Attractiveness is a phenomenon that is highly prioritised in society and has a variety of implications on the health, mental health, occupational, judicial and economic spheres. The media is known to have an impact on how certain norms, expectations and beliefs in society are formed, including, but not limited to, the creation of beauty ideals. Despite this importance, little research has been done on how men have come to perceive the attractiveness of women as a consequence of daily exposure to the media and photoshopped images of women. This study therefore attempts to address this gap in research by studying the impact that media and the use of photoshopping might have on males' perception of female attractiveness. A mixed-method approach was followed. Accordingly, both qualitative and quantitative data was collected during this study. The quantitative data entailed a comparison of heart rate, breathing rate, heart rate variability and viewing time for 24 participants between non-photoshopped and photoshopped images. The qualitative section comprised eye tracking data and a questionnaire for 25 male participants on the topic of media, photoshopping, features of attractiveness and what impact these three constructs might have on each other. The results indicate that on a physiological level there are limited and sporadic changes in how men view, and respond to, photoshopped images of women. Despite this finding, most participants report that on a psychological level media and photoshopping has an impact on their perceptions of beauty and their experience of interpersonal attraction. / Mini Dissertation (MA)--University of Pretoria, 2016. / Psychology / MA / Unrestricted

No description available.

This study was conducted to explore the college adjustment of first year college students studying at a university in Northern Cyprus. Study I which used longitudinal mixed method design, examined changes in social, academic, and total college adjustment, perceived stress, self-esteem, college adjustment self-efficacy, cultural distance levels of students through three assessments (3 months, 6 months, 9 months) / and investigated college adjustment process and experiences of students through three interviews at three stages (3 months, 6 months, 9 months). Participants were 14 English Preparatory School Turkish students at a university in the Northern Cyprus. Study II, investigated the role of gender, academic achievement, student club membership, perceived stress, self-esteem, college adjustment self-efficacy, and cultural distance, on college adjustment. Participants were 186 English Preparatory School Turkish students at a university in the Northern Cyprus. In Study II, data were collected at the end of the academic year. In Study I, it was found that, students&rsquo / self-controlled persistence of activity dimension of CASES scores increased significantly from 3 to 6 months, and students&rsquo / cultural distance scores increased from 3 to 9 months. However, no significant differences were encountered in other variables&rsquo / scores among three assessments. The qualitative findings indicated that students experienced several challenges and frequently used active coping strategies to deal with them. During this challenging process family and friends were the two prime sources of support for the students. Students also revealed that their first year experience contributed to several positive personal changes and their supportive social network and previous experiences/life style were two important facilitative factors in their adaptation process. In Study II, the results of the three hierarchical regression analyses demonstrated that combination of all 5 predictors in three steps explained 34 % of variance in total college adjustment, 31 % of variance in social adjustment, and 34 % of variance in academic adjustment scores of the students. Among all individual predictor variables / self adjustment in human relations dimension of CASES, self-esteem, student club membership were positive predictors of overall college adjustment and social adjustment / academic achievement and self-controlled persistence of activity dimension of CASES were positive predictors of academic adjustment. On the other hand, perceived stress was a negative predictor of overall college adjustment and academic adjustment.

Introduction: Patient participation is important for improving outcomes and respecting selfdetermination and legal aspects in care. Heart failure is a chronic condition that puts high demands on self-care and patient participation. Patients often need advanced care due to deterioration of their heart failure symptoms, and one option is to provide care as home-care. There is limited knowledge of how patients with heart failure and their partners view participation in home-care. Aim: The overall aim of this thesis was to describe different perspectives of participation in structured heart failure home-care among patients with heart failure and their partners. Methods: All patients in this thesis received structured heart failure home-care, according to a model aiming to facilitate care, where safety, participation, and gaining knowledge about the illness and treatment, are in focus. Study I had a prospective pre-post longitudinal design including 100 patients with heart failure receiving home-care. Data was collected by selfadministered questionnaires. Study II had a descriptive design. Nineteen patients receiving home-care were interviewed, and data was analysed using qualitative content analysis. Study III had a descriptive and explorative design. Data was collected by video-recorded observations of 19 home visits and analysed by qualitative content analysis. Study IV had a parallel convergent mixed-method design including 15 partners of patients receiving structured home-care. Data was collected by interviews and self-administered questionnaires. Datasets were first analysed separately and then together. Results: Better self-care behaviour was significantly associated with all measured aspects of participation. Participation by received information increased significantly during the 12-month follow-up (I). Patients’ descriptions of participation included communication between patients and health care professionals, access to care, active involvement in care, a trustful relation with health care professionals, and options for decision-making(II). Observed care encounters revealed that participation was made possible by; (i) interaction, including exchange of care-related information, care-related reasoning, and collaboration, (ii) an enabling approach, including the patient expresses own wishes and shows an active interest, and the nurse is committed and invites to a dialogue (III). Partners scored fairly positive for their participation in care and they performed different levels of caregiving tasks. Descriptions of participation included; adapting to the caring needs and illness trajectory, mastering caregiving demands, interacting with care providers, and gaining knowledge to comprehend the health situation. The mixed-method results showed both convergent results and expanded knowledge (IV). Conclusions: Structured heart failure home-care facilitated participation both for patients and their partners. Patient participation with regard to received information improved significantly after receiving home-care. Aspects of patient participation were consistently associated with better self-care behaviour. Patients’ and partners’ descriptions revealed many aspects of participation, and observed home visits revealed how interaction and an enabling approach underpinned participation.

Réalisée dans le cadre d’un contrat CIFRE, cette thèse étudie la construction, l’appropriation et les effets de la politique d’égalité professionnelle entre les femmes et les hommes chez Orange. Mobilisant la perspective appropriative des dispositifs de gestion enrichie par le concept de logiques institutionnelles, ce travail repose sur un matériau riche et varié : entretiens, données RH, séquences d’observation, documents internes, notamment. Nous montrons que la coexistence de plusieurs conceptions de l’égalité professionnelle au sein de l’entreprise structure fortement l’application de la politique au niveau local, mais également sa construction, qu’il s’agisse de l’accord d’entreprise ou de la politique non négociée. L’analyse conjointe de l’application de la politique et de ses effets, permise par la combinaison de matériaux et de méthodes qualitatifs et quantitatifs, nous donne de plus l’opportunité de comprendre les effets quantifiables (ou l’absence d’effets quantifiables) d’une mesure à l’aune de la manière dont elle est appliquée au niveau local. Nous mettons enfin en exergue les spécificités de la négociation sur l’égalité professionnelle par rapport à d’autres négociations, dues notamment à la transversalité de l’égalité professionnelle à de nombreux processus RH ; et nous soulignons l’importance de la coexistence et de l’articulation de l’accord d’entreprise et de la politique non négociée sur l’égalité professionnelle. / This thesis, written while working under a CIFRE contract, studies the construction, the implementation and the effects of the gender equality policy at Orange. Using the appropriative perspective of management tools enriched by the concept of institutional logics, this work is based on various data, in particular: interviews, HR data, observations, internal documents. We show that the coexistence of various conceptions of gender equality within the company strongly affects the implementation of the gender equality policy within the entities, but also its construction, for both the collective bargaining agreement and the non-negotiated policy. The joint analysis of the implementation and of the effects of the policy, made possible by a mixed-method design, allows us to understand the quantifiable effects (or the absence of quantifiable effects) of a measure according to the way it is implemented within the entities. We underline the specificities of the collective bargaining about gender equality, notably due to the fact that gender equality cuts across various HR processes. Finally, we show the importance of the coexistence and articulation of the collective bargaining agreement and non-negotiated gender equality policy.

Under de senaste åren har antalet ambulansuppdrag samt inflödet av patienter till landets akutmottagningar ökat. Det är en orsak till att arbetssättet inom ambulanssjukvården har utvecklats kring hänvisning av patienter till rätt vårdnivå som exempelvis akutmottagning, direktspår till specialistsjukvård, primärvård eller egenvård i hemmet. Det förändrade arbetssättet har lett till utmaningar i bedömningen av patienter. Syftet med studien var att undersöka bakomliggande orsaker till felaktiga patientbedömningar av ambulanssjuksköterskor vid hänvisning till egenvård. Resultatet kan bidra med ökad patientsäkerhet genom ökad kunskap om begångna felbedömningar. Studien utfördes med en mixed method 3-fas-design. Lex Maria-fall, internutredningar och händelseanalyser gällande hänvisning till egenvård från två regioner i sydöstra Sverige under åren 2015–2020, granskades med hjälp av kvalitativ innehållsanalys. I analysen framkom tre gemensamma teman; “bedömning av patienten”, “riktlinjer” samt “omgivning och organisation”. Den kvalitativa analysen låg till grund för den kvantitativa analysen av ambulansjournaler. Efter den kvalitativa analysen togs ett granskningsprotokoll fram med 34 variabler som användes för granskning av 240 slumpmässigt utvalda ambulansjournaler under år 2020 där patienter hänvisats till egenvård. Slutligen sammanfördes granskningarna i en syntes. Resultatet visade att de synpunkter som framkommit i Lex Maria-fallen återfanns vid granskningen av ambulansjournaler. Det finns brister i anamnestagningen samt i antalet utförda riktade undersökningar. Checklistan för egenvård samt informationsbladet som ska lämnas till de patienter som hänvisas nyttjas ej. Totalt gick ambulanspersonal utanför gällande riktlinje för hänvisning till egenvård i 34% av de granskade ambulansjournalerna. Åtgärder behövs för att garantera den ökande mängden patienter som hänvisas till egenvård en patientsäker bedömning, framförallt när det kommer till äldre, multisjuka patienter.

No description available.

No description available.

The Higher Education Institution and the Construction Industry are yet to define the most appropriate and effective design parameters for E-learning spaces. Those which exist, focus mainly on cost, budget and timely delivery i.e. the process only not the product. An effective approach to E-learning space design is needed to address the problems of space efficiency, effectiveness, quality, innovativeness, performance and client satisfaction. This study aimed to develop a novel methodology for e-learning space design, by investigating: the impact of e-learning on facilities and design; the impact of e-learning on the design of future spaces; the impact of blended learning on space design; designing for the learn anytime, anywhere paradigm; security issues of e-learning and e-learning space design, the levels of design risk in an e-learning infrastructure and inclusive design issues. A Grounded theory approach was used during initial desk studies, synchronized with a three part forum and pilot survey of 33participants. From this process, two hypotheses emerged; firstly, e-learning space design could affect users‘ learning outcomes and secondly that; user‘s learning requirements were different and varied. To investigate further, site based analyses of 11 HEI‘s, 10 interviews and subsequently a questionnaire survey was administered. Users‘ and stakeholders requirements and good examples of e-learning space design were identified. Data were analysed using a mixed-method research design approach. Three main constructs, Space design, Technology and the E-learning Space Design research focus (ELSD focus), emerged as significant components in the development of a novel framework for the design of e-learning spaces. The relationship between the components is such that the design of spaces with consideration of the ELSD research focus would ensure the effective identification, interpretation and delivery of users‘ requirement while maximising the benefits of the adoption of appropriate technology within HEI facilities. This was therefore proposed as the realistic framework/model for future design of E- learning Spaces in HEI campuses. The framework was adapted into a conceptual design guide to provide guidance for future space design. It is expected the study will support the HEI sector globally as it moves towards achieving best practice solutions to future E-learning space design in HEI campuses.

We live in a society where the individual is prioritised over the collective. Newspaper articles abound lamenting adolescents' lack of personal responsibility and social commentators are increasingly highlighting the need to recapture and interweave an agenda of personal responsibility into the social fabric. Personal responsibility has been defined as being accountable to oneself and the needs and well-being of others (Ruyter, 2002). Doherty (1998) has argued that there is an increasing trend in society to refuse accountability and to blame others for one's situation. Despite these assertions, there is little empirical research that has attempted to define and examine personal responsibility. This dissertation is about the role of personal responsibility in the lives of adolescents. The research program was divided into three studies utilising quantitative and qualitative research methods to answer four research questions. Study 1: How do adolescents and teachers understand 'personal responsibility?' Study 2: Can a quantitative questionnaire define and measure an adolescent's level of personal responsibility? Study 3: Can a program aimed at enhancing the personal responsibility level of adolescents be taught in a high school and demonstrate measurable effect? Is there a relationship between personal responsibility, emotional intelligence and self-esteem? Study 1 used focus groups to address research question 1. Four focus groups with a total of 20 Year 11 students, and two focus groups with a total of 10 teachers were conducted. The results revealed that key components of the personal responsibility variable were choices and consequences, behavioural control, thoughts and feelings, and consideration for others. This finding complemented the definition derived from the literature review. Additionally, the focus group data served to inform Study 2, the development of the Personal Responsibility Questionnaire and Study 3, the creation, implementation and evaluation of the Personal Responsibility Program. Study 2 involved examining appropriate literature, focus group data from Study 1, and related measures to create a quantitative measure assessing personal responsibility in adolescents. A 100-item measure was created and tested on more than 500 adolescents. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used to determine a final 30-item Personal Responsibility Questionnaire with two factors (factor 1 - 'self control of emotion and thoughts' and factor 2 - 'self control of behaviour'). This measure was to serve in the evaluation of the Personal Responsibility Program. A fundamental aim of the study was to determine whether a Personal Responsibility Program could be implemented in a high school and demonstrate measurable effect. Study 3 involved the creation of the Personal Responsibility Program through examining other values-based education programs and the focus group data obtained in Study 1. Once created, the five-lesson program was implemented twice in one high school, with approximately half of the Year 11 students undertaking the first implementation (the experimental group), and the remaining Year 11 students completing the program during its second implementation (the control group). To assess whether the program had generated any changes in the adolescents' levels of personal responsibility, the Personal Responsibility Questionnaire developed in Study 2 was administered pre- and post-intervention to both the experimental and control groups. Additionally, the well-established constructs of emotional intelligence and self-esteem were assessed using the Emotional Intelligence Scale (Schutte et al., 1998) and the Rosenberg Self-Esteem Scale (Rosenberg, 1965) to determine potential relationships between these variables and to provide additional construct validity for the measure. The results from Study 3 revealed no significant findings on any variable at any time (pre- or post-intervention). Despite this finding, certain data trends were apparent between males and females across the experimental and control groups. Overall, females demonstrated slightly higher mean scores on emotional intelligence and personal responsibility than males, while males had slightly higher mean scores than females on self-esteem. In order to gather additional feedback about the program and the students' learning, qualitative data were gathered from the students and the teachers by completion of a feedback sheet at the end of each lesson and a teacher focus group interview after the first implementation of the Personal Responsibility Program. In relation to student learning, the qualitative data offered by the students showed that learning in the key areas targeted had occurred, with students reflecting on their growth and changing understandings about personal responsibility. With reference to the program, the students commented that the program was fun, interesting, relevant, valuable, and enabled them to learn new things about themselves. Feedback from the teachers highlighted that the students appeared to engage with the program, and that teaching it was rewarding. This research program has contributed to the literature by providing a theoretically and empirically derived definition of personal responsibility. The focus group process highlighted that personal responsibility could be understood and considered by adolescents due to the cognitive and moral sophistication that develops early in this developmental timeframe. Study 2 generated a Personal Responsibility Questionnaire that can be used to assess personal responsibility in adolescents, and Study 3 contributed a Personal Responsibility Program which has been developed from conceptual and empirical literature. The program was designed to be "teacher friendly' and allowed the schools to gather qualitative and quantitative feedback on the success of the program's implementation. As school administrators and teachers often lament the lack of personal responsibility in their students (Lickona, 1992), this program could be used to address this concern and put the issue of personal responsibility firmly on the agenda in high schools.