The purpose of this bachelor thesis is to examine the user experience of Narhalsan.se, the website of the regional public primary healthcare organisation, as well as forward suggestions on how different aspects on the website can be developed to improve the user experience. To evaluate the user experience on Närhälsans website we’re using both quantitative and qualitative methods, such as a survey as well as Contextual Inquiry in combination with think-aloud. The methods used are followed out from a usability perspective, and are focused on the needs, preferences and user experience of the target group. The suggestions for development of the website include simplifying the structure, reducing information on the contact page and further development of the searchresults.

My own experiences of disjuncture sparked questions related to how practical nursing education is situated within the larger nursing disciplinary landscape. On acute care nursing units, work relationships are changing between RNs and LPNs as new collaborative care models are introduced, creating ambiguity and confusion with increasingly overlapping scopes of practice. Gaps remain in knowing how RNs and LPNs experience changes in these intra-professional team contexts, and how patient care, nursing work, and nursing education may be influenced by these new collaborative models. This has been the foundation for the journey towards graduate study and this dissertation work. In this dissertation I address the overarching research question: How are registered and practical nurses’ experiences of learning to work together being organized by educational and work contexts? This question consists of two sub-questions: 1) What are the experiences of pre-licensure health professional students and educators learning to work in intra-professional teams? and, 2) How are institutional texts organizing post-licensure nurses’ experiences of learning to practice on intra-professional teams? The first sub-question is addressed using the Joanna Briggs Institute (JBI) qualitative systematic review methodology to reveal what is currently known about how pre-licensure health professional students learn to work on intra-professional teams. The second question is approached using an institutional ethnographic analytic lens to explore how post-licensure nurses’ (RNs and LPNs) work is socially organized via educational, union, health authority, and regulatory texts and how this social organization impacts intra-professional relationships. Taking a plural approach to knowledge construction allows for a multi-perspectival view of RNs and LPNs experiences and the role of educational and work contexts in shaping how they learn to work together. Incorporating methodologies as diverse as a JBI systematic review and institutional ethnography raises methodological tensions. Each has its own philosophical assumptions, reflecting particular strengths and limitations in the production of knowledge. The challenges of employing a plural approach are explored alongside new knowledge and possibilities for exploring and understanding how best to care for patients and educate students within complex, collaborative environments. / Graduate / 2018-08-29

[pt] Este estudo tem por objetivo analisar o uso de neologismos da área da informática por grupos sociais que caracterizamos como comunidades de prática, tomando como caso exemplar as formas verbais printar e bugar, derivadas do inglês print e bug. Defendendo a hipótese de que os empréstimos são fenômenos linguísticos naturais e inevitáveis, tratamos a questão dos estrangeirismos, primeiramente, sob o ponto de vista histórico, e, posteriormente, como fenômeno gramatical exemplificado por essas novas formas verbais. Finalmente, a questão é considerada do ponto de vista social, buscando-se mostrar a participação das comunidades de prática na consolidação e extensão de significado das importações lexicais. / [en] This study aims to examine the use of neologisms loaned from the area of information technology by social groups characterized as communities of practice, taking as an exemplary case the verb forms printar and bugar, derived from the English words print and bug. Defending the hypothesis that loans are natural and inevitable linguistic phenomena, we treat the appropriation of foreign words initially from the point of view of history, and later as a grammatical phenomenon, exemplified by such new verb forms. Finally, the issue is considered from the social point of view, trying to show the involvement of communities of practice in the consolidation and extension of lexical meaning of loans.

Philosophiae Doctor - PhD / Ways of enacting effective professional development (PD) and professional learning (PL) of teachers are diverse and often contested and therefore needs sustained inquiry (Schuck, Aubussona, Kearney, & Burden, 2013). The “quick fix” mentality that is endemic to most including those aimed at educational systems leads to very superficial implementation of improvement strategies, including teacher development. These strategies are usually bureaucratically mandated and superficially implemented in a top-down manner. One of the critical drawbacks of such superficial implementation of top-down improvement strategies is that it fails to appeal to teachers because of their historical experiences of such short term and intermittent improvement interventions. This study focussed on the development of a Professional Learning Community (PLC) as a possible continuous professional teacher development (CPTD) model with a promise to deliver effective CPTD. Literature in this regard indicates this model of CPTD as highly effective to support sustained teacher development. The efficacy a PLC is predicated on a collaborative and relational approach to teacher development and professional learning underpinned by a microclimate of commonality. The initiation of PLCs is a complex task. It requires a deep understanding of the processes involved in orientating teachers to processes that involve reflective dialogue and collaborative inquiry. Hence this study sought to investigate experiences of teachers in a PLC established through an alliance involving teachers, didacticians and education officials. This study found that the PLC signifier conveys significant meaning for teachers in terms of their engagement in the PLC. Moreover, teachers’ experiences of the PLC model confirmed the generally accepted features of a PLC. The importance of having a common vision, norms and standards was shown to be an important dimension of the PLC. Besides the fact that the active promotion of this shared vision by the PLC leadership and other education administrators was highlighted, teachers in general accepted the importance of being reflective practitioners. Despite this belief in the value of collaborative reflection, this study found that it does not take place as often as one would expect. This is, to some extent, due to the timetabling arrangements at most schools in the sample. Findings of this investigation provided evidence that it is possible in a PLC to effect a shift from professional development to professional learning. This is consistent with literature in this regard, for example, Benken & Brown (2010) support this argument by indicating that CPTD should be viewed as professional learning that is sustained over time. However, the issue of sustainability is an important challenge. This study revealed that teachers see sustainability as a function of three important variables, namely, recognition by school leadership and administrators, support from the organised teacher movements and subject organisations, and teacher commitment. Important affordances of a PLC identified through this study are relational agency, epistemic agency and a micro-climate of commonality. These affordances are viewed as important enablers of collaborative inquiry and reflective dialogue and underscores the community aspect of a PLC.

This dissertation presents an instrumentalist’s perspective on cognition and meta-cognition in music performance. The goal of the study is to identify and apply methods of inquiry that are phenomenologically resonant with instrumental practice. The first chapter, situating the study in the context of the writer’s musical training, examines ways of studying and representing performance knowledge. The second chapter presents a case study of the preparation of Tōru Takemitsu’s Masque for Two Flutes (1959-1960). Using grounded theory methodology, this chapter investigates the role of gesture in the negotiation of musical understanding. Chapters 3 through 5 draw on Herbert H. Clark’s joint activity theory of language use to conceptualize music-making, taking into account context, process, and other domains of musical activity. Finally, Chapter 6, in addition to re-defining "virtuosity" for the 21st century instrumentalist, presents a set of philosophical considerations for cognitive studies in music performance. / Graduate and Postdoctoral Studies / Graduate

Despite the fact that the facilitation of inquiry learning is a core methodology in the General Education and Training (GET) band of the South African National Curriculum Statement, rote learning and memorization of algorithms remains common practice in many mathematics classrooms. The inquiry-based Family Maths professional development programme, offered by the Nelson Mandela Metropolitan University, attempts not only to support the transformative education practices targeted by the South African National Department of Education, but also to extend them beyond the school walls to the community at large. This study investigates the extent to which the Family Maths professional development programme develops facilitators’ ability to implement inquiry-based learning. It also seeks to explore which aspects of the programme are effective in developing an inquiry-based approach. The research undertaken is an empirical study of 39 facilitators and uses both qualitative and quantitative methods. The facilitators’ inquiry beliefs and ability to implement inquiry learning was measured by means of questionnaires, observation schedules and interviews. As the ‘teacher as facilitator of inquiry-based teaching and learning’ is a requirement of all South African teachers, the findings of this research should make a meaningful contribution to the field of mathematics teacher education in the South African context.

The study reported in this thesis investigates how change was managed within one school with a view to drawing out implications for the relationship between school improvement and leadership. Significantly, it examines the challenge of bringing about school improvement in a highly centralised education system, using the example of Cyprus.

Looked after children (LAC) have been identified as one of the most vulnerable and disadvantaged members of our education system (Sempik, Ward, & Darker, 2008); they are at risk of failing to achieve the Every Child Matters outcomes (DFES, 2004), and, there are particular concerns regarding low levels of academic achievement (DCSF, 2009). Much of the research regarding LAC is from a deficit perspective and attempts to justify the poor outcomes reported; only recently has attention been paid to identifying what works well in schools to promote achievement. Appreciative Inquiry (AI) proposed by Cooperrider & Srivastva (1987) is an affirmatively focused method of research and development which challenges traditional problem-solving approaches (Grant & Humphries, 2006); it seeks to discover the existing strengths and successes within an organisation to inspire change (Espinosa, Roebuck, & Rohe, 2002). Whilst the efficacy of AI has been demonstrated within organisational and healthcare settings there is a dearth of literature evidencing the efficacy of AI in educational settings. AI has not been used with LAC, or the professionals who work with them, and this approach has the potential to provide a new lens on this historically problematic area. This thesis proposed to identify key factors which have the greatest positive impact on the school experience of LAC, in secondary schools, through the use of AI. In doing so, this thesis also sought to explore the efficacy of AI as a research tool for working with LAC and school staff, and, to explore its potential for creating change. A single case study design was used involving one local authority secondary school. Participants attended semi-structured interviews aligned with the AI 4-D cycle; this was followed by a workshop session to explore findings and agree future actions. Further data was also collated through content analysis of the research interviews, participant evaluations and a research diary. Key themes were identified including: effective adult support, engaging learning opportunities, rewarding school systems, a safe and secure environment, good quality relationships, and the importance of normalising the school experience. A number of supplementary themes were also identified. AI was found to be an effective method of research; it appears to be an interactive and enabling approach, which considers both organisational successes and concerns. During the workshop a number of actions were identified to further improve the school experience and there is a high likelihood that change will occur. Implications for EP practice and areas for future research are also considered.

The aim of this study was to ensure that the Sefton Educational Psychology and Portage Service (SEPPS) maintained a high quality service to very young children, their families and settings while responding to the national changes in Children’s Services prompted by Every Child Matters (ECM) (DfES, 2003) and changes in team structure and personnel at a local level. The methodology used was based on the appreciative inquiry (AI) 4-D cycle described by Coghlan, Preskill and Catsambas, (2003) and consisted of four phases which were implemented over a period of eighteen months: Discovery, Dream, Design and Destiny. During the Discovery phase of the project, three educational psychologists (EPs) provided rich narratives illustrating what drives them to work with very young children, families and settings and the contribution that they think EPs make to this area of work. Individual EP’s views of their own skills were corroborated by interviews with parents and analysis of all seven parental stories confirmed that the service that they received met the EPs’ expectations of best practice. In Phase Two, (Discovery/Dream) a workshop was held with representatives of the EP team’s other early years stakeholders to introduce them to AI and to elicit their perceptions of best practice in partnership working. The findings from the inquiry were then used to inform the work of the team during the period from April 2009 to February 2010 (Design/Destiny). Progress was tracked both formally and informally. At the end of the Destiny phase, the stakeholders involved in Phase Two of the project were interviewed to gather evidence on whether they had been able to apply AI in their own work and whether they had noticed any differences in the early years’ work of EPs since attending the initial workshop. The data collected by the author and other members of the EP team (who acted as co-researchers) included interview transcripts, worksheets, flipcharts, reflection/evaluation sheets and minutes of meetings. Each of these elements was analysed individually and collectively by the author according to the principles of thematic analysis, as described by Attride-Stirling (2001), Carter (2004) and Braun and Clarke (2006).At the end of the project, some of the stakeholders interviewed reported that the AI workshop had transformed their way of working from a deficit model to a strengths based model. There was also evidence that attendance at the workshop had changed participants’ perceptions of the role of the EP, facilitating improved channels of communication and the development of a shared vision. Each member of the early years EP team was mentioned in at least one positive story, indicating that high standards of service delivery were maintained during a period of considerable change. The extent to which AI contributed to this process and the challenges presented by this methodology are also discussed.

The aim of this study is to evaluate the efficacy and effectiveness1 of the work done by the Independent International Commission of Inquiry (CoI) in the Syrian Arab Republic. This study strives to evaluate how well the commission succeeded in pursuing its mandate as stated, in addition to, evaluating how well the work of the commission in Syria was perceived to have been fulfilled by the people affected and involved. This study applies a qualitative approach. In order to obtain more in depth information of the commission‟s work the study combines interviews with a number of stakeholders, a literature study, in addition to, the author‟s own acquired experience from the United Nations. This study reveals that the main reason for the unwillingness of Syria to cooperate with the commission was due to the fact that the people, as well as, the government of Syria perceive the United Nations to be biased and to have lost the humanitarian aspect. The Col Syria overall fulfilled their mandate and it was performed as efficiently as could be given the constraints it faced. Yet, the work of the UN and the UN mandated missions are not perceived to be effective or satisfactory. The UN branches are perceived to be too politically affected and no longer prioritize the people of a country. Keywords: Syria, United Nations, International Independent Commission of Inquiry, Evaluation / The aim of this study is to evaluate the efficacy and effectiveness1 of the work done by the Independent International Commission of Inquiry (CoI) in the Syrian Arab Republic. This study strives to evaluate how well the commission succeeded in pursuing its mandate as stated, in addition to, evaluating how well the work of the commission in Syria was perceived to have been fulfilled by the people affected and involved. This study applies a qualitative approach. In order to obtain more in depth information of the commission‟s work the study combines interviews with a number of stakeholders, a literature study, in addition to, the author‟s own acquired experience from the United Nations. This study reveals that the main reason for the unwillingness of Syria to cooperate with the commission was due to the fact that the people, as well as, the government of Syria perceive the United Nations to be biased and to have lost the humanitarian aspect. The Col Syria overall fulfilled their mandate and it was performed as efficiently as could be given the constraints it faced. Yet, the work of the UN and the UN mandated missions are not perceived to be effective or satisfactory. The UN branches are perceived to be too politically affected and no longer prioritize the people of a country. Keywords: Syria, United Nations, International Independent Commission of Inquiry, Evaluation / The aim of this study is to evaluate the efficacy and effectiveness1 of the work done by the Independent International Commission of Inquiry (CoI) in the Syrian Arab Republic. This study strives to evaluate how well the commission succeeded in pursuing its mandate as stated, in addition to, evaluating how well the work of the commission in Syria was perceived to have been fulfilled by the people affected and involved. This study applies a qualitative approach. In order to obtain more in depth information of the commission‟s work the study combines interviews with a number of stakeholders, a literature study, in addition to, the author‟s own acquired experience from the United Nations. This study reveals that the main reason for the unwillingness of Syria to cooperate with the commission was due to the fact that the people, as well as, the government of Syria perceive the United Nations to be biased and to have lost the humanitarian aspect. The Col Syria overall fulfilled their mandate and it was performed as efficiently as could be given the constraints it faced. Yet, the work of the UN and the UN mandated missions are not perceived to be effective or satisfactory. The UN branches are perceived to be too politically affected and no longer prioritize the people of a country. Keywords: Syria, United Nations, International Independent Commission of Inquiry, Evaluation / The aim of this study is to evaluate the efficacy and effectiveness1 of the work done by the Independent International Commission of Inquiry (CoI) in the Syrian Arab Republic. This study strives to evaluate how well the commission succeeded in pursuing its mandate as stated, in addition to, evaluating how well the work of the commission in Syria was perceived to have been fulfilled by the people affected and involved. This study applies a qualitative approach. In order to obtain more in depth information of the commission‟s work the study combines interviews with a number of stakeholders, a literature study, in addition to, the author‟s own acquired experience from the United Nations. This study reveals that the main reason for the unwillingness of Syria to cooperate with the commission was due to the fact that the people, as well as, the government of Syria perceive the United Nations to be biased and to have lost the humanitarian aspect. The Col Syria overall fulfilled their mandate and it was performed as efficiently as could be given the constraints it faced. Yet, the work of the UN and the UN mandated missions are not perceived to be effective or satisfactory. The UN branches are perceived to be too politically affected and no longer prioritize the people of a country. Keywords: Syria, United Nations, International Independent Commission of Inquiry, Evaluation