Phenylketonuria (PKU) is a rare inborn error of metabolism that can be managed through lifelong treatment adherence to a restricted diet and supplemental medical formula (Vockley et al., 2014). Untreated PKU can result in severe intellectual disability, anxiety, depression, executive functioning deficits, and seizures (Cappelletti et al., 2013; Moyle et al., 2007). Even individuals who are continuously treated for PKU can experience high rates of anxiety and depression, executive functioning deficits, social difficulties, and lower full-scale IQ scores than their siblings and parents (Bosch et al., 2015; Manti et al., 2016; Waisbren et al., 2007). Additionally, adolescents are at risk for social difficulties due to the restricted diet and treatment of PKU (Bosch et al., 2015). Quality of life is just beginning to be studied in individuals with PKU. Most studies have focused on adults or on parent or clinician ratings of children and adolescents’ quality of life. Results of these studies have been varied with some individuals with PKU and their parents reporting normal quality of life compared to peers (Cazzorla et al., 2014; Thimm, Schmidt, Heldt, & Spiekerkoetter, 2013) and others showing parents rate their children with PKU as being less happy, confident, and joyful than healthy peers (Landolt, Nuoffer, Steinmann, & Superti-Furga, 2002). A qualitative interview study was conducted with five adolescents with PKU between the ages of 14 and 18 years. The purpose of this study was to gain an in-depth awareness of the beliefs and perceptions of these adolescents with PKU on how they understand and conceptualize their condition, the impact it has on their life, factors that influence their quality of life, and perceptions of their peer relationships in regard to their illness. A romantic conceptualization of interviewing was used to build rapport and trust between the interviewer and interviewee in order to access the authentic self of each participant (Roulston, 2010a). Each adolescent participated in a series of four semi-structured individual interviews. Data were analyzed using thematic analysis (Braun & Clarke, 2006). Results indicated adolescents with PKU describe their overall quality of life in positive terms and report similar influences on their life satisfaction and quality of life as other adolescents. Adolescents with PKU identified relationships with family and friends as the most salient influence on their life satisfaction. They largely perceive their social lives to be similar to their peers and believe they are more similar to their peers than different. Adolescents with PKU describe few challenges in social settings and view these challenges as simply inconveniences. However, adolescents with PKU minimize their condition and the impact it has on their life. When talking about PKU, sharing it with others, or when it comes up in social situations they use words that describe it as minor in consequence and significance. The majority of participants had a general understanding and knowledge of how they got PKU, their treatment, and potential consequences. Nevertheless, adolescents also reported a number of incorrect consequences, a lack of awareness of consequences, and misconceptions about PKU and the impact it can have on their life. Implications for medical providers and behavioral health professionals who work with adolescents with PKU include the importance of monitoring and providing extra support during natural transition times, such as moving from elementary school to middle school and then to high school. Current findings also indicate there is room for improvement in health literacy among adolescents with PKU and specific strategies are discussed. Future research should continue to explore the experiences of individuals with PKU during late childhood and early adolescence, the time frame identified as most difficult in the current study. Another direction for future research is further exploration of how PKU influences the idea of self-concept and self-image.

Abstract not available

In the form of a potable spirit, an extract of grapefruit skin has been found to develop an attractive opalescence when diluted to below about 38 % ethanol (v/v). This phenomenon is analogous to the pastis effect, called louching, common in many drinks popular in some countries bordering the Mediterranean. The main objective of this research was to develop spirit liquor with commercial potential from grapefruit skin, largely a waste commercial product, as the dominant if not exclusive ingredient other than alcohol and water. This would require making extracts by distillation of undried skins, which would develop a dense opalescence significantly below 40 % v/v ethanol, the common alcoholic strength of spirits as sold in New Zealand. The product concept was thus a clear liquid which when poured over ice for example, would yield a cool opalescent drink with a characteristic grapefruit flavour. In the case of citrus, the chemical basis of louching is the greater solubility of citrus skin terpenes, principally limonene, in ethanol than in water. The louch point is synonymous with the chemical expression critical micelle concentration, detected here by light scattering at the arbitrary wavelength of 450 nm. Early results with an obvious opalescence showed that the alcohol concentration at which the terpenes ceased to be soluble in the grapefruit distillate was about 38 % (v/v). This point was similar to that for pastis (Pernod brand), where the principle louchable ingredient is anethole. However, the light scattering was much greater for pastis. Thus, a grapefruit spirit sold at 40 % ethanol with the louching intensity of pastis should require increasing the solubility of limonene in solutions with a lower ethanol concentration. This in turn should allow higher concentrations of limonene in true solution in 40 % ethanol, theoretically resulting in a more intense louch in the final drink. Thus, a broad range of hydrocolloids and surfactants was tested in an attempt to increase the solubility of limonene in lower ethanol concentrations. None of hydrocolloids or surfactants lowered the louch point of a standard limonene concentration in ethanol/water. The informal flavour assessment showed that the spirit flavour from grapefruit zest alone lacked intensity. It was then thought that better flavour might be obtained by using the whole grapefruit (zest, pith, and juice) rather than zest alone. The additional of pith or pith plus juice caused no significant change in the louch point or light scattering. However, the final flavour was informally judged to be more intense than that derived from zest alone. The problem still remained that the light scattering of grapefruit distillate was never as high as that achieved by pastis, even though it was found (by gas chromatography) that the concentration of limonene (w/w) in the grapefruit spirit was at least as high as that of anethole in pastis. The cause was due to the fact that as a louched compound, anethole was a solid with a flat crystal structure because the melting point (21.4C) is well above that of a cool drink (Handbook of Chemistry and Physics, 1947). By contrast, limonene remains a liquid even in an iced drink because its melting point is far below 0C. Flat crystals would obviously scatter light far more than would a micelle containing a liquid, in this case limonene. Although such a grapefruit distillate did not louch as well as pastis, it could still have market potential on the basis that it would be made from the distinctive New Zealand cultivar of grapefruit. Thus a formal sensory assessment was conducted, using a focus group. The grapefruit distillates at 40 % ethanol were perceived by most panellists as refreshing, clean, fruity, and citrusy in aroma, but somewhat deficient in grapefruit flavour, and there was a common perception of strong chemical finish. At this stage of development a commercial proposition cannot be sensibly made.

Older adults of the 21st century have not grown up with information and communication technology and may not have used computers in their working lives. However, they have experienced the many technological changes of the 20th century. Some changes have fundamentally altered communication, entertainment, and the kinds of knowledge and skills that are sought and valued. These changes are difficult to ignore because of their pervasiveness. In order to actively participate in their lifeworlds older adults face an imperative to adapt and meet new challenges. The purpose of this research was to investigate and interpret the lived experience of laterlife computer learners in non-formal learning environments. The research focused on the interpretation and understanding of the learning experience from the perspective of participants. Hence there is an ontological thread that is grounded in the lifeworld of older adults in Sydney, Australia. A hermeneutic phenomenological methodology was considered suitable because of its emphasis on understanding the lived experience of humans. A qualitative method was used in this study because it enabled existential insights into the learning experience from the perspective of learners and privileged their voices. Fourteen older adults volunteered to participate and were interviewed. Participants identified themselves as laterlife beginning computer learners. Interviews were audio-taped and analysed using an interpretative case study approach. Other analytic tools used were grounded theory, thematic analysis and narrative inquiry. Existential themes were identified and interpreted within a framework of wellbeing. The research found that participants engaged in learning optimistically and that they believed in their abilities and also in the worth of the learning they were undertaking. The learners believed the outcomes from learning would lead to greater opportunity for participation in their lifeworld. Without computer skills and knowledge they believed they would be ignored and relegated to a peripheral position as observers in their lifeworld. By undertaking learning they believed they were taking control of their current and future lives, acting in defiance of developmental theories that suggested ageing was a stage of life and not a process. However, the sense of agency and purpose was not without its pressures and hurdles and learning was perceived to be difficult, dynamic, frustrating and immensely satisfying. Their purposes and expectations were situated in the changing nature of the world and a desire to continue to live their lives authentically, as participants and not spectators. Laterlife computer learners in this study were seen to be learning and growing their lives into a future of their making.

The existing scholarship on women in China suggests that gender inequality still exists against the background of the country’s reform and opening in recent years. However, the situation of women in enterprise ownership and leadership seems to indicate that under the surface of women being disadvantaged, some of them are playing a more active and significant role in China’s economic development. Based on a series of interviews with women enterprise owners, wives of enterprise owners and women managers conducted in three localities in three difference provinces of China, this research aims to discover the deeper socio-political realities of leading women in enterprises. By analyzing information on these women’s personal experiences, career and families, this thesis investigates their status at work and at home, as well as their connections with local politics. The research results suggest that although traces of gender inequality can still be found in these women’s lives, they appear to be actively engaged in the business establishment and operation and gradually casting off the leash of domestic responsibilities. At the same time, these women have developed strong connections with the Party-state, not necessarily in their own right, but largely through their family ties. The research has also highlighted that the varied socio-economic development of each locality has its effects on these women’s development.

Pronouns play a key role in the construction of ‘self’ and ‘other’. They are not merely a way of expressing person, number and gender as is suggested by traditional grammarians nor do they only do referential and deictic work. Rather, they must be thought of in the context of interaction and in terms of the ‘identity work’ that they accomplish. In this thesis, it is argued that pronouns are used to construct favourable images of themselves, and ‘others’.¶ The context of this study is the Australian political media interview. In this study, the pronouns ‘I’ ‘you’ ‘we’ and ‘they’ are examined individually, then, as they occur in sequence. This investigation reveals that pronouns are used to construct politicians’ multiple ‘selves’ and ‘others’ and that as they occur in sequence, the changing ‘selves’ of politicians and different ‘others’ are created. The construction of these multiple ‘selves’ and ‘others’ is a version of reality that politicians construct discursively and is not an objective representation of facts.¶ This analysis of pronouns in political interviews also reveals striking and hitherto unresearched uses of pronouns, which can be used to show affiliation or create distance between people where it would not traditionally be expected. Politicians actively exploit the flexibility of pronominal reference to construct the different identities of themselves and ‘other’ and use them to create different alignments to, and boundaries between, their multiple ‘selves’ and ‘others’. Thus, pronouns are pivotal in the construction of reality – a reality that is created and understood in the discourse of the moment.

The hospitality and tourism industry is an increasingly important part of the New Zealand economy, contributing almost nine percent of the Gross Domestic Product in 2008. One of the key concerns regarding this part of the economy is the impact of a tight labour market and intense skill shortages on its ability to maximise returns from tourists. Labour turnover rates have been extremely high in the hospitality sector over the past few years and this has contributed to the intense labour market pressures affecting this industry. Hotels have suffered particularly high turnover rates in the past few years and exit interviews have been one of the tools that Human Resource Managers used to try and gain data about employee reasons for leaving. This study looks at exit interviews as a source of data on the causes of labour turnover in two New Zealand hotel chains. The aim of this study was to analyse hotel exit interview data in order to identify significant patterns that might illuminate the causes and potential moderating factors of labour turnover in New Zealand hotels. In addition, the study aimed to analyse the processes used to gather exit interview data in order to evaluate the efficacy of exit interviews and see if any practical recommendations could be made regarding the use of exit interviews to address labour turnover. A qualititative, triangulated research methodology was applied in order to analyse the data generated from over 4500 exit interviews, from 17 hotels, in two New Zealand hotel brands. The interviews cover six years of exit interview gathering. In addition, in depth semi-structured interviews with six hotel Human Resource Managers were used to gain insight into the practice and perceptions around exit interviews. The study found that despite considerable application of time and resources, hotels gain very little benefit from the exit interview process. Several issues are identified as bringing the efficacy of exit interviews into question, including power imbalance between interviewees and interviewers, language and cultural concerns, and the impact of psychological contract breaches on the employment relationship. In addition, the study found that even when opportunities for organisational improvement did arise from exit interviews, little or no action was taken by the hotels in question. The study concludes that there is insufficient benefit to the hotels given the costs of exit interviews and suggests that other forms of employee feedback, such as engagement surveys may be more efficacious in addressing labour turnover.

This thesis explores Landmark Education, an American personal development company which claims to transform lives for the better. The purpose of this work is to analyse the pros and cons of various participants and professionals connected with Landmark Education. This work has been carried out as a piece of investigative journalism and reflects the principles of this field. Chapter one addresses contemporary criticisms of Landmark and outlines the main points of the investigation which will be analysed and debated in chapter three. Chapter two gives a historical background to the self-help and personal development realm that Landmark belongs to. This chapter is more informative in tone and provides an indepth discussion on est, the company to precede Landmark. Chapter three is the investigative component of this thesis and contains interviews of Landmark supporters and critics. These include former and current participants of Landmark Education, as well as professionals of clinical psychology and the personal coaching fields. This chapter primarily addresses issues connected with critical claims that Landmark is a cult. The thesis is accompanied by a supporting exegesis which outlines the relevant theoretical, historical, critical and design contexts and also seeks to defend both the applied research methodology and theoretical base.

Spelling is often a lightning rod in discussions on literacy. The general public, as well as educators, often judge the state of literacy by the occurrence of accurate, conventional spelling (Templeton & Morris, 1999). The purpose of this study was to reveal how students employ strategies in their spelling and how spelling strategies were being taught in their classrooms. This study also sought to uncover teachers, parents, and students perspectives and knowledge regarding spelling.<p>Case studies of six elementary school students were conducted. Each student was interviewed, along with their teachers and one of their parents. Students also filled out a self-reflection form. Students and teachers were observed in their classroom setting.<p>Findings indicated that students used a variety of strategies. The primary strategy articulated was sounding out; the better spellers also used analogy and visualization. Students knew and often used the strategies encouraged by their teachers and parents. The literature linked the processes of reading, spelling and writing. Most of the participants mentioned the connection between reading and spelling, but failed to recognize the importance of writing for spelling. A third finding was that the teachers had adopted new methods for teaching spelling but had not altered their role to provide for increased learning.<p> Implications for practice include suggestions for combined methods for teaching spelling, explicit teaching of strategies for all students, and teacher education that includes reflection and action (Ritchie & Wilson, 2000, p. 88).

Spelling is often a lightning rod in discussions on literacy. The general public, as well as educators, often judge the state of literacy by the occurrence of accurate, conventional spelling (Templeton & Morris, 1999). The purpose of this study was to reveal how students employ strategies in their spelling and how spelling strategies were being taught in their classrooms. This study also sought to uncover teachers, parents, and students perspectives and knowledge regarding spelling.<p>Case studies of six elementary school students were conducted. Each student was interviewed, along with their teachers and one of their parents. Students also filled out a self-reflection form. Students and teachers were observed in their classroom setting.<p>Findings indicated that students used a variety of strategies. The primary strategy articulated was sounding out; the better spellers also used analogy and visualization. Students knew and often used the strategies encouraged by their teachers and parents. The literature linked the processes of reading, spelling and writing. Most of the participants mentioned the connection between reading and spelling, but failed to recognize the importance of writing for spelling. A third finding was that the teachers had adopted new methods for teaching spelling but had not altered their role to provide for increased learning.<p> Implications for practice include suggestions for combined methods for teaching spelling, explicit teaching of strategies for all students, and teacher education that includes reflection and action (Ritchie & Wilson, 2000, p. 88).