This investigation starts from the hypothesis that a new approach to new product development is required to meet the future requirements and expectations of customers and consumers and product and service providers. The investigation focuses upon domestic food refrigeration and its position within the retail food supply chain, with the domestic refrigerator as an example of a mature product, the future development of which, it is argued, may depend upon a new approach to new product development. A review of established and emerging new product development strategies suggests that such future requirements might be met through collaboration between organisations from different industrial sectors and across supply chains, and that existing strategies would not support such collaborations. A new methodology, Collaborative Envisioning is proposed which engages the business of academia and the tools of the designer to facilitate multidisciplinary trans-sectoral collaboration. It is further proposed that a demonstration project, Beyond the Fridge, is the most effective test for the methodology. Key participants in Beyond the Fridge are Sainsbury's, Electrolux, 3M, University College Northampton and University of East London. Results from Beyond the Fridge suggest that the Collaborative Envisioning methodology is effective in bringing together partners from different industrial sectors and uniting them around a shared and mutually supported vision of future business. However, the low start-up cost and high level of concept realisation inherent in the methodology have led to some overestimation of the tactical deliverables from an essentially strategic process. In the light of Beyond the Fridge it is recommended that structures are established at the initiation of a Collaborative Envisioning project so that tactical solutions which may be derived from the strategic objective are differentiated and separately funded from the core project. The reflection upon Beyond the Fridge, and the recommendations for future work derived from it, is followed by reviews of evolving consumer demographics and perceptions of food storage and preparation in the home, and recent initiatives to integrate new technologies into domestic and personal products, thus establishing the historical and social context for Beyond the Fridge.

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Research Doctorate - Doctor of Philosophy (PhD) / There is little evidence to show the critical factors that impact on managing aggression in people with dementia and what model of care ensures integrity for both the resident and the personnel responsible for their care. Aggression in this study is defined as an overt act, involving the delivery of noxious stimuli to (but not necessarily aimed at) another organism, object or self which is clearly not accidental. (Patel and hope 1002. p 212). This study used ethnographic techniques, incorporating the use of critical incidents, to explore and explain the culture and context of care situations where nursing personnel experience aggression and violence when dealing with residents with dementia. A Critical Incident Technique was used to identify behaviours of both staff and residents that contributed to and or reduced the amount of aggression that occurred. In particular, this study explored the nature of aggression and the responses of staff and the tensions that exist in the maintenance of rights of both personnel involved in care and the residents for whom they care. Findings revealed the extent to which responses to violence and aggression are related to staff education and understanding of dementia, as well as the illness the resident is suffering at the time. Staff had employed some creative ways to manage aggression in residents. This idicated that a model of care based on person centred care (Kitwood, 1997) would be appropriate for the management of these residents. A framework for an alternate model for the care of people with dementia who are violent and aggressive based on the person centred care approach is proposed and suggestions made for future research.

A systematic review of the literature that explored the processes and perceived effectiveness of qualitative methods used to elicit the views of young people with autism spectrum disorders (ASD) about their educational experiences was conducted. Studies that were identified and screened using a trialled evaluation checklist and synthesised using the PRISMA guidelines identified data collection methods that were perceived to be useful. Limitations such as the over-representation of participants who were able to engage in verbal discussion and the lack of detailed description and evaluation of data collection methods were also identified. A multiple case study research was then conducted to explore two special schools' processes of eliciting the views of secondary school-aged pupils with ASD about their transition to adulthood and its perceived effectiveness. Qualitative data from semi-structured interviews with the school's staff and an observation of a transition meeting were gathered and thematically analysed individually, then compared and contrasted within school level. The findings revealed that both schools' processes of eliciting young people with ASD's views about transition to adulthood is a long process which involves three phases and is underpinned by a person-centred ethos. Perceived strengths and limitations of the process were also identified. Dissemination of the study's findings will include presentations and consultations with key stakeholders such as mainstream and specialist secondary schools and local authority post-16 steering group to explore the utility of the findings in different contexts. Collaboration with other educational psychologists (EPs) will also be conducted to explore this study's implications in the way they support schools in eliciting the views of young people with ASD.

>Magister Scientiae - MSc / Asthma education aims to reduce exacerbations by helping the patient or the caregivers to recognize early warning signs and act accordingly. However, a number of studies have indicated that childhood asthma morbidity is still rising. The goal of this research study is to explore the caregivers’ experiences of implementing the asthma education guidelines. The question to be answered by this research is: “How do caregivers experience the implementation of the guidelines for preventing an asthma attack?” Caregivers attending the asthma clinic at Red Cross War Memorial Children Hospital, Rondebosch were the study population who participated in this qualitative study. Purposive sampling was applied for recruiting participants to the study. A semi-structured, open –ended interview schedule was used to collect data from individuals during semi-structured, in-depth interviews. The data was analysed according to the guidelines of Creswell (2009). The results showed that care-givers found the education programme useful. They also reported that the education programme were offered at their level and was easy to understand. Care-givers indicated that the programme should continue because they learnt every time they attended and found that the practical demonstrations were particularly useful.

This thesis develops and tests a social network theory of religion to explain the phenomena of religious and secular beliefs in the general population in contemporary Britain. Drawing upon the writings of several historians and upon the work of Giddens (1994a, 1994b), the study is placed in the theoretical context of the debate about the nature of modernity. Due to the various processes of modernization it is argued that personal network links between church attenders and non-church attenders have gradually been severed since pre-modern times. The immediate consequences of this development are twofold. First, the transmission of church religion is greatly restricted. Second, personal overarching religious, or indeed secular, world views are now likely to be formulated, maintained, modified and transmitted by individuals within discrete and geographically dispersed social networks within the private sphere. On the basis of this argument a network dependency hypothesis was formulated, from which twenty-two testable propositions were derived. By employing ego-centred network analysis, the empirical dimension of this thesis reports the testing of each of these propositions against data obtained from a quantitative 500 questionnaire survey of a middle class suburb in the south of England, followed by 39 qualitative focused interviews with informants selected from the initial survey. The data showed that responses to the process of primary socialization had a profound effect on the initial belief formation of ego. This provided a foundation both for religious or secular belief in later life and for the future selection of network alters. With the exception of conversionists, these beliefs generally continued to be maintained by ego within ego's current network. At all stages ego demonstrated a need to reduce cognitive dissonance and to pursue cognitive consonance (Festinger, 1985). The local community did not constitute a plausibility structure and even the local church did not perform this function. Only discrete, dispersed, personal networks in the private sphere functioned to maintain the plausibility of religious and secular beliefs. The findings constituted overwhelming support for the network dependency hypothesis.

Philosophiae Doctor - PhD / This study is part of a larger school-based research project aimed at training science teachers to integrate argumentation into K-12 science instruction. The current study examined the effect of an argumentation-based training programme on pre-service science teachers’ ability to use an argumentation-based instructional model (ABIM) to implement a learner-centred curriculum in selected Eritrean middle school science classrooms. The study was situated within the social constructivist and argumentation theoretical frameworks. A predominately qualitative research approach was utilized to address the purpose and the research questions of this study. The research design was primarily a case study of a cohort of 25 undergraduate middle school pre-service science teachers, enrolled in a teaching practice course in January, 2013 under the auspices of the Department of Science, College of Education at Eritrea Institute of Technology (EIT). None of the pre-service teachers involved in the study had taken a formal course work, workshops or seminars on argumentation instruction. Six of the 25 pre-service teachers were selected for an in-depth qualitative analysis using purposive sampling technique (Groenewald, 2004; Flyvbjerg, 2006). This study utilized multiple data collection instruments including, questionnaire, argument-based tasks, classroom observation, interview, reflective questionnaire, video-tape class lessons and field notes. Argumentation framework as espoused in the work of Toulmin (1958) and Ogunniyi (2004) were utilized as the units of analysis for the data collected in the study. Furthermore, the study considered a variety of validity and ethical protocols to ensure the findings and interpretation generated from the data were valid.

Bibliography: leaves 67-69. / The Narrative Therapy approach has been developed in Australia, and is therefore refreshingly southern hemispheric in contrast to most psychological theories which have originated in northern hemisphere countries. However, its application has mostly been in first-world, white, middle- class, English-speaking contexts. Questions therefore arise as to the appropriateness and applicability of this approach with people from working-class, politically disempowered, and multi-language contexts. The context for this study is the broader African culture which has traditionally privileged the oral tradition in the sense of the shared telling of stories. A narrative or story approach to therapy recognises the client's story as a story and privileges the telling of it. The respect for the other and their story, implicit in the narrative approach, greatly facilitates cross-cultural exchange. This research illuminates the process and appropriateness of applying Narrative Therapy in order to facilitate the client's preferred, alternative story of her life and her relationships in a South African setting of racial, cultural and economic refraction and ,diversity. Light is shed on the cross-cultural sensitivity of the narrative approach and on restraints inherent in the author-therapist's and the client's contexts and in the site of study, namely a South African university. The story of co-authoring a client's life and relationships is presented via a qualitative, exploratory design and single case study methodology. Data was collected from the author- therapist's session notes and transcripts of audio tape recordings. Data processing analysis and interpretation were informed by the characteristics and concepts of Narrative Therapy theory. Summarizing statements and recommendations suggest modifications to and extensions of the Narrative Therapy approach in the specified context. These include suggestions for cross-cultural training in the context of peer-group supervision, generation of a thesaurus of modified questions by practitioners for use in multi-language settings, and further research with regard to application of the narrative approach to groups and families in settings which are similar to that of this study. Exchange across the spectrum of human sciences and social services is recommended to enlighten and enliven the narrative conversation in South Africa in order to move forward with regard to empowering and just practices.

A thesis submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Doctor of Education in the Department of Mathematics, Science and Technology Education at the University of Zululand, 2014 / This research was designed to ascertain teachers‟ perceptions on learner-centered teaching in the discipline of mathematics in basic education. The first aim of the study was to determine the extent to which teachers background training contributes to perception of learner-centred approach in the teaching of mathematics. The second aim sought to determine the extent to which teachers’ professional experience contributes to perception of learner centered approach in the teaching of mathematics. The third aim of the study was to determine the extent to which teachers background training contributes to learner-centred practices in the teaching of mathematics. Lastly, the fourth aim was to determine the extent to which teachers’ professional experience contributes to practices of learner-centred approach in the teaching of mathematics. To achieve the aims, a questionnaire and observation schedule was designed to collect the data. The questionnaire was primarily subjected to validation by the researcher through Exploratory Factor Analysis (EFA). This instrument was first administrated to three hundred and nine primary school teachers of the provinces of Inhambane, Gaza and Maputo. After the piloting was performed the final version of the questionnaire was then applied to four hundred eight six primary school teachers and from this sample three hundred seventy three completed and returned the questionnaires. The returned questionnaires were then correctly analyzed. Three of four aims were connected to four hypotheses. To evaluate whether teacher background training and type of training have significant effects on teacher perceptions of learner-centred teaching approach an ordinal regression analysis was performed. To test whether would there be a relationship between teachers‟ professional experience and their approach to teaching mathematics and whether will there be a relationship between teachers‟ background training and their approach to teaching mathematics, a Chi-square test of independence was used. To evaluate whether teachers use learner-centred teaching an observation schedule was also used. The results show that teachers teaching experiences as well as type of training did not have significant effect on their perceptions of learner-centred teaching. The results of this study have also shown that teachers‟ professional experience as well as the type of training teachers have received in teaching methods has no significant effects on the type of approach (teacher or learner-centred approach). Teachers of basic education prefer to use both approaches when they teach mathematics. Results from observation schedule show that teachers do not use learner-centred approach. Instead, they use teacher-centred teaching. Lastly, the results were discussed taking in account the literature reviewed within the framework of educational psychology applied to mathematics teaching. Finally suggestions were made on how to understand more deeply the question of teachers‟ perceptions of learner-centred teaching. The most important suggestion is that research should be done regarding teachers mathematics self-efficacy, how teachers perceive their own knowledge of learner-centred approach and how do they practice it. / Scientific Council of UDEBA-LAB

Yes / (1) Present deprescribing experiences of patients living with frailty, their informal carers and healthcare professionals; (2) interpret whether their experiences are reflective of person-centred/collaborative care; (3) complement our findings with existing evidence to present a model for person-centred deprescribing for patients living with frailty, based on a previous collaborative care model. Qualitative design in English primary care (general practice). Semi-structured interviews were undertaken immediately post-deprescribing and 5/6 weeks later with nine patients aged 65+ living with frailty and three informal carers of patients living with frailty. Fourteen primary care professionals with experience in deprescribing were also interviewed. In total, 38 interviews were conducted. A two-staged approach to data analysis was undertaken. Three themes were developed: attitudes, beliefs and understanding of medicines management and responsibility; attributes of a collaborative, person-centred deprescribing consultation; organisational factors to support person-centred deprescribing. Based on these findings and complementary to existing evidence, we offer a model for person-centred deprescribing for patients living with frailty. Previous models of deprescribing for patients living with frailty while, of value, do not consider the contextual factors that govern the implementation and success of models in practice. In this paper, we propose a novel person-centred model for deprescribing for people living with frailty, based on our own empirical findings, and the wider evidence base. / This research was funded by the National Institute for Health and Care Research (NIHR) Yorkshire and Humber Patient Safety Translational Research Centre (NIHR Yorkshire and Humber PSTRC).