 62 UK Internet gamblers (31 male, 31 female; 32 NPG, 30 PG) participated in semi-structured interviews analysed using the Grounded Theory Method (Strauss & Corbin, 1998). Key findings were translated into hypotheses which were tested in a bespoke online survey, completed by 266 UK Internet gamblers (204 male, 62 female; 182 NPG, 58 PG). Qualitative findings indicated multiple influences for initiating IG, and factor analysis of the quantitative data indicated six initiating factors; utility of IG, value for money, social introduction, alternative social environment, competitiveness and needing something to do. Men were more influenced than women by value for money and utility of IG. Bettors were more influenced by utility than players from other gambling domains, casino players by the attraction of an alternative social environment online, and poker players, by competitiveness and needing something to do. PGs were more influenced than NPGs by an alternative social environment, competitiveness and needing something to do. A ‘vulnerability-compensation effect’ was noted, where vulnerabilities in daily life could be compensated for by engagement with Internet gambling. Continuing, increasing and decreasing IG involvement was influenced by seven categories of events and motivations; financial interests and concerns, enjoyable leisure activity, skill development, life events, emotions and escape, social influence, utility of IG features and time. Convenience had the biggest impact on increasing IG involvement across all gamblers. Men were more influenced than women to increase IG by skill development, women were more influenced by life events, emotions and escape. Poker players were influenced more than players in other domains by skill development. PGs were more influenced than NPGs to increase due to finances, and life events, emotions and escape. Motivations for starting, continuing, escalating and reducing gambling involvement included two new behavioural drivers for IG not specifically captured in existing gambling motivation research; the utility of IG features, and time, as in the opportunities and constraints on available time. Motivations were different across key gambler variables, and their effects changed over a gambler’s journey. Participants indicated that life events, emotions and escape had a strong impact on gambling behaviour, and also suggested safe play and resilience to harm could be developed as protective factors. Both of these issues, along with the impact on time as a possible problem IG marker, have potential to influence social responsibility strategies. From qualitative and quantitative findings, an integrated IG model was created, which suggests problem IG results from a series of escalations influenced by the seven categories of continuation events. The model potentially offers a vehicle for systematic testing and comparison of factors influencing stability and change of IG involvement.

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This study explores the use of CALL in teaching vocabulary in the classroom. Hence, It is possible to hypothesise that CALL programme enhances vocabulary acquisition of tertiary level students in Turkey. Specifically, it aims to answer the question: 'To what extent do CALL applications affect vocabulary acquisition of tertiary level students in Turkey, specifically in the Samsun region?' This question arises from issues around the pedagogy of vocabulary acquisition that I have encountered in teaching English as a Foreign Language, and my desire to find answers. To find fuller answers, I formulated the following sub-questions. RQ 2. Does CALL instruction have an observable pedagogical effect in the vocabulary acquisition and learning of EFL learners? RQ 3. What appear to be the benefits of and issues around CALL in vocabulary learning and acquisition? RQ 4. In the light of the above, what pedagogical strategies for teaching vocabulary would seem to fit best with use of CALL? The study used a mixed-method approach, involving seventy students considered to the have same level of vocabulary knowledge, who were randomly divided into two classes and exposed to two different learning conditions; i.e. traditional and CALL. The intervention group (35 students) was exposed to digital and online materials, where they were required to finish tasks inside and outside the classroom. For quantitative purposes, both groups were evaluated on a vocabulary test before and after the intervention and their scores were compared. Results showed that the intervention group scored significantly higher than the control group on the post-test. For qualitative purposes, aquestionnaire was conducted with the experimental group to explore students' attitude to CALL. In addition, I conducted classroom observations during the interventions. On analysis, the study indicated that the intervention group were better motivated and that they responded better to digital vocabulary learning tasks. Findings also revealed a pedagogical dimension; i.e. simply following instructions provided by digital materials cannot provide conditions for what can be termed 'high quality teaching' (Harris, 1998). It is my belief that such teaching, in the context of vocabulary acquisition, demands that students notice and effectively process the target lexical items (Robinson, 1995). Using Robinson's theoretical concept of 'noticing', together with the work of Warschauer and Healey (1998) who claim that the 'fun factor' is the key element of students' motivation (Mark Warschauer & Healey, 1998), I conclude that the use of CALL alone, although it may increase motivation, is insufficient for vocabulary learning and acquisition in my own teaching context. Pedagogical strategies where vocabulary can be learned in such a way that it can be said to have been 'acquired' by the student, demand that teachers know and understand how to integrate digital material in the language learning classroom.

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Since the Lord's Resistance Army's (LRA) retreat from Acholiland in Notthern Uganda (2006), widespread land conflicts were publicised in n1any areas of the district. This 0111its, the success of 1nuch of the resettle1nent process. This ethnography of relations over land and state policies, dc1nonstrates how despite years of rcforn1s, custon1aty tenure in Acholiland, continued in practice. T'hc study recognises, con1n1ercial pressures regarding custotnary tenute and urban and peri-urban land registration. In arguing that what is happening in Acholiland today is focused on people's relationships with land, the thesis goes beyond earlier studies of the war and its immediate aftermath. Most land disputes in Acholiland are very distinct and arc not widespread among kin resettling on patrimonial land. Major conflicts often arise out of a land grab by elite/ individuals, including foreigners who occupy powerful positions - the land grab is concentrated, in one part of Acholiland -- the oil rich areas. Despite the violence and loss of lives, land disputes met with an organised response from some Acholi politicians and community, this appears to have prevented the alienation of large tracts of land. The cultural leaders under the Ker Kwaro Acholi (KKA) institution, often deal with a second type of prevalent land disputes, among returnees outside their descent group. Such community-level disputes, arc resolved successfully through traditional modes of mediation and the resettlement is progressing well, as people work the land. In Acholiland, land is the foundation for livelihoods, identity, spirituality and social security. These tenets, create a discourse and movement of revival around the land. Indeed, mobilisation against land grab in the district created a movement of land activism, which has been relatively successful. Hence, the LR.A war becomes, in the thesis a window into the past and a basis for connecting the present with the past and the future.

Motivated by field work (Chapter 1), this thesis investigates how current models of interpersonal communication, based on dyadic (or pairwise) communication (Chapter 2), apply to different sized discussion groups. Following a pilot study (Chapter 3), a series of five and ten person experimental discussion groups were compared (Chapter 4).Consistent with the Collaborative Model of communication, in the five person groups participants' understanding of what was agreed in their discussion was influenced by who they spoke with. In the ten person groups, as predicted by the Autonomous Models of communication, participants were influenced by the group's dominant speaker. Next, the communication taking place in the different sized discussions was compared (Chapter 5). This revealed that the communication taking place in the five person group resembled a dialogue, whereas in the ten person group it resembled a monologue. Finally, the difference in mode of communication is explained in terms of how speakers in the two sizes of group design their utterances for different audiences (Chapter 6).

Deep uncertainty exists when there is disagreement on how to model inter-relationships between variables in the external/controllable and internal/controllable environment; how to specify probability distributions to represent threats; and/or how to value various consequences. The evaluation of strategic options under deep uncertainty involves structuring the decision problem, specifying options to address that problem, and assessing which options appear to consistently perform well by achieving desirable levels of performance across a range of futures. The integrated use of scenarios and Multi-Criteria Decision Analysis (MCDA) provides a framework for managing these issues, and is an area of growing interest. This thesis aims to explore such integrated use, suggesting a new method for combining MCDA and scenario planning, and to test such proposal through a multi-method research strategy involving case study, behavioural experiment and simulation. The proposal reflects the three key areas of confluence of scenarios and MCDA in the decision making process. The first is based on systematic generation of a larger scenario set, focused on extreme outcomes, for defining the boundaries of the decision problem. The second proposal is based on providing less scenario detail than the traditional narrative, in favour of explicitly considering how uncertainties affect positive and negative outcomes on key objectives. This backward logic seeks to better address the challenge of estimating the consequences of each option and the trade-offs involved. Finally, it is proposed that option selection be based on a concern for robustness through cost-equivalent regret. The empirical findings reflect that the key benefit of integration appears to be a mechanism to improve the efficiency of elicitation and the robustness of options. However, effective application of scenarios and MCDA requires awareness of the desired degree of accuracy required and risk attitude of decision makers.

The man-boy sexual encounter, or male-child sexual abuse (MCSA), is a widespread, persistent social practice. The causes, or aetiology, of sex offending against children has been the topic of sustained research and theory for several decades (e.g. Finkelhor, 1984) and there is now a considerable literature on the impact of such activity on male victims (Spiegel, 2003). Recently, some research has enabled the stories of abused males to be considered in detail (e.g. Hunter, 1990a) and some social theorists have emphasized the importance of this endeavour (Plummer, 1995). Sexual exploitation and child sexual abuse (CSA) is a relatively recent addition to the study of sport (Brackenridge, 1994) and so far there has been no sustained attention given to the sexual subjection of the male child. This thesis develops the literature on sexual exploitation in sport by examining the experiences of men sexually abused in the context of sport. Feminist research has identified the gendered nature of sex offending and the role of patriarchy in this practice (e.g. Kelly, 1988) and similar, contextualised arguments have been made by scholars of sport (Brackenridge, 2001). However, explanatory accounts of CSA are deeply contested and psychological perspectives dominate the debate (Ward et al., 2006). Therefore, in considering MCSA in sport, a fundamental issue is how the sexual abuse of children is to be understood. This thesis draws upon the work of social theorist, Pierre Bourdieu (1930-2002), and considers MCSA in sport through his theoretical framework. Utilising this framework, I develop an account of the relation between organised male-sport and the sexual abuse of boys where the actions of social agents are deeply embedded within the socio-cultural context. Ultimately, I offer a radical critique of sport, and the man-boy relation that lies at its heart.

This thesis focuses on ‘school shootings’ in the United States. Examined here are the news media constructions and public reactions to such incidents, as they pertain to scholarly conceptualisations of fear, moral panics and vulnerability; as well policy responses relating to emergency management in educational institutions and gun-related legislative proposals and actions. Current literature in the field defines ‘school shootings’ as a particular type of ‘spree’ or ‘mass’ killing, involving the murder or attempted murder of students and staff at an education institution. This phenomenon is most prolific in the United States. Two case studies were selected from a list of possible incidents based on their high profile news media coverage, policy impact and infamous natures. The examples used are the school shootings at Columbine High School, Colorado (1999) and Virginia Polytechnic University, Virginia (2007); although the developments provoked by the 2012 Sandy Hook Elementary School, Connecticut shooting are noted throughout. The objectives of the research are: exploring the effect of my two case studies on reshaping or entrenching current moral panic and fear debates; whether the two shootings have transformed emergency management and communication practices; the role that fear plays in the concealed carry on campus movement which arose after the Virginia Tech incident; surmising about which gun-related legislative actions are possible in future. Employed here is a theoretical framework pertaining to moral panics, fear of crime risk management, and framing of news media and policy. My methodological approach was qualitative in nature. A total of 14 interviews were conducted with experts in gun violence prevention, and emergency management and communication. Ethnographic research was carried out in the form of participant observations at a school safety symposium and a gun reform activism event. Content and critical discourse analyses were employed to assess 728 news media articles, 286 letters to the editor, comments from 32 YouTube videos, 14 policy documents and 10 public opinion polls. My original contribution to knowledge is the examination of policies that have not received much scholarly attention to date: emergency management plans, training, operation and communications to deal with the possibility of a school shooting incident occurring; the ‘concealed carry on campus’ movement, where students lobby to carry firearms in higher education institutions as a way to negate potential threats. Relatively uncharted territory in fear of crime research was embarked upon with an examination of YouTube comments relating to: concerns about attending school; insecurities about the ability of law enforcement to offer protection in a school shooting scenario. To offer a predictive angle to the research, the current public sentiments, framing strategies being utilised by interest groups, and Supreme Court rulings shaping the future of gun reform were debated. Further avenues for school shooting research are provided.

The difficulty of reconciling Hume's use and endorsement of sceptical arguments and conclusions with his constructive project of founding 'a science of man' is perhaps the central interpretive puzzle of A Treatise of Human Nature. Hume has been interpreted as an entirely unmitigated sceptic about induction, causation, personal identity and the external world. His sceptical arguments emerge as apart of a naturalistic programme to explain fundamental human beliefs, but seem to call into serious question the viability of this programme. This work is an attempt to understand the relationship between Hume's sceptical arguments and his Newtonian ambition of founding a science of human nature. It defends two main theses: that Hume's sceptical arguments appear as steps in a more general and systematic argument the conclusion of which involves a causal explanation of scepticism itself; and that the scepticism of Book One of the Treatise is to be seen not as unmitigatedly destructive but as a part of the necessary preparation for the more robustly Newtonian investigations of Books Two and Three. Hume's sceptical arguments support the general conception he has of philosophy, and of its role and value, which emerges in the conclusion to the first book. I show that Hume's exposition of this conception is the conclusion of a complex and systematic dialectic. The work is divided into four chapters. In Chapter One, I examine Hume's commitment to the experimental method of reasoning and formulate a number of general theoretical principles which, I argue, guide the Newtonian investigations of the Treatise. I also assess Hume's understanding of what constitutes a good or adequate explanation in science. Chapter Two considers Part III of Book One. Here I emphasise the reflexiveness of Hume's extended account of the causal relation, acknowledging the constructive programme which leads Hume to formulate a set of normative rules for telling what is the cause of what. The remaining two chapters deal with Hume's main sceptical arguments concerning the attribution of identity over time to bodies and persons.