Introduction: Trainee pharmacists are required to undertake a work-based pre-registration training placement (PRTP) in order to qualify. Literature exploring how this placement influences the development of students’ professionalism is sparse, however it is acknowledged that placements offer learning that can not be replicated in an academic environment. Following recent recommendations for the PRTP to be split into two six-month placements, the “sandwich” Master of Pharmacy (MPharm) programme at the University of Bradford offers a unique opportunity to study the impact of an early PRTP. This project aimed to understand the experiences of “sandwich” students during their early PRTP and generate a theory explaining how professionalism develops during this time. Methods: A constructivist grounded theory approach was taken. Fourteen students who had recently completed their early PRTP were interviewed using semi-structured, face-to-face interviews. A constant comparative approach to analysis was taken. Findings: The process developing a professional identity emerged as the core category. This consisted of four interlinking stages; reflection, selection of attributes, professional socialisation and perception of role. Developing a professional identity occurred under the conditions of realising the reality of the profession, developing practical knowledge and skills and learning from mentors. The consequence of developing a professional identity was that participants felt they were now a trainee professional. Discussion and conclusion: The theory demonstrates that developing a professional identity was the main process that occurred whilst MPharm students were on their early PRTP. Regulatory, funding and educational organisations should consider this when reviewing pharmacists’ training and students’ approach on return to university.

Fenomentet vlogg, kort för video-blogg, har blivit en del av det moderna, digitala medielandskapet. Det har också blivit en del av människors liv när de följer skaparna och tittar på dess vloggar på en daglig basis.  Från följarnas perspektiv har vi undersökt vikten av människorna bakom vloggarna. Mer specifikt undersöker vi hur följare påverkas av skaparen av en vlogg och försöker förstå förhållandet mellan dem. Genom att intervjua personer i åldrarna 16-30 år, som följer minst en vloggare i kategorin livsstil har vi granskat teorier så som parasociala relationer, normbrytande och autencitet.   Resultatet tyder på att det parasociala förhållandet är otillräckligt för att förklara förhållandet mellan en följare och en vloggare. De främsta anledningarna till att man följer vloggare är; underhållning, intresse, inspiration och stöd. Dessutom fann vi att följare uppskattar vloggare som är autentiska och ärliga. Slutligen tyder även resultatet på att det kan finnas en skillnad mellan män och kvinnors följande av vloggar. / The phenomenon of vlogs, short for video log, has become a part of the modern digital media landscape. It has also become a part of peoples’ lives when they follow the creators and watch their videos on a daily basis.  From the perspective of a follower, we have investigated the importance of the people behind the vlogs. More specific, the aim of the study is to examine how followers are influenced by the creator of a vlog and try to understand the relationship between them. By interviewing people aged 16-30 years, that follow at least one vlog of category lifestyle-vlog. We have examined parasocial relationships, norm-breaking and authenticity theories.   The result suggests that the parasocial relationship is insufficient to explain the relationship between a follower and the creator of a vlog. The main reasons for being followed are; entertainment, interest, inspiration and support. Moreover, we found that followers appreciate and choose vlogs that are authentic and honest. Finally, the result also indicates that there may be a difference between men and women's following of a vlogger.

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Traditional modeling approaches and information systems assume static entities that represent all information and attributes at once. However, due to the evolution of information systems to increasingly context-aware and self-adaptive systems, this assumption no longer holds. To cope with the required flexibility, the role concept was introduced. Although researchers have proposed several role modeling approaches, they usually neglect the contextual characteristics of roles and their representation in database management systems. Unfortunately, these systems do not rely on a conceptual model of an information system, rather they model this information by their own means leading to transformation and maintenance overhead. So far, the challenges posed by dynamic complex entities, their first class implementation, and their contextual characteristics lack detailed investigations in the area of database management systems. Hence, this paper, presents an approach that ties a conceptual role-based data model and its database implementation together, to directly represent the information modeled conceptually inside a database management system. In particular, we propose a formal database model to describe roles and their contextual information in compartments. Moreover, to provide a context-dependent role-based database interface, we extend RSQL by compartments. Finally, we introduce RSQL Result Net to preserve the contextual role semantics as well as enable users and applications to both iterate and navigate over results produced by RSQL. In sum, these means allow for a coherent design of more dynamic, complex software systems.

Forskning har kontinuerligt uppmärksammat de positiva effekterna av utomhusaktiviteterna på barns hälsa samt fysiska och kognitiva utveckling. Inom området förskolepedagogik fokuserar denna studie på komplexiteten i utomhusundervisning, med syftet att undersöka förskollärares uppfattningar om möjligheter och hinder för utomhusundervisning i förhållande till förskolans gård och närområde, samt deras roll som förebilder i detta sammanhang.Studien använder en kvalitativ metod med tematisk analys. Empirin har samlats ingenom semistrukturerade intervjuer med sju verksamma förskollärare från två olika förskolor i mellersta Sverige, inklusive en med utomhusprofil. Den insamlade data analyseras utifrån ett sociokulturellt perspektiv, och teorin bygger på Vygotskijs syn på lärande där samspel, den proximala utvecklingszon och meningsfulla sammanhang betonas som centrala begrepp. Detta är stor betydelse för förskolans verksamhet, där interaktion i meningsfulla sammanhang i relation till platsens betydelse spelar en viktig roll (Vygotskij, 1995). Resultaten visar på förskollärarnas roll som förebilder i samspelet mellan barnen under utomhusundervisning och indikerar att respondenterna inte ser några direkta hinder för utomhusundervisning, förutom när det gäller vikarier och barnsäkerhet. Resultaten pekar också på att ju större och mer varierad förskolans gård är, samt ju smidigare tillgången till närliggande områden som skogar och lekparker är, desto större blir möjligheterna för undervisning i olika utomhusmiljöer. Dessa slutsatser betonas i studien.

Introduction: Trainee pharmacists are required to undertake a work-based pre-registration training placement (PRTP) in order to qualify. Literature exploring how this placement influences the development of students’ professionalism is sparse, however it is acknowledged that placements offer learning that can not be replicated in an academic environment. Following recent recommendations for the PRTP to be split into two six-month placements, the “sandwich” Master of Pharmacy (MPharm) programme at the University of Bradford offers a unique opportunity to study the impact of an early PRTP. This project aimed to understand the experiences of “sandwich” students during their early PRTP and generate a theory explaining how professionalism develops during this time. Methods: A constructivist grounded theory approach was taken. Fourteen students who had recently completed their early PRTP were interviewed using semi-structured, face-to-face interviews. A constant comparative approach to analysis was taken. Findings: The process developing a professional identity emerged as the core category. This consisted of four interlinking stages; reflection, selection of attributes, professional socialisation and perception of role. Developing a professional identity occurred under the conditions of realising the reality of the profession, developing practical knowledge and skills and learning from mentors. The consequence of developing a professional identity was that participants felt they were now a trainee professional. Discussion and conclusion: The theory demonstrates that developing a professional identity was the main process that occurred whilst MPharm students were on their early PRTP. Regulatory, funding and educational organisations should consider this when reviewing pharmacists’ training and students’ approach on return to university.

An increase in reports of undesirable professional behaviour in the nursing profession has prompted the question: How could the internalisation of skills, knowledge, values and beliefs be guided in student nurses to help them become effectively socialised as professional nurses? Using a sequential exploratory mixed-methods approach, the study addressed the above question. The researcher used focus-group interviews and field notes to explore and describe the perceptions of professional nurses and experiences of student nurses regarding the professional socialisation of students. The data generated from these findings were further used to determine and describe educators’ (N=128) perceptions on their teaching and facilitation of professional socialisation of students, using a self-administered questionnaire. The findings of both the qualitative and quantitative data were integrated to develop and validate guidelines to support educators and professional nurses in the professional socialisation of students. To establish rigour, the researcher applied measures of trustworthiness and performed validity and reliability tests. The qualitative data were analysed by utilising Tesch’s method of data analysis. The themes that emerged as influential in the professional socialisation of students were related to the professional nurse as role model, clinical supervisor, the educator, clinical learning environment, values and beliefs of the nursing profession and cultural and gender orientations. The quantitative data were analysed using descriptive and inferential statistics. Educators’ teaching and facilitation strategies revealed that the educator as a role model, the clinical environment, teaching approaches and cultural awareness were important social determinants in the professional socialisation of students. The qualitative and quantitative data were integrated to develop guidelines that were validated by field and guideline experts. The guidelines for educators and professional nurses addressed issues such as the professional nurse as role model and clinical supervisor, the creation of a positive clinical learning environment, the educator as role model, the teaching and support of students, the work ethic of the professional nurse and educator, the students’ behaviour and cultural awareness. These guidelines propose recommendations for educators and professional nurses to support the professional socialisation of students. / Health Studies / D. Litt. et Phil. (Health Studies)

Ancrée dans une double posture interprétativiste et positiviste et une fondation théorique triple d’éthique de la vertu, d’apprentissage social et de leadership authentique, cette thèse exploratoire mobilise les champs de la philosophie et des sciences sociales afin de conceptualiser les dimensions de l’Exemplarité Managériale Perçue (EMP) : 1) des comportements d’éthique personnelle, de management éthique d’équipe et de considération d’autrui, 2) un processus de perception de l’exemplarité managériale et 3) l’impact de cette perception sur les individus. Une étude exploratoire est suivie de deux études quantitative et qualitative sur un échantillon de 1172 professionnels dans 28 pays. Nous identifions des processus mimétiques qui facilitent la socialisation et l’adoption de normes et la transmission de connaissances et de compétences, ainsi que des sources d’inspiration vertueuse qui encouragent l’individu à devenir un meilleur être humain, collaborateur et manager. Les résultats présentent un modèle relationnel issu d’analyses factorielles exploratoires et de modélisation par équations structurelles qui souligne la nature exemplaire de comportements éthiques et de l’alignement et identification du manager à l’organisation ainsi que des contrastes entre différentes cultures. Le développement en cours d’un instrument de mesure ouvre des voies de recherche futures dans la méthodologie d’exploration à grande échelle et la recherche d’antécédents de managers perçus comme exemplaires. Cette recherche trouve des applications managériales en alignement organisationnel, conduite du changement et en développement du management et du leadership / Anchored in both an interpretivist and positivist epistemological posture and a triple theoreti-cal foundation of virtue ethics, social learning and authentic leadership, this transdisciplinary exploratory doctoral thesis mobilizes philosophy and social sciences fields to conceptualize the dimensions of Perceived Managerial Exemplarity (PME): 1) behaviors manifesting personal ethics, team management ethics and consideration of others, 2) a perception process of managerial exemplarity and 3) the impact of that perception has on individuals. An explorato-ry study is followed by two quantitative and qualitative studies on a sample of 1,172 professionals in 28 countries. We identify on one hand mimetic processes that facilitate so-cialization and the adoption of common standards and norms and the transmission of knowledge and skills, and on the other sources of virtuous inspiration that encourage the indi-vidual to become a better human being, associate and manager. The results show a relational model originating from exploratory factor analysis and structural equation modeling that high-lights the exemplary nature of ethical behavior and alignment/identification of the manager with the organization, as well as contrasts between different cultures. The ongoing develop-ment of a measurement instrument opens future avenues of research in large-scale exploration methodology and research of common antecedents of perceived exemplary managers. This re-search finds diverse managerial applications in organizational alignment, change management and management development and leadership

Die rollenbasierte Modellierung ist ein aktueller Forschungszweig, welcher Verfahren für die Analyse und die Lehre benötigt. Zu diesem Zweck präsentiert die Arbeit eine Erweiterung des klassischen, objektorientierten CRC-Karten-Verfahrens um rollenbasierte Konzepte. Diese basiert auf grundlegenden Eigenschaften rollenbasierter Elemente, wie Rollen, Objekte und Kontexte, welche modular in das CRC-Karten- Verfahren eingebunden werden. Weiterhin soll anhand einer empirische Studie ermittelt werden, wie gut das rollenerweiterte R-CRC-Karten-Verfahren für die Aufgaben in Analyse und Lehre geeignet ist. Das R-CRC-Karten-Verfahren soll letztendlich eine effiziente Möglichkeit bieten, Problemstellungen rollenbasiert zu analysieren und rollenbasierte Konzepte in der Lehre zu vermitteln.

This study explores how HIV-positive teachers within a specific social context understand, interpret and act on HIV and Life Skills policy. My aim was to illuminate the experiences of teachers living with AIDS and how their experiences affect the ways in which they understand and act on government policy. As a constructivist, I worked on the premise that people’s experiences can best be understood by interacting with them and listening to them. I chose a narrative research design because it allowed me to explore and understand the perceptions and complexity of my research partners’ experiences, and to faithfully present and represent the stories told by teachers living with AIDS. I used the data collected from the teachers’ stories to write narratives that gave a first person account of the experiences of each teacher. To express my own voice in the text I created a column on the side of each page where I recorded my own experience of the process of the inquiry. I used inductive analysis in order to make sense of the field data. Rather than beginning with a theory, inductive analysis allowed me to expose the dominant and significant themes in the raw data without imposing preconceptions on the data. Three distinct themes emerged from the analysis, and formed my conceptualisation of the experiences of teachers living with AIDS: a) conflict between teacher as role model and ideal citizen, and teacher as an HIV-positive person; b) HIV illness and its impact on the body of the teacher; c) teachers as emotional actors. The main findings from the study suggest that in a context with AIDS there are limits to what education policy can achieve if it remains out of touch with a real world in which school is attended by children and teachers whose bodies are either infected or affected by the HIV virus. This is substantiated by the fact that while the HIV/AIDS policy is about bodies and about emotions, it is blind to the bodies and the emotions of those implementing it. I contend that it is this oversight that creates the wide gap between policy intentions and outcomes. Secondly the study highlights the uniqueness of HIV/AIDS education policy and its implementation which, unlike other education policies, powerfully brings to the fore the emotions of the implementers. I conclude the study by suggesting that the policy-making process be reconstructed to inscribe the real bodies and real emotions of the teachers into the policy, to shift from a purely prevention mode to one that looks at the whole prevention-to-care continuum and acknowledges that a significant majority of school pupils and teachers are infected and affected. / Thesis (PhD)--University of Pretoria, 2009. / Education Management and Policy Studies / unrestricted