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This paper is a study of the pre-Socratic, Milesian philosopher Anaximander, in light of the question concerning the rise of philosophy and its relation to myth in the sixth century B.C. We are restricting our inquiry to Anaximander to make our consideration of the myth/philosophy relation more manageable. Thus we will assume that Anaximander's thought is indicative of the general status of this relationship in his time and milieu. We chose Anaximander also because of the great diversity of interpretations of his thought in current pre-Socratic scholarship. Differences in approach to Anaximander reflect differences concerning the nature of pre-Socratic thought in general. Differences with regard to the pre-Socratics in turn reflect ultimate assumptions as to the nature of philosophy and the historical circumstances in which it arose. Therefore, a considerable part of our study will concern itself with the major Anaximander-interpretations in the literature, their key assumptions and their relationships to existing traditions in pre-Socratic research. This part of the study will be carried out in preparation for our own interpretation of Anaximander and the relation between myth and philosophy visible in his thought. The latter will be conducted in dialogue with the other interpretations and with a conscious awareness of its own hermeneutical assumptions.

This research has focused on a detailed exploration of undergraduate nursing students' development for registration and their future employability potential. There has been a particular emphasis on probing whether there is value in being a nursing graduate, within this. In the study employability refers to graduating students' preparedness to contribute to their immediate and longer term working lives, using the combination of operational and academic competence, self-efficacy and potential for further development through reflection and lifelong learning. A review of literature has revealed that there is a general paucity of any type of related published research from the within the UK and elsewhere, especially qualitatively-based research. In particular, no research could be found which has explored in-depth, as its primary aim, what nursing graduateness constitutes at the point of graduation and registration as a nurse and, whether it contributes to the employability potential of graduate nurses for both basic and advanced practice. A qualitative, instrumental case study was applied as the research design to achieve depth of focus for this inquiry, in order to meet the aims of the research. Findings from the study have uncovered a wide range of graduate attributes which were identified within participating students' development and perceived employability potential. From this a model of nursing graduateness has been proposed. Findings also indicated that changing healthcare needs within society coupled with the recent reforms in healthcare, NHS policy and the nursing role have placed greater emphasis than ever before on such graduate attributes within nursing as higher order thinking for effective nursing practice. Recommendations have been put forward for nursing education practice and research.

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Paper One: An investigation of the social competence of pre-school children within three pre-school settings Abstract This paper is the first of two that investigates the concept of social competence in pre-school children within their pre-school and as they move onto their first year at school. Research has identified the development of social and emotional skills as key to a child’s future well being. Using a social constructionist perspective (Vygotsky, 1978; Rogoff, 1990), this project aimed to identify how pre-schools develop children’s social competence. Twenty-one children were observed in their free choice time at pre-school. Systematic observations recorded child-to-child activity and naturalistic observations recorded the children’s interactions with the adults present. Semi-structured interviews took place with the managers of the pre-schools. There were distinct beliefs amongst the pre-schools about how children’s social competence should be promoted. The observations revealed that the pre-school children were ‘sociable’ either by attaching to an adult or a peer. Adults were also communicative with the children within the ‘free choice’ periods but this was characterised by brief interactions with a broad content of making a request, ensuring a health and safety criteria was met rather than in sustained communication about play. It was concluded that pre-school practitioners may benefit from better targeted training to develop their skills in facilitating children’s social competence within play and that parental input could play a part in developing this. Paper 2 A case study of four children’s social competence during their transition from pre-school to Primary school Abstract This study undertook an examination of four children’s social competences during a period of 18 months while they experienced the transition from pre-school to Primary school. Transition has been described as a time of ‘discontinuity’ (Margetts, 2002). Using Bronfennbrenner’s (1979) ecological framework, there was a focus on the interactions of the child during transition as well as on the school level of influence. The data was explored using a case study approach; the play experiences of four children were recorded using two types of observation (both systematic and naturalistic), semi-structured interviews with pre-school and school staff were conducted and questionnaire data using the Social Competence Behaviour Evaluation, Pre-school edition (LaFreniere and Dumas, 2003) was taken from parents and teachers. In this study, schools had differing approaches to transition and there were found to be gaps in the transition process for children who had had no prior contact with the school. Social competence did not change over transition, except for a dramatic decrease in parent scores for two children. It was argued that children may benefit from more individualised approaches during transition and also better communication between pre-school settings and Primary schools.

Although poor walking is the most common symptom of peripheral artery disease (PAD), reported results are inconsistent when comparing gait parameters between PAD patients and healthy controls. This inconsistency may be due to frailty, which is highly prevalent among PAD patients. To address this hypothesis, 41 participants, 17 PAD (74 +/- 8 years) and 24 aged-matched controls (76 +/- 7 years), were recruited. Gait was objectively assessed using validated wearable sensors. Analysis of covariate (ANCOVA) tests were used to compare gait parameters between PAD and non-PAD groups, considering age, gender, and body mass index as covariates, while stratified based on frailty status. According to the Fried frailty index, 47% of PAD and 50% of control participants were non-frail and the rest were classified as pre-frail. Within non-frail participants, gait speed, body sway during walking, stride length, gait cycle time, double-support, knee range of motion, speed variability, mid-swing speed, and gait initiation were significantly different between PAD and control groups (effect size d = 0.75 +/- 0.43). In the pre-frail group, however, most of the gait differences were diminished except for gait initiation and gait variability. Results suggest that gait initiation is the most sensitive parameter for detecting gait impairment in PAD participants when compared to controls, regardless of frailty status (d = 1.30-1.41; p<0.050). The observed interaction effect between frailty and PAD on gait parameters confirms the importance of assessing functionality in addition to age to provide more consistency in detecting motor performance impairments due to PAD.