Class of 2010 Abstract / OBJECTIVES: Describe the characteristics and research interests of Community Health Centers (CHC) pharmacists and pharmacies in a pharmacy based practice based research network (PBRN). METHODS: Pharmacy directors of eight Arizona CHC pharmacies were initially contacted by telephone and asked to participate in a survey. The survey was then sent to these directors via email and a second telephone conversation was set up to re-­‐administer the survey and gather the answers to the questionnaire. The questionnaire consisted of demographic, clinical and practice related questions targeted at identifying areas of interest for research in developing a community pharmacy practice based research network (PBRN). RESULTS: The data regarding the demographics and characteristics of the Arizona CHC pharmacies, pharmacists, and patients showed that only two pharmacies served more than 300 patients per day and dispensed more than 400 prescriptions per day. The data found that an average of 46% of the patients that went to these pharmacies did not consider English as their primary language and that an average of 49% of the patients were Hispanic/Latino. The data collected regarding the clinical interests of these pharmacies showed that asthma had the highest level of clinical interest among the eight CHC pharmacies (average rank = 3.1). For the public health interests of the CHC pharmacies, patient adherence/compliance was ranked the most important (average rank = 3.1). In regards to internal practice site interests job satisfaction was the most highly ranked interests among these CHC pharmacies (average rank = 3.1). CONCLUSIONS: The data suggests asthma, job satisfaction and patient compliance/adherence are the top areas of interest in the clinical, internal worksite, and public health sectors. The data collected from this study will help to establish a pharmacy based PBRN in Arizona and provide a starting point in terms of research topics that will be explored. The establishment of an Arizona pharmacy based PBRN is very important since it will provide cohesiveness between research and community based practice of Community Health Centers in Arizona and is a step in the right direction in terms of growth of these centers.

This practice‐based research is a long creative work about Alan Turing. It consists of a series that includes prose, narrative poems and visual poems. An accompanying critical commentary, which is split into three sections, addresses the relationship between narrative and seriality, ways in which scientific notations can be used in visual poetry, and aspects of biographical and civil poetry. A finalsection contains a selection of creative approaches to commentary that reflect on research in a manner that is complementary to the critical commentary. The research was carried out through a process of repeated planning and experimentation that has resulted in a variety of forms and procedures, ranging from the accessible and conventional to the idiosyncratic and experimental. A method of investigating narrative was created by allowing narrative and serial formsto intersect throughout the creative work. A means of bringing science and literature into relation was sought through a process of forceful combination of scientific notations with literary or occult materials. And alternative possibilities for biographical poetry were investigated through resistance to celebration and through experiment with formal propertiesin poetry that could be appropriate to Turing. The creative work and critical commentary find new models for the relationship between narrative and seriality in which the will to create narrative is not denied and seriality is not a mere absence of narrative. They find new means by which science and literature can come into contact through visual poetry. They help to define a unique role for poetry in biographical writing in the way that poetry allows the subject to be embodied formally. And they set up a productive dialogue between experimental andmore established writing strategies.

This exploratory study describes the variation in how evidence-based practice is understood in educational psychology. The study is comprised of two phases, which were both designed, analysed and interpreted using qualitative methodology. In phase one, twenty-two semi-structured interviews were conducted with educational psychologists from eight services in England. A phenomenographic approach to analysis was applied, resulting in a conceptual framework, representing the variation in understandings of evidence-based practice of a group of educational psychologists. In phase two, two focus groups were conducted with a subset of participants from phase one to elucidate the influence of evidence-based practice on decision-making in practice. A framework approach to thematic analysis showed that practice decisions of educational psychologists are influenced by evidence-based practice according to contextual factors, training and practice experiences and personal characteristics. This study gives insight as to how educational psychologists experience and account for the role of evidence and evidence-based practice in their practice and informs how evidence-based practice might be conceptualised in educational psychology. The findings suggest that evidence-based practice is grounded on personal, internalised beliefs while being contextualised by the demands of specific circumstances. The findings have implications for providers of educational psychology training in terms of the curriculum for evidence-based practice and associated learning outcomes.

How can the structures of graphic narratives help us to interrogate, analyse, and ultimately ground stories of ourselves and our world? By not relying solely on verbal or visual language, but the complex interplay between multiple signification strategies, comics open up possibilities for transcending the limits of any single linguistic mode and more fully enunciating the complex layers of superimposed truths that make up our lived experiences. In this doctoral project, I utilize media-specific analysis of graphic narratives and interrogate the multi-modal communication strategies inherent in comics. The result is a multidisciplinary construction of the structural and semiotic modes of comics as an enactment of contemporary narrative ideals that privilege reader-centric, subjective constructions of meaning. My submission consists of four chapters of written research, to be submitted at the end of January, and a collection of autobiographical narrative works that will form an exhibition which will be shown at the time of the viva in April. The presentation of the textual material is an inseparable component of the content, and a piece of practical work in itself. The chapters can be read in any sequence; for the purposes of this abstract, I will discuss them in alphabetical order. My practice work challenges the traditional use of comics-specific affordances, such as panel borders, gutter, use of space as time, and other verbo-visual techniques by remediating them outwith book and digital book-like objects we associate with graphic narratives. Each chapter in the dissertation is its own book-object that enacts the content as well as relates to the larger body of practice work. Childhood Memoirs—Autobiographical Approaches The use of multiple signification strategies allows for communication that transcends the limits of textual or verbal language and can allow a creator to enunciate what may be unspeakable or incomprehensible, such as moments of trauma. I pay special attention to how subjectivity is presented in graphic memoirs within this context, as the drawn nature of comics allows for shifts in the status of the author/narrator that are unique to the medium. Comics as a Synthetic Medium—A Very Short Introduction The ‘introductory’ chapter contextualizes my research and comics studies more generally within non-binary, non-hierarchical concepts of rhizomatic knowledge structures that utilize the concept of text in the Barthesian sense as a mode of communication rather than solely lexicographic writing. In comics, text and imagery can actively oppose each other, creating a space where new meaning can be synthesized from this tension. This is Derrida’s deconstruction, Benjamin’s inclusion of cultural production in literature, or Barthes’ writerly text. Each utterance on a comics page may convey multiple levels of independent meaning, making it unique among narrative media. By examining the semiotic and structural theories presented by Barthes and Derrida, as well as Benjamin, Deleuze, Witgenstein and others, I develop the case for a comics-specific theory of trans-medial, subjective, deconstructed communication. Mapping the Journey—The Cartography of Autobiography In this chapter, I analyse the mythology of the supposed inductive system of representation in mapping and explore how including a secondary visual semiological system, that of the map, within the primary system of comics impacts reader perception of truth through verifiability. I also explore the intersection of non-representational theory within geography and authentication within autographics. Media Specificity of Non-traditional Graphic Narratives The focus of this chapter is on the impact of disseminatory (re)mediation on the medium of graphic narratives. I assert that neither digital nor print is superior to the other, but deliver different experiences to the reader. Through close analysis of the formal qualities inherent in digital and physical representation of comic content, I articulate the qualities unique to each distribution strategy and theorize ways that creators can take advantage of the media at their disposal. The practical element of my submission takes the form of a collection of objects that utilize a variety of graphic narrative structures outwith traditional comics forms in order to explore facets of my childhood memories. The exhibition will be constituted of several lanterns, dioramas and dolls’ houses, as well as some printed material. I attempt to ground my memories in architecture and place, while aware that the sense of solidity this lends my recollections is a false sense of objective security. To counteract any attempt to present a wholly unified and reliable narratorial self, I present the same places and memories through various angles and media. I make explicit some of the dissonant ‘truths’ myself and other members of my family were presented with, as an attempt to consciously confront the fragility of utilizing such collectively constructed memory to construct a stable self-image.

Background: Chronic conditions comprise a significant amount of healthcare utilization. For example, people with chronic diseases account for 51% of family physician encounters. Therefore, diagnostic algorithms based on comprehensive clinical records could be a rich resource for clinicians, researchers and policy-makers. However, limitations such as misclassification warrant the need for examining the accuracy of these algorithms. Purpose: To investigate and enhance the accuracy of the diagnostic algorithms for five chronic diseases in the Canadian Primary Care Sentinel Surveillance Network. Methods: DESIGN: A validation study using primary chart abstraction. SETTING: A stratified random sample of 350 patient charts from Kingston practice-based research network. OUTCOME MEASURES: Sensitivity and specificity for the diagnostic algorithms. ANALYSIS: A multiple logistic regression model along with the receiver operating characteristic curve was employed to identify the algorithm that maximized accuracy measures. Results: The sensitivities for diagnostic algorithms were 100% (diabetes), 83% (hypertension), 45% (Osteoarthritis), 41% (COPD), and 39% (Depression). The lowest specificity was 97% for depression. A data-driven logistic model and receiver-operating characteristic curve improved sensitivity for identifying hypertension patients from 83% to 88% and for osteoarthritis patients from 45% to 81% with areas under the curve of 92.8% and 89.8% for hypertension and osteoarthritis, respectively. Conclusion: The diagnostic algorithms for diabetes and hypertension demonstrate adequate accuracy, thus allowing their use for research and policy-making purposes. A multivariate logistic model for predicting osteoarthritis diagnosis enhanced sensitivity while maintaining high specificity. This approach can be used towards further refining the diagnostic algorithms for other chronic conditions. / Thesis (Master, Community Health & Epidemiology) -- Queen's University, 2012-07-23 17:58:11.302

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This thesis explores how the discourse of complexity thinking can be used to foster emergence in curriculum and practice-based research. The curriculum-related exploration focused specifically on games of chase as one facet of early childhood curriculum. It investigated using complexity thinking firstly, to occasion emergence (that is, create a new phenomenon) in children’s games of chase at an early childhood centre and secondly, to describe this emergence. The research-related exploration focused on creating an emergent methodology which is underpinned by complexity thinking. In this thesis report, I present a series of emergent curriculum-related phenomena that arose during the explorations, that is, an emergent game, a local curriculum theory for games of chase, the concepts of local curriculum theory, curriculum design and curriculum dynamics, and a curriculum vision. I also present an understanding of emergent methodology and two methodological innovations in the form of the Research Data Management System and the Visual Summary. This research involved taking the role of a volunteer teacher-researcher-curriculum designer at an early childhood centre to play games of chase with children. This role was informed by and contributed to a curriculum design that focused on designing the teaching and learning environment to occasion emergence in learning and curriculum. The games of chase curriculum contributed to children’s learning, my own learning and the general rhythm of life at the centre. The children learnt to distinguish between children who were playing and those who were not. They also learnt different ways to tag people in a game. In addition, the children and I developed a game playing routine before playing each game. This routine involved putting on tag belts, discussing what game we were playing and how we were going to play it. We played three different games of chase, starting with tag, followed by What is the time Mr(s) Wolf?, and finally the emergent game Big A, Little A. The stories of emergence are described in visual, descriptive and narrative texts organised into curriculum stories, teaching stories and children’s learning stories. Curriculum stories describe the activities that unfolded. Teaching stories present stories of teaching while learning stories are stories of children’s learning. These stories represent views of the enacted curriculum as activity, teaching and learning respectively. Taken together, the stories present a description of the curriculum dynamics that unfolded at the centre in relation to games of chase. This thesis shows that a local curriculum theory for games of chase at the centre emerged from the complex interactions of curriculum design and curriculum dynamics that unfolded at the centre. It also articulates the emergent concepts of local curriculum theory, curriculum design and curriculum dynamics using the language of complexity. This thesis also presents the local curriculum theory as a curriculum vision. This vision involves a shift in thinking about curriculum as either a set “course to be run” or the “path created in the running” (currere) to embracing curriculum as both “the space for running” and currere. It is a vision that values both children’s and teachers’ interests, focuses on teachers and children exploring depth and breadth of a curriculum domain together, enables teachers to follow, generate and sustain children’s interest in the explorations, and is generative, flexible and future-focused. This thesis conceptualises an emergent methodology as a methodology for emergence which (1) involves the researcher actively striving to foster emergence in research, (2) is brought forth in the interactions between the designed and enacted facets of methodology, (3) is local to a particular research project, and (4) emerges from the interactions of several related strategies. This thesis can be seen as an attempt to change the language game of curriculum by using the language of complexity throughout the thesis. In so doing, it not only enables the reader to talk about the discourse of complexity thinking, it also enables the reader to experience the discourse and the emergence of the curriculum-related phenomena and the methodological innovations that are the focus of this thesis. Finally, this thesis argues that using the discourse of complexity thinking in teaching and research can be enabling. It can enable the teacher and/or researcher to be creative, flexible and ethical within the constraints of his/her professional and personal life.

The thesis research is situated within the field of Architecture. Its principle objective is the articulation of arguments for a new theory of architecture as an architectural poetics, and related to this, a new form of discourse as poetry of an architectonic order. The research was initiated through a series of questions that architects confront when asked to create and to speak about what can be understood to be(come) frameworks for (unknown) life. It thus deals with the question of the unknown and, related to this, the question of open form. It develops on the idea that a concept of inhabitation may be feasible exclusively on the basis of a theory that extends the well known two-valued logic that has been dominant in the Western world since the times of classical metaphysics. Rooted in philosophy, the research extends contemporary architectural and critical theory, notions from poets such as Paul Celan, Marguérite Duras and Samuel Beckett, and research in second order cybernetics – the latter with an emphasis on Gotthard Günther’s writings on Non-Aristotelean logic. The text’s focus is on the notion of Architecture as a transcendental concept. It advances the understanding of Architectural Design as a performative process that creates borders rather than borderlines, limits rather than limitations and, is therefore, a discipline of radical communication that always seeks to extend itself towards an Other – the unknown – addressing it without previously quantifying it to render it provable. The research furthers the field of Architecture by contributing to it a new theory in the form of an architectural poetics. It addresses questions of design with a procedural framework in which critical engagement is an intrinsic principle, and offers an alternative to existing discourses through a poetry of architectonic order that is open to the future.

No / This chapter explores the use of mobile devices in supporting practice based learning for health and social care students and practitioners, against a of current UK disability legislation. The authors present the ‘Mobile Enabled Disabled Students’ case study in depth, accounting for its methodology and discussing the outcomes and implications. They will demonstrate how the features of mobile devices can support the organisational, memory and writing needs of dyslexic students specifically and how they can add value generally to learning and assessment processes. They make recommendations for implementing mobile assessment for practice learning based on a theory of mobile learning designed for accessibility.

Background: Government policy has placed greater emphasis upon health professional students gaining practical experience in real-world environments. Given the fairly new inception of the role of clinical educator in podiatry there is a paucity of research in the area of practice placement in podiatry. Research aims: Within an action research framework, the first phase focused upon exploring the capacity of clinical educators to engage with the role of mentoring, alongside the factors that might impact upon that capacity. The second phase of the project investigated the impact of a teaching tool within the placement area when utilised by clinical educators and students. Methods: The pilot study utilised established questionnaire development methods to create a survey and scale to measure clinical educators’ capacity to engage with the role. The second phase of the project used a range of qualitative data collection methods analysed using framework analysis to analyse the utility of the teaching and learning tool. Findings: Phase I resulted in a 70-item scale measuring the capacity of clinical educators to engage with the role of clinical educator and the identification of four independent variables predictive of a significant proportion of the variability of the dependent variable, capacity to engage with clinical education. Phase II confirmed the utility of the teaching and learning tool to support clinical educators and students during the placement period. An inductive placement model, explanatory of the super-complexity of the environment where the clinical educator endeavours to monitor, modify and manage the placement scope, was developed. Conclusions: In an area where research is currently scant, this study contributed to practice-based education in podiatry and to current understanding of how clinical educators undertake this complex and responsible role. This is an important area for research given the influence clinical educators have to shape and guide the next generation of podiatry professionals.