Bakgrund: Rättspsykiatrisk verksamhet är styrd av säkerhetsrestriktioner vilket innebär att det arbetsterapeutiska arbetet begränsas i vilka åtgärder och interventioner som kan tillämpas. Syfte: Studien beskriver arbetsterapeuters erfarenheter av sitt arbete inom rättspsykiatrin och hur det påverkas av att patienten är frihetsberövad. Metod: En kvalitativ studie om arbetsterapeuters erfarenhet av arbete inom rättspsykiatri på olika kliniker i Sverige. Fem arbetsterapeuter verksamma inom rättspsykiatri på olika kliniker i Sverige intervjuades. Resultat: Data analyserades utifrån innehållsanalys och resulterade i följande kategorier: Säkerheten begränsar interventionsmöjligheter, Destruktiva dagar (att förstå deras vardag), Arbetsterapeutens förlängda arm, Motivation och hopplöshet. Den säkerhetskontrollerade miljön påverkade arbetsterapeuternas arbete i hur bedömningar och interventioner genomförs. Utmanande att träna patienternas aktivitetsförmågor för ett liv i samhället samtidigt som den sitter frihetsberövad. Patienterna har ofta en komplex problematik från en destruktiv miljö och en stor del av arbetet handlar om att motivera patienten från att känna hopplöshet. Vidare visar resultatet på att stor vikt läggs på att motivera patienten i en miljö som är tillrättalagd och som inte ger utrymme till att vara självständig.  Slutsats: Den säkerhetskontrollerade miljö som rättspsykiatri innebär samt den komplexa problematik patienterna som befinner sig inom rättspsykiatri har kan upplevas utmanande för arbetsterapeuter. I synnerhet när det handlar om att möjliggöra för patienten att lära sig leva ett nytt liv än vad patienten hade innan tiden på rättspsykiatri. Utmaningen består i att patienten inte kan ges möjlighet till digitala hjälpmedel och att träna sina förmågor i det samhälle som patienten ska slussas ut till efter vårdtiden. Arbetsterapeuterna värdesätter samarbetet med skötarna på avdelningen eftersom de arbetar nära patienten i deras vardagliga aktiviteter. Utmaningen att träna patienten till självständighet i en säkerhetskontrollerad miljö som medför att ansvar och uppgifter tas ifrån patienten är något det bör forskas vidare på. / Background: Forensic psychiatric activities are governed by safety restrictions, which means that occupational therapy work is limited in which measures and interventions can be applied. Purpose: The study describes occupational therapists' experiences of their work in forensic psychiatry and how it is affected by the patient being deprived of liberty. Method: An qualitative study of occupational therapists' experience of working in forensic psychiatry at various clinics in Sweden. Five occupational therapists working in forensic psychiatry at various clinics in Sweden were interviewed.  Result: The data was analyzed based on content analysis and resulted in the following categories: Security limits the possibilities of intervention, Destructive days (to understand their everyday life), Extended arm of the occupational therapist, Motivation and hopelessness. Da safety-controlled environment influenced the work of occupational therapists in how assessments and interventions are carried out. Challenging to train patients' activity skills for a life in society while being detained. Patients often have complex problems from a destructive environment and a large part of the work is about motivating the patient from feeling hopeless.  Furthermore, the results show that great emphasis is placed on motivating the patient in an environment that is corrected and that does not give room to be independent. Conclusion: The safety-controlled environment that forensic psychiatry entails and the complex problems faced by patients who are in forensic psychiatry can be perceived as challenging for occupational therapists. Especially when it comes to enabling the patient to learn to live a new life than the patient had before the time in forensic psychiatry. The challenge is that the patient cannot be given the opportunity for digital aids and to train their abilities in the society to which the patient should be channeled after the hospital stay. The occupational therapists value the cooperation with the nurses in the ward because they work closely with the patient in their everyday activities. The challenge of training the patient to independence in a safety-controlled environment that entails taking responsibility and tasks away from the patient is something that should be further researched.

This project study addressed the problem of the low percentage of a Mid-Atlantic university's radiography graduates passing their credentialing registry examination. The cohort had a 2014 pass rate of 83% while the majority of surrounding schools had pass rates of 100%. In order to become registered radiographers, graduates must be able to take what they have learned in their educational program and directly apply it to their professional skill set. The conceptual framework for the study was social constructivism, adapting and transforming what was new information to previous experiences and group activities. A qualitative case study research design was chosen, and interviews were conducted with 9 graduates from the 2014 radiography cohort. The interviews were recorded, transcribed, manually coded, and analyzed for emerging themes. Key results indicated the graduates needed to self-monitor, self-motivate, and self-propel to successfully pass their credentialing exam. A 3-day professional development plan for graduates was created based on the findings from the study. Passing the credentialing exam affects social change in that knowledge and education produces positive outcomes, and for allied health professionals, it produces optimum patient care. Social change is possible through education, which will enhance an individual's self-efficacy, thereby enriching the society and culture to which they contribute. This knowledge will support the local problem in that optimum performance for radiography graduates will be monitored for standards of excellence.

「推敲可能性模式」中提到的「動機」因素，指的是個人產生的動機強弱；但若從心理學的觀點出發，我們可在動機心理學的相關文獻中發現：動機的種類所帶來的不同程度影響，則是非常重要的。因此，本研究希望把「推敲可能性模式」中的「動機」因素做延伸、補充，探討不同種類的動機因素如何影響廣告效果。期待能為「推敲可能性模式」帶來嶄新的討論空間。 以往在學術研究中，廣告效果的相關研究多從產品類別、廣告音樂、一般廣告訴求（理性訴求、感性訴求、性訴求、幽默訴求或恐懼訴求等）或消費者的人格特質與涉入程度等來探究廣告效果。事實上研究者認為：廣告效果更應與廣告訊息內容的呈現息息相關。廣告中呈現不同的需求或慾望刺激，是否使得廣告的說服效果產生差異？這樣的問題意識正好可以與上述關於「推敲可能性模式」的討論相呼應，研究者期望藉由這樣初探性的實證研究，瞭解廣告訊息中隱含的動機需求對廣告說服效果的影響。 從Maslow提出的觀點，我們可以說，各種需求之間，有先後順序與高低層次之分別，人類與生俱來的匱乏需求必須先被滿足，但Maslow提醒人們不要過於拘泥看待每一需求的順序；況且，這個社會中有許多人，他們絕大多數的匱乏需求大多得到了滿足（莊耀嘉，1990）；Maslow更指出，隨著需求階層的上升，受到滿足的人數百分比是逐漸減少的（彭運石，2001）。以台灣目前的物質水準來說，大多數的人多半是處在匱乏需求已獲得某種程度的滿足、正轉而追求更高層次之理想實現的情況。 依此推論，多數人在面對「匱乏訴求」取向的廣告訊息時，符合「資訊處理節省原理」(Haines,1974)的論點，消費者產生的深思可能性較低；在面對「存在訴求」取向的廣告訊息時，則符合「認知反應理論」之觀點，所產生的深思可能性較高。又根據「推敲可能性模式」（ELM）：當深思可能性高，中央路徑的說服特別有效；當深思可能性低時，邊陲路徑的說服效果較佳。因此，本研究衍生推論：消費者面對「生理層面匱乏訴求」的訊息時，因廣告刺激的是匱乏需求，在深思可能性較低的情況下，採用邊陲路徑說服方式之效果較佳。消費者面對「心理層面匱乏訴求」的訊息，因廣告刺激的是匱乏需求，同樣也是深思可能性較低的情況下，採用邊陲路徑說服方式之效果也較佳。相較之下，消費者面對「存在訴求」取向的訊息時，深思可能性較高，若配合中央路徑的說服方式，應有較佳效果。 研究結果分為兩大部分：主要自變項與依變項之因果關係假設檢驗、動機訴求類別與資訊路徑之關係討論。本研究主要探討動機訴求之廣告類別，在不同路徑之設計之下，所導致的廣告效果差異。統計方法上主要應用單因子變異數分析（ANOVA）與簡單線性迴歸分析（Simple Linear Regression）。檢定研究中主要自變項：中央、邊陲路徑訊息設計方式，在五個依變項：整體注意力、對主要訊息的理解度、對主要訊息的記憶度、對廣告的態度及對品牌的態度等的差異情況。

The aim of this research entitled Narrative Strategies in Selected Amharic Novels from 2000 until 2010 was to shed light on the relationship among form, meaning (content) and social milieuin establishing the textual and contextual features of fictional narratives. It mainly contends that it is possible to unravel the textual and contextual qualities of fictional narratives by studying form as a narrative strategy. In this research, form, when understood as a narrative strategy, is not only considered as a textual construct which motivates textual meaning but also regarded as a product of the social milieu from which the text emerges. Having this conception, form as a narrative strategy is investigated in selected Amharic novels published from 2000 until 2010 in view of expounding the artistic and thematic features of contemporary Amharic novels, endeavouring to fill the knowledge gap in Amharic literary scholarship about their literary features. The present research applies narratological approaches that range from classical to post-classical narratology. However, it dominantly uses post-classical conceptions of narratology as guidelines for its discussion. The dissertation comprises six chapters. The first one is an introductory chapter in which the research problems, goals and assumptions are explicated. Chapter two deals with the theoretical framework where the theoretical insight the research utilizes as a guideline is outlined and methodological issues are specified. The following three chapters focus on the analysis. In the third chapter, story is investigated as a narrative strategy in Yeburqa Zemeta (Burka’s Silence) (2000); in the fourth one, focalization is treated as a narrative strategy in Gerač.a Qač.eloč (Grey Bells) (2005), and in the fifth chapter, characterization is studied as a narrative strategy in Dèrtogada (Dertogada) (2010). The dissertation concludes with a chapter in which independent findings in the three analysis chapters are summed up and generalizations on the textual and contextual features of the present day Amharic novels are made. / Afrikaans & Theory of Literature / D. Litt. et Phil. (Theory of Literature)

近年來數位閱讀逐漸受到重視，許多閱讀標註系統被發展出來輔助提升數位閱讀成效，然而至今卻尚未出現具遊戲化激勵機制的閱讀標註系統。過去許多研究指出，遊戲化學習不但有助於提升學生的學習動機，並且透過遊戲競爭有助於激勵學習。因此本研究在「雲端高互動合作式閱讀標註系統」上發展遊戲化激勵機制，以探討採用有無遊戲化激勵機制之「雲端高互動合作式閱讀標註系統」輔以合作閱讀學習下，對於標註行為、閱讀理解成效、社會網絡互動及沉浸經驗的影響差異。此外，也探討不同性別與學習風格的學習者在有無遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀學習下，其標註行為、閱讀理解成效、社會網絡互動及沉浸經驗彼此之間是否具有顯著差異。 研究結果發現：（1）採用具遊戲化激勵機制之「雲端高互動合作式閱讀標註系統」輔以合作閱讀的學習者，在標註總次數、基本標註次數、進階標註次數與標註能力上均顯著優於採用不具遊戲化激勵機制的學習者；（2）男性與女性學習者以及主動型、反思型與感覺型學習者採用具遊戲化激勵機制之「雲端高互動合作式閱讀標註系統」輔以合作閱讀，在標註總次數、基本標註次數、進階標註次數與標註能力上均顯著優於採用不具遊戲化激勵機制的系統；（3）直覺型學習者採用具遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀，在標註總次數、基本標註次數與標註能力上均顯著優於採用不具遊戲化激勵機制的系統；（4）感覺型學習者採用具遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀，在詮釋理解的表現上顯著優於採用不具遊戲化激勵機制的系統；（5）採用具遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀的學習者，在程度中心度、接近中心度與中介中心度上均顯著優於採用不具遊戲化激勵機制的學習者；（6）男性與女性以及主動型、反思型、感覺型與直覺型的學習者採用具遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀，在程度中心度與接近中心度上均顯著優於採用不具遊戲化激勵機制的系統；（7）採用具有遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀的學習者，在第一階段(投入)與整體沉浸經驗上均顯著優於採用不具有遊戲化激勵機制的學習者；（8）感覺型的學習者採用具有遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀，在第一階段(投入)的沉浸經驗上顯著優於採用不具有遊戲化激勵機制的系統；（9）學習者透過具遊戲化激勵機制的「雲端高互動合作式閱讀標註系統」輔以合作閱讀學習後，對於系統的滿意度極高。 最後，基於研究結果，本研究亦提出對教師、閱讀推廣單位的建議，也提出幾個未來的研究方向。 / The emphasis on digital reading has various reading annotation systems being developed for enhancing digital reading achievement. However, there has not been a reading annotation system with gamification motivate mechanism. Past research indicated that gamification learning could enhance students’ learning motivation and motivate learning willingness through game-based competition. Accordingly, the Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism is developed in this study to compare its effects on annotation behavior, reading comprehension achievement, social network interaction, and immersion experience with those without gamification motivate mechanism. Under the Cloud-based High-Interaction Cooperative Reading Annotation System with/ without gamification motivate mechanism, the differences among learners with distinct gender and learning styles in the annotation behavior, reading comprehension achievement, social network interaction, and immersion experience are also investigated. The research findings are summarized as following. (1) Learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading significantly outperform those without gamification motivate mechanism on total number of annotation, number of basic annotation, number of advance annotation, and annotation ability. (2) Male, female, active, reflective, and sensing learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading remarkably outperform those without gamification motivate mechanism on total number of annotation, number of basic annotation, number of advance annotation, and annotation ability. (3) Intuitive learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading notably outperform those without gamification motivate mechanism on total number of annotation, number of basic annotation, and annotation ability. (4) Sensing learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading significantly outperform those without gamification motivate mechanism on reading achievement for interpreting, integrating, and evaluating processes.(5) Learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading remarkably outperform those without gamification motivate mechanism on degree centrality, closeness centrality, and betweenness centrality. (6) Male, female, active, reflective, sensing, and intuitive learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading outperform those without gamification motivate mechanism on degree centrality and closeness centrality. (7) Learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading notably outperform those without gamification motivate mechanism on the first stage (engagement) and overall immersion experience. (8) Sensing learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading significantly outperform those without gamification motivate mechanism on immersion experience at the first stage (engagement). (9) Learners applying Cloud-based High-Interaction Cooperative Reading Annotation System with gamification motivate mechanism to assist cooperative reading present extremely high system satisfaction. Based on the research results, suggestions for teachers and reading promotion units as well as for future research are proposed.

The aim of this research entitled Narrative Strategies in Selected Amharic Novels from 2000 until 2010 was to shed light on the relationship among form, meaning (content) and social milieuin establishing the textual and contextual features of fictional narratives. It mainly contends that it is possible to unravel the textual and contextual qualities of fictional narratives by studying form as a narrative strategy. In this research, form, when understood as a narrative strategy, is not only considered as a textual construct which motivates textual meaning but also regarded as a product of the social milieu from which the text emerges. Having this conception, form as a narrative strategy is investigated in selected Amharic novels published from 2000 until 2010 in view of expounding the artistic and thematic features of contemporary Amharic novels, endeavouring to fill the knowledge gap in Amharic literary scholarship about their literary features. The present research applies narratological approaches that range from classical to post-classical narratology. However, it dominantly uses post-classical conceptions of narratology as guidelines for its discussion. The dissertation comprises six chapters. The first one is an introductory chapter in which the research problems, goals and assumptions are explicated. Chapter two deals with the theoretical framework where the theoretical insight the research utilizes as a guideline is outlined and methodological issues are specified. The following three chapters focus on the analysis. In the third chapter, story is investigated as a narrative strategy in Yeburqa Zemeta (Burka’s Silence) (2000); in the fourth one, focalization is treated as a narrative strategy in Gerač.a Qač.eloč (Grey Bells) (2005), and in the fifth chapter, characterization is studied as a narrative strategy in Dèrtogada (Dertogada) (2010). The dissertation concludes with a chapter in which independent findings in the three analysis chapters are summed up and generalizations on the textual and contextual features of the present day Amharic novels are made. / Afrikaans and Theory of Literature / D. Litt. et Phil. (Theory of Literature)