Acculturation and enculturation processes and sibling relationship quality are important constructs for understanding the psychosocial wellbeing of immigrant adolescents. In this thesis, I used a mixed-method approach to (a) understand how similar or different siblings’ cultural orientations are, (b) the role siblings may play in shaping one another’s cultural orientation, and (c) how changes in cultural orientation are related to sibling relationship quality. Quantitative data were collected from 31 adolescent sibling dyads at two time points, and qualitative data were collected from individual interviews with 16 young adults. Participants in both samples identified as having a Chinese cultural background and immigrated to Canada with their family before the age of 14. The results of the qualitative interviews suggested that siblings often perceived themselves as culturally similar, although the quantitative data were not congruent with that view. There was ample evidence that siblings influence one another’s cultural profiles. For example, in the quantitative data, higher cultural involvement by one sibling, especially in the Canadian dimension, predicted decreases in the other sibling’s involvement in that same domain 18 months later. These patterns were corroborated with themes derived through the interviews. The thematic analyses identified five factors that fostered similarities and differences in the cultural profiles of immigrant siblings, as well as four themes describing the perceived effects of being similar or different. The qualitative findings suggested that there are few cultural conflicts among siblings. Instead, siblings act as cultural mediators in parent-child conflicts, and they are in a unique position to understand and support each other. This study provided preliminary insight into how similar or different Chinese immigrant siblings are in a Canadian metropolitan context. Overall, the findings illustrate ways in which siblings play an important role in the family by supporting one another in adjusting to life in Canada. / Graduate

Businesses globally are challenged to innovate their operations strategies and practices towards tighter delivery times, better quality and cheaper prices to remain profitable in addition to managing unpredictable circumstances well in today’s turbulent business environment. They often have to deal with the apparent paradox of advancing efficiency-fostering approaches such as lean production, and enhancing operational resilience against unanticipated disruptions. The purpose of this study is to investigate whether and how practices in seemingly contradicting paradigms in operations management can be utilised to attain a better competitive position in the face of uncertainties. This thesis is comprised of ‘modules’ of studies designed to systematically address the three research questions. This was necessary due to the different maturity level of the concepts brought together. Predominantly qualitative mixed-method approach was used for the overall research with some quantitative analysis included. The critical incident technique, case study and Bayesian inference were used in the different studies (papers). Operational resilience is characterised in terms of five core functions: sense, build, reconfigure, re-enhance, and sustain (RQ1). Resilience is also operationalised using routine practices that are bundled into internal/external, proactive/reactive dimensions of capabilities that positively influence performance upon recovery from disruption. An analysis showing that lean practice bundles lead to better operational performance under high uncertainty context is also done in this thesis (RQ2). Finally, operational resilience (based on routine practices that form the core functions) was found to have stronger synergies than trade-off with lean (based on practice bundles) in times of turbulence (RQ3). This thesis extends the resource-based view to high uncertainty contexts through empirical evidence and shows that resilience (dynamic) capabilities can be built from practices that firms normally employ; the capabilities are sources of better performance and competitive advantages in turbulent business environments. The thesis contributes to the discussion on the paradox of lean and operational resilience based approaches in the same context; lean practices bundles lend themselves to synergy with resilience capabilities, and leverage competitive gains in turbulent times. Practically, findings of this thesis suggest that companies need not abandon their lean implementation to become more resilient. In fact, it shows that lean implementation should be extended to address value chain processes beyond the shop floor for integrative removal of wastes, while being able to flexibly mitigate disruptions. / La sfida della competitività nei mercati globali dipende in larga parte dalla capacità delle imprese di innovare le loro operations per ottenere termini di consegna sempre più stretti, maggior qualità  a prezzi sempre più competitivi; tutto questo in un contesto industriale e socio-economico sempre più incerto e turbolento. Oggi le imprese sono chiamate a prendere decisioni e ad adottare dei modelli di business dagli effetti contrastanti, come ad esempio l’adozione di pratiche che enfatizzano risultati di efficienza produttiva (i.e. lean production) a fianco di strategie e soluzioni che mirano ad accrescere la capacità del sistema di adattarsi dinamicamente ad eventi perturbanti (resilienza), esterni o interni all’organizzazione. Lo scopo di questa ricerca è quello di investigare se e come l'adozione di pratiche potenzialmente contrastanti nell'ambito della gestione delle operations, possono essere utilizzate per mantenere e migliorare la propria posizione competitiva in contesti di forte incertezza e turbolenza dei mercati. La ricerca si compone di una serie di "moduli", ovvero di singoli studi progettati per affrontare sistematicamente e organicamente le tre domande di ricerca fondamentali, la cui risposta conduce alla proposta di tesi. Questa impostazione si è rivelata necessaria a causa del diverso livello di maturità dei concetti studiati e sviluppati nella tesi. Anche la metodologia di ricerca rispecchia le diverse esigenze e peculiarità dei vari aspetti studiati e per questo è stata definita seguendo un approccio misto, in cui metodi di tipo qualitativo sono affiancati da analisi quantitative che implementano tecniche statistiche. In particolare, nei diversi “moduli” (paper) si utilizzano: la critical incident technique, diverse metodiche di studi di caso, e inferenza Bayesiana. La resilienza operativa è stata caratterizzata secondo cinque funzioni principali (core functions): sense, build, reconfigure, re-enhance, e sustain (RQ1). Ciascuna di queste è tradotta a livello operativo attraverso procedure e pratiche stabili (routine) - interne/esterne, proattive/reattive - che sono in grado di influenzare positivamente le prestazioni a seguito di un evento perturbante. Attraverso la ricerca, viene analizzato l’effetto positivo che differenti pratiche lean (lean practice bundles) inducono sulle prestazioni operative in condizioni di incertezza (RQ2). Infine, un’analisi bayesiana sui parametri tipici di un campione selezionato di eventi incidentali a carico di organizzazioni e supply chain globali ha rivelato che tra resilienza operativa (implementata attraverso specifiche  routine) e lean production (implementata attraverso specifiche lean practice bundles) esistono fenomeni sinergici più forti dei meccanismi di trade-off, quando valutati in contesti turbolenti (RQ3). I risultati della tesi contribuiscono ad ampliare e rafforzare un approccio teorico contingent resource-based view all’analisi delle organizzazioni che operano in regimi di forte incertezza (complessità e dinamicità); il contributo originale si concentra in particolar modo nel fornire evidenza empirica che le capacità di resilienza di una organizzazione (dynamic capabilities) possono essere costruite su processi e routine normalmente eseguite dalle imprese. Ove disponibili, queste capacità sono usate come fonte di miglioramento prestazionale e per l’ottenimento di un vantaggio competitivo in contesti turbolenti. Ulteriori evidenze supportano la tesi che un’ampia gamma di lean practices possono essere usate in maniera sinergica per un ulteriore rafforzamento della resilienza operativa. Dal punto di vista pratico e in contrasto con parte della letteratura esistente, la tesi offre ai manager industriali solidi argomenti per non abbandonare la propria strategia lean o limitare i propri obiettivi di efficienza allo scopo di conseguire una maggiore resilienza operativa. Si dimostra infatti che quando l’adozione di partiche lean viene estesa ad una porzione sempre più ampia della value chain, alla conseguente riduzione degli sprechi si associa anche una maggior flessibilità nella gestione di eventi perturbanti o distruttivi. / I dagens turbulenta affärsklimat står företag världen över inför utmaningen att på ett effektivt sätt hantera oförutsägbara händelser och samtidigt förnya sina verksamheter med syfte att uppnå kortare leveranstider, bättre kvalitet och ökad lönsamhet. I dessa ansträngningar möter företagen ofta det skenbara dilemmat av att vissa arbetssätt såsom lean produktion ställs i kontrast mot aktiviteter syftande till att skapa återhämtningsförmåga, dvs angreppssätt och rutiner för att hantera oväntade störningar (operational resilience). Syftet med denna avhandling är att undersöka om och hur dessa två olika arbetssätt, med till synes motstridiga paradigm, kan användas för att uppnå ökad konkurrenskraft för företag verksamma under osäkra marknadsförhållanden. Avhandlingen består av fem artiklar och syftar till att, på ett systematiskt sätt, avhandla tre övergripande forskningsfrågor. Uppdelningen i artiklar motiveras av olikheter i mognadsgrad hos de båda grundbegreppen. En kombination av forskningsmetoder har använts. Den övergripande forskningsstrategin har varit kvalitativ och fallstudiebaserad. Även kritiska händelse metoden, (Critical Incident Technique, CIT) och kvantitativa metoder såsom statistisk analys och Bayesiansk inferens har använts som komplement i några av artiklarna. Resultaten visar att operativ återhämtningsförmåga kan beskrivas i termer av fem kärnfunktioner: uppfatta, formera, konfigurera, återförbättra och bibehålla (RQ1). Resultaten visar även att återhämtningsförmågan kan operationaliseras såsom kombinationer av sammansatta organisatoriska rutiner (practice bundles) vilka kan karaktäriseras i termer av interna/externa och proaktiva/reaktiva dimensioner. Kombinationer av dessa sammansatta organisatoriska rutiner har identifierats vilka både samverkar och förstärker varandra i situationer av störning och efterföljande återhämtning. Vidare visas att implementering av lean rutiner leder till ökad effektivitet i situationer karakteriserade av hög osäkerhet (RQ2). Avslutningsvis visar resultaten att återhämtningsförmåga och lean, operationaliserade som kärnfunktioner respektive sammansatta organisatoriska rutiner, har stark samverkan då det gäller att hantera störningar. Några sammansatta organisatoriska rutiner har dock en trade-off relation till vissa kärnfunktioner (RQ3) Ur ett teoretiskt perspektiv utökar avhandlingen det resursbaserade synsättet till att även inkludera företag som verkar under osäkra marknadsförhållanden. Resultaten visar att (dynamisk) återhämtningsförmåga kan byggas med hjälp av metoder som företagen normalt använder idag (sammansatta organisatoriska rutiner). Genom att omkonfigurera existerande förmågor och rutiner skapas en källa till ökad produktivitet och ökad konkurrenskraft. Således bidrar avhandlingen till diskussionen om det skenbara dilemmat av att en samtidig användning av strategier baserade på lean production och strategier fokuserande på återhämtningsförmåga (operational resilience) samverkar och förstärker varandra snarare än motverkar varandra. Avhandlingens praktiska implikation är att företag inte behöver överge sitt lean arbetssätt för att öka sin återhämtningsförmåga (operational resilience). I själva verket, bör företag utgå ifrån existerande lean arbetssätt och utvidga dessa till att även omfatta processer utanför den direkta tillverkningen. / <p>This thesis is produced as part of the EMJD Programme <em>European Doctorate in Industrial Management (EDIM) </em>funded by the European Commission, Erasmus Mundus Action 1.</p><p>EDIM is run by a consortium consisting of the industrial management departments of three institutions.</p><p>•KTH Royal Institute of Technology, Stockholm, Sweden</p><p>•Politecnico de Milano, POLIMI, Milan, Italy</p><p>•Universidad Politécnica de Madrid, UPM, Madrid, Spain</p><p>QC 20151105</p><p></p>

Teacher commitment is one of the key elements in education and is arguably becoming an increasingly important factor. The work teachers engage in on a daily basis is complex and demanding and requires a level of personal engagement and commitment. With the escalating demands and new challenges inherent in the current educational climate, what it means to be a committed teacher is also changing. It has become imperative to gain further insight into teacher commitment due to its close association with concepts such as quality of teaching, teacher adaptability, teacher attendance, teacher burnout, teacher retention, organisational "health" of the school, and student attitudes and learning outcomes. This multi-method study examined the phenomenon of teacher commitment as it is perceived by the teachers themselves. The research used a multi-method enquiry approach that employed two rarely connected qualitative methods of phenomenography and case study. It combined the two methods in an effort to extrapolate and enhance the results from one method (phenomenography) with the results from another method (case study). The combined methodology was considered to be appropriate to investigate the complex phenomenon of teacher commitment, specifically the multi-dimensional nature of teacher commitment, which is an area that had not previously been fully explored. In the phenomenographic investigation of this study, 30 experienced classroom teachers were interviewed. Participants worked in schools that represent the diverse education settings and contexts of Queensland. Geographically the range included teachers from suburban (Brisbane), regional (Rockhampton) and remote (Longreach) settings. Schools that participated in the research included special schools, primary schools, high schools and schools of distance education. This interview data were analysed to identify categories of description and develop a conceptual "map" of teacher commitment. The school site of Willowbark State School, a small inner city school was then investigated as a case study. The case study elaborated on the phenomenographic categories of teacher commitment identified by this study. Case study data were collected from a range of sources that included the school website, school documents, anecdotal evidence collected from observations and informal discussions and formal interviews with five educators with extended teaching experience. One of the significant outcomes of the study was an informed conceptualised Model of Contemporary Teacher Commitment that illustrates the relationship between the key categories of description and as such demonstrates the "collective mind" of the teachers in the study. The study identified six categories of description of teacher commitment. These categories included teacher commitment as a passion, investment of "extra" time, a focus on the students, maintaining professional knowledge, engagement with the school community and transmitting knowledge and values. These categories are integrated into the model by the use of two summarising dimensions, a "personal dimension" and a professional "enactment dimension." Another key finding that emerges from the study was the centrality of passion within teacher commitment. This finding challenges the position that teacher commitment can be discussed merely in terms of external factors such as students and subject areas. What the findings of this study do indicate is that a passionate connection to teaching is fundamental to any discussion about teacher commitment and this has implications for school and system leaders.

In 2011, the Institute of Medicine and 2010 Affordable Care Act addressed the need to use technology in nursing programs. The purpose of this study was to understand faculty perceptions of technology use and integration into the nursing curriculum at a college located in Texas. Lewin’s change theory acted as the theoretical framework to explore organizational dynamics involved in effective strategies. The guiding research questions explored faculty perceptions of technology use, types of technology used, and correlation to teaching experience using a convergent mixed-method approach. Thirty faculty members completed the Teacher’s Intention to Use Technology survey and 15 faculty members participated in interview sessions. Faculty with fewer years of experience were compared to faculty with more years of experience and differed on ease of use (p = .010), embracing technology (p = .011), enjoying technology (p = .026), available assistance (p = .020), classroom preparation (p = .043), and ease of learning (p = .047). The qualitative data analysis used an open coding scheme and resulted in themes indicating the need for training, especially for faculty with less experience. Record review indicated scattered use of technological tools. A professional development workshop promoting teaching strategies using technology to help achieve learning outcomes, an online orientation to available technology, and a hands-on interactive workshop was created. Implications for positive social change include improving faculty members’ knowledge and application of technology in order to positively affect and enhance teaching/learning strategies, student learning environment, and ultimately the lives of patients they serve.

Why does it appall us if the CEO of a German prime bank lays off his employees despite sufficient revenue? Why do we feel contempt for Klaus Zumwinkel, a well-known tax evader? Why is Bill Gates admired for donating billions of dollars to a foundation? The answer to these questions appears to be remarkably simple: Because one seems wrong whereas the other right. More precisely, it is either morally right or morally wrong. This dissertation deals with emotions that arise when we assess peoples’ actions. Such emotions can be described as moral emotions. On the one hand, I am particularly interested in how these emotions are created. On the other hand, the consequences of identifying these emotions and therefore the function of moral emotions take on a significant role for me as well. I proceed on the assumption that these emotions have a mediating role for subsequent actions. Therefore, the key issues are why we experience the emotions we have and moreover, what is to be expected when we feel these emotions. Here, moral emotions are of major importance when transitioning from thinking to acting. Weiner (2006) and Rudolph, Roesch, Greitemeyer and Weiner (2004) previously described emotional reactions as mediating factors between cognitive processes (attributions) and subsequent behavior. Similar to this sequential model, moral emotions supposedly serve as a quick and efficient basis for decision-making regarding subsequent behavior as the heuristics advocated by Gigerenzer and Todd (1999). Here, moral emotions function as ‘heuristic cues’ that can channel our behavior. Even modern theories in computer and information science depict the human being as an “emotional machine” making use of emotionally driven programs in order to mediate between dynamic input factors from nature and adaptive output processes in terms of behavioral reactions. (Minsky, 2007) The methods of my research rely on a true role model: Charles Darwin. In his work “The Expression of the Emotions in Man and Animals” from 1872, Darwin also considered the question of what role emotions play and how they are created. Darwin (1872) proposed six potential methods to examine emotions in more detail (for an overview see Meyer, Schützwohl, & Reisenzein, 2008). Although Darwin mainly focused on the phylogenetic history and particularly dealt with the expression of mimicking as well as the congenital and inherited trigger conditions of emotional reactions, his findings and methods nevertheless were the role model for generations of emotion researchers and are still of great relevance (Izard, 1971, 1991, 1992; Lazarus, 1991a, 1991b, 1991c; Ortony, Clore, & Collins, 1988; Rudolph, Schulz, & Tscharaktschiew, 2013; Rudolph & Tscharaktschiew, 2014; Tomkins, 1963, 1962; Weiner, 2006). So far, Rudolph, Schulz and Tscharaktschiew (2013) have presented an empirically supported taxonomy of moral emotions and thereby have identified universally valid leading conditions of moral emotions. They are guided by attributional concepts as previously described by Heider (1958) in the context of his naïve analysis of action using forced-choice methods for selecting emotions with their subjects. Rudolph et al. (2013) divided moral emotions into emotions that assess one’s own actions (so-called actor emotions) or other people’s actions (so-called observer emotions). It becomes apparent that our moral identification of emotions depends on whether a) this action was considered as good or bad in terms of a moral standard, b) the goal of an action was or was not attained and c) the acting person made or did not make an effort in doing so. These dimensions are known as ought (a), goal-attainment (b) and effort (c). I am particularly interested in whether the dimensions discovered by Rudolph et al. (2013) will appear in autobiographical and free reports. Furthermore, I will examine more in depth the scenarios predicted by the theory and individual emotions in different test settings. All studies are conducted on an empirical basis using quantitative and qualitative methods that were previously applied by Darwin (1872) in modified form. First, I will examine whether the categories ought, goal-attainment and effort established by Rudolph et al. (2013) could be traced in recalled reports of emotional episodes using qualitative methods. Afterwards, extremely similar emotions will be distinguished in enhanced detail using a category system. Emotions such as anger, disgust and despite will be scrutinized in an experimental setting for the first time. It will be determined whether a sequential model of cognition emotion behavior already develops by the early stages using the complex emotions schadenfreude and sympathy with preschool children. For prisoners and people suffering from a personality disorder, the emotions of guilt and shame will be distinguished. In addition, the link to future behavior as well as neurological particularities of such groups of people will be taken into consideration. In my work, I will intensively scrutinize the category system assumed by Rudolph et al. (2013). Simultaneously, emotions that have been extremely similar or strongly connected thus far will be analyzed and described to a finer extent. Eventually, results will allow for a better understanding regarding the prediction of subsequent behavior. / Wieso empört es uns, wenn der Vorstandsvorsitzende einer deutschen Großbank trotz sprudelnder Kassen Mitarbeiter entlässt? Wieso empfinden wir Verachtung für Klaus Zumwinkel, einen prominenten Steuersünder? Warum bewundern wir Bill Gates für seine Milliardenschenkung an eine Stiftung? Die Antwort auf diese Fragen scheint denkbar einfach: Weil das eine falsch, das andere dagegen richtig erscheint. Genauer gesagt: Es ist moralisch richtig oder moralisch falsch. In meiner Arbeit geht es um eben jene Emotionen, die entstehen, wenn Handlungen von Personen bewertet werden. Solche Emotionen kann man als moralische Emotionen bezeichnen. Dabei interessieren mich einerseits die Entstehung, andererseits die Konsequenzen eines solchen Emotionsempfindens und damit die Funktion der moralischen Emotionen. Ich gehe dabei davon aus, dass diese Emotionen einen vermittelnden Charakter für nachfolgende Handlungen haben. Die entscheidenden Fragen sind also: Warum haben wir die Emotionen, die wir haben? Und: Was ist zu erwarten, wenn wir diese Emotionen verspüren? Dabei nehmen die moralischen Emotionen eine Schlüsselrolle auf dem Weg vom Denken zum Handeln ein. Bereits Weiner (2006) oder Rudolph, Roesch, Greitemeyer und Weiner (2004) haben emotionale Reaktionen als vermittelnde Größen zwischen kognitiven Prozessen (Attributionen) und nachfolgendem Verhalten beschrieben. Ähnlich diesem Sequenzmodell sollten moralische Emotionen wie die von Gigerenzer und Todd (1999) propagierten Heuristiken als schnelle und sparsame Entscheidungsgrundlage für das nachfolgende Verhalten dienen. Bei einer solchen Betrachtung fungieren die moralischen Emotionen als ‚heuristic cues’, die unser Verhalten bahnen können. Sogar moderne Theorien im Fachbereich Informatik zeichnen das Bild vom Menschen als „emotionale Maschine“, die gefühlsgesteuerte Programme benutzt, um zwischen dynamischen Input-Größen aus der Natur und adaptiven Output-Prozessen im Sinne von Verhaltensreaktionen zu vermitteln (Minsky, 2007) Meine Untersuchungen folgen in der Auswahl der Methoden einem großen Vorbild: Charles Darwin. In seinem Werk „Der Ausdruck der Gemütsbewegungen bei dem Menschen und den Tieren“ (im englischen Original: The Expression of the Emotions in Man and Animals) geht Darwin (1872) ebenfalls den grundlegenden Fragen nach, welche Funktion Emotionen haben und wie sie entstehen. Dabei legt Darwin sechs mögliche Methoden vor, um sich mit Emotionen genauer zu beschäftigen (für einen Überblick siehe Meyer et al., 2008).Zwar liegt Darwins Fokus dabei eher auf der Stammesgeschichte und er beschäftigt sich vor allem mit dem mimischen Ausdruck sowie den angeborenen und vererbten Auslösebedingungen emotionaler Reaktionen. Dennoch waren und sind seine Erkenntnisse und die von ihm verwendeten Methoden das Vorbild für Generationen von Emotionsforschern (Izard, 1971, 1991, 1992; Lazarus, 1991a, 1991b, 1991c; Ortony et al., 1988; Rudolph et al., 2013; Rudolph & Tscharaktschiew, 2014; Tomkins, 1963, 1962; Weiner, 2006) Bisher haben Rudolph, Schulz und Tscharaktschiew (2013) eine empirisch gestützte Taxonomie moralischer Emotionen vorgelegt und damit allgemeingültige vorauslaufende Bedingungen moralischer Emotionen identifiziert. Sie orientieren sich dabei an attributionalen Konzepten, wie sie bereits Heider (1958) mit seiner naiven Handlungsanalyse beschreibt und benutzen dabei vor allem hypothetische Szenarien und vorgegebene Emotionswörter zur Untersuchung der Emotionen ihrer Probanden. Moralische Emotionen unterscheiden Rudolph et al. (2013), in solche Emotionen welche eigene Handlungen (so genannte Actor Emotionen) oder die Handlungen anderer (so genannte Observer Emotionen) bewerten. Es zeigt sich, dass unser moralisches Emotionsempfinden davon abhängt, ob diese Handlung a) bezogen auf einen moralischen Standard als gut oder schlecht gilt, b) das Ziel der Handlung erreicht wurde oder nicht und c) sich der Handelnde dabei angestrengt hat oder nicht. Diese Dimensionen bezeichnen wir als ought (a), goal-attainment (b) und effort (c). Mich interessiert in dieser Arbeit vor allem, ob sich die von Rudolph et al. (2013) gefundenen Dimensionen auch in autobiografischen Schilderungen und in freien Berichten wiederfinden. Darüber hinaus nehme ich die Voraussagen der Theorie und einzelne Emotionen in verschiedenen Untersuchungssettings genauer unter die Lupe. Alle Untersuchungen sind empirischer Natur und orientieren sich an den quantitativen und qualitativen Methoden, die in abgewandelter Form bereits Darwin (1872) benutzte. Als erstes prüfe ich anhand qualitativer Methoden, ob sich die von Rudolph et al. (2013) gefundenen Kategorien von ought, goal-attainment und effort auch in erinnerten Schilderungen emotionaler Episoden nachzeichnen lassen. Stark ähnliche Emotionen werden anschließend mithilfe eines Kategoriensystems noch besser unterschieden. Die Emotionen Ärger, Empörung und Verachtung werden in einem experimentellen Setting erstmals genauer unterschieden. Die Frage, ob sich ein Sequenzmodell von Kognition  Emotion  Verhalten bereits in frühen Entwicklungsstadien ausbildet, wird anhand der komplexen Emotionen Schadenfreude und Mitleid mit Vorschulkindern untersucht. Bei Strafgefangenen und Personen mit Persönlichkeitsstörungen werden die Emotionen Scham und Schuld näher unterschieden. Außerdem werden hier Zusammenhänge mit zukünftigem Verhalten sowie neurologischen Besonderheiten solcher Personengruppen betrachtet. Meine Arbeiten unterziehen einerseits das postulierte Kategoriensystem von Rudolph et al. (2013) einem harten Test. Gleichzeitig werden bisher stark ähnliche oder zusammenhängende Emotionen feiner analysiert und beschrieben. Schließlich ermöglichen die Ergebnisse ein besseres Verständnis für die Vorhersage von nachfolgendem Verhalten.

Background: Malaria continues to pose a complex public health problem amongst pregnant women in Africa (Schantz-Dunn & Nour 2009; Antwi 2010), accounting for over 90% of the global malaria burden (WHO 2002; Morel et al. 2005; Schantz-Dunn & Nour 2009). However, little is known about the impact of information, education and communication (IEC) strategies in malaria prevention and control among pregnant women in Africa. Aims and Objectives: The study sought to identify: evidence of impact of IEC strategies; feasibility, appropriateness, meaningfulness and effectiveness of the IEC strategies; challenges; best practices and key lessons to inform governments, policymakers, health partners, the academic community, directors, managers of health, frontline health professionals and health educators at institutional and community levels. Moreover, the study aimed to develop a theoretical framework to enhance the understanding of issues related to implementation of IEC strategies. Methods: A mixed method approach was adopted. This consisted of a systematic review of evidence within the African context and an evaluation methodology involving a contextually based survey of Ethiopia, Ghana, Nigeria and Tanzania. The systematic review involved a structured search of relevant databases and websites, and hand search strategies. Three sets of evidence were identified and aggregated using a narrative synthesis approach. A survey questionnaire reflecting the outcomes of the review was sent to health professionals and lay persons in the countries under study. Primary data were analysed using SPSS Version 15.0. Non-parametric tests and sensitivity analyses were conducted to assess the nature of opinions among respondents within and across countries. Findings: 3,440 studies were identified during the systematic review. Out of this number, 57 met the inclusion criteria. Following critical appraisal, 50 studies met the criteria for methodological quality. Ten IEC strategies were identified. These were: Staff training and orientation Advocacy Community mass education campaigns House-to-house sensitisation Health education in health units Visiting places of worship Women’s group meetings Integrated health education campaigns Symbolism versus message delivery Audience segmentation versus information delivery. The survey reveals a high level of awareness of IEC strategies among respondents in the African countries studied. The evidence of impact reported by respondents supported the findings of the systematic review. However, there were some differences, and some concerns still remain regarding the extent of impact. The study suggests that using an IEC strategy implementation equation could enhance the understanding of issues related to implementation of IEC strategies. Implications of the findings are outlined, including implications for professional practice in relation to IEC programme implementation, most especially among nurses and midwives. IEC roles and responsibilities of key actors are also proposed. Conclusions: Despite the challenges of adopting a mixed method approach, the study highlights an important relationship between evidence and practice. This approach also helped to ensure that a comprehensive multiperspective view of IEC strategies was achieved. In designing and implementing IEC programmes, clients must be involved in order to encourage community ownership and programme sustainability. Attitudinal change and commitment is required by all stakeholders in order to achieve and maintain impact on malaria in pregnancy. Finally, while recognising the essence of feasibility, appropriateness and meaningfulness of a given strategy, it is worth noting that the key message from this study is that no one single strategy on its own appears ideal. Therefore, there is the need to pay equal attention to both institutional and community-based strategies. Doing one thing alone will not work; more evidence of impact is required to know what works and in what context.

Empowerment through proficiency in mathematics could better not only one’s life, but also one’s chances in study and work. The current study is an exploration of what reflection and mathematics confidence entail during mathematics problem solving. Reflections on experiences with mathematics create awareness of the individual’s level of confidence in the social, psychological and intellectual domains. Personal, strategic and task knowledge enhances meaning and promotes the understanding of mathematics tasks during problem solving. The level of mathematics confidence can be described as either fearful or fearless when solving mathematics problems. Reflecting on achievement, with or without fear, is regarded as vital for higher-order reasoning by means of metacognitive processes, moderates mathematic confidence and fosters achievement. Although research in metacognition is increasing, literature involving mathematics confidence and reflection is scarce. The current study explores this link between reflection and mathematics confidence by focusing on metacognitive reflective skills. A mixed-method design consisting of positivist and interpretivist paradigms is employed. Merging of the quantitative and qualitative findings indicates that metacognitive strategies include reflecting on task, personal and strategic awareness. Regulating understanding, planning, monitoring and evaluating during problem solving occurs in accordance with these active internal processes. Mathematics confidence during problem-solving emerges from experiences relating to a variety of contexts involving mathematics. The findings confirm the dimensionality of mathematics confidence and present sources of participants’ mathematics confidence and metacognitive skills as reflected upon. The schools in the sample represent single-gender (all-boys and all-girls) and co-ed schools and findings should not be generalised to all schools. Reflection on metacognitive knowledge and regulation deepens the awareness of the level of confidence and promotes, to some extent, a knowing of knowledge. The study therefore evaluates the role reflection and mathematics confidence play during problem solving in senior phase mathematics. / Thesis (MEd (Mathematics Education))--North-West University, Potchefstroom Campus, 2013.

Empowerment through proficiency in mathematics could better not only one’s life, but also one’s chances in study and work. The current study is an exploration of what reflection and mathematics confidence entail during mathematics problem solving. Reflections on experiences with mathematics create awareness of the individual’s level of confidence in the social, psychological and intellectual domains. Personal, strategic and task knowledge enhances meaning and promotes the understanding of mathematics tasks during problem solving. The level of mathematics confidence can be described as either fearful or fearless when solving mathematics problems. Reflecting on achievement, with or without fear, is regarded as vital for higher-order reasoning by means of metacognitive processes, moderates mathematic confidence and fosters achievement. Although research in metacognition is increasing, literature involving mathematics confidence and reflection is scarce. The current study explores this link between reflection and mathematics confidence by focusing on metacognitive reflective skills. A mixed-method design consisting of positivist and interpretivist paradigms is employed. Merging of the quantitative and qualitative findings indicates that metacognitive strategies include reflecting on task, personal and strategic awareness. Regulating understanding, planning, monitoring and evaluating during problem solving occurs in accordance with these active internal processes. Mathematics confidence during problem-solving emerges from experiences relating to a variety of contexts involving mathematics. The findings confirm the dimensionality of mathematics confidence and present sources of participants’ mathematics confidence and metacognitive skills as reflected upon. The schools in the sample represent single-gender (all-boys and all-girls) and co-ed schools and findings should not be generalised to all schools. Reflection on metacognitive knowledge and regulation deepens the awareness of the level of confidence and promotes, to some extent, a knowing of knowledge. The study therefore evaluates the role reflection and mathematics confidence play during problem solving in senior phase mathematics. / Thesis (MEd (Mathematics Education))--North-West University, Potchefstroom Campus, 2013.

This thesis focuses on the food environment of Masiphumelele and seeks to understand how mixed-method approaches could be employed to facilitate an advanced understanding of food access in Masiphumelele. Masiphumelele was chosen as the case study for this research project as this work is sponsored by the IDRC-funded Nourishing Spaces project, which works in Masiphumelele. Based on the food-environment framework, this thesis embarked on the valuation of food environment literature to establish the interconnections between the four pillars of food security, food environments, and food systems in the urban context. The findings of this study endorse other work on food environments that issues of access should not only be understood through the physical and socioeconomic lens but also consider related social aspects that shape, enable or constrain food choices and behaviours in urban contexts. The findings of this thesis underscore the need for the reconceptualization of food environments beyond the simplistic physical and economic access framings which dominate earlier food environment work characterized by food deserts. Following the assessment of existing literature on food security, the discourse revealed that adopting the mixed-method approach that integrates participatory and retail mapping is an applicable conceptual framework for exposing socio-spatial dynamics influencing food utilization and food accessibility in the urban context. Building on the growing scholarly and policy interest of mixed methods approaches this thesis endeavours to establish the significance of the mixed-method approach in facilitating an improved understanding of food access in Masiphumelele.

Cycling, as one of the oldest forms of mobility, is currently experiencing a renaissance. It supports active mobility and can have a positive influence on public health, the environment, climate and the traffic situation. Pedelecs (bicycles with an electric motor supporting the user up to a speed of 25 kmph) represent a new form of active mobility and are currently enjoying great popularity as they have the same benefits compared to conventional bicycles and, in addition, make cycling accessible to new user groups. With the growing number of pedelecs, however, potential for conflict also increases. Unfortunately, the majority of accidents cannot yet be analysed accordingly, as pedelec-specifiic characteristics are missing from the accident data. This fact in itself has already been proven as a barrier. Most accident studies focusing on pedelecs are based on police data from standardised accident forms [e.g. 1, 2, 3, 4]. Their findings can be summarised in the following key statements: Accidents with pedelecs are less frequent but more severe than those with conventional bicycles. For both, accidents on urban roads dominate, but pedelec accidents occur significantly more often on rural roads than conventional bicycle accidents. And: injured pedelec users, especially those fatally injured, are on average significantly older than injured users of conventional bicycles. But, standardised accident forms were initially designed for accidents with double-track motor vehicles, in particular passenger cars. Accidents with bicycles (especially pedelecs), are difficult to categorise with this systematic as important information is missing. For example, 'falling on ground' is not an accident category as cars normally won't do so, but for pedelec accidents, this information is fundamental. This acts as a barrier as bicycle-specific causes of accidents cannot be analysed. However, accident statistics are the most important basis for evidence-based measures in road safety work. The aim of this paper is therefore to identify and categorise pedelec-specific accident characteristics and to evaluate pedelec accidents on the basis of these characteristics to identify frequent and severe accident constellations. [From: Introduction]