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No / People with dementia need increasingly specialised support as they approach the end of life, and so too do their families and the professionals working with them. This book describes not only what can be done to ensure maximum quality of life for those in the final stages of the illness, but also how best to support those involved in caring for them. Emphasising the importance of being attuned to the experiences and needs of the person with dementia, the authors explain why and how they should be included in decisions relating to their end of life care. Practical strategies for ensuring physical and emotional wellbeing are provided, drawing on useful examples from practice and providing solutions to potential challenges that carers and family members will face. Dilemmas surrounding end of life care are explored in detail, including the moral dilemma of medical intervention, and the authors suggest ways of supporting family members through the process in terms of providing information, helping them adjust to change and loss, and involving them in their relative's care, and at how care staff can be supported through appropriate education and training, team building and information-giving.

Yes / Focus on patient experience and patient centred approaches within healthcare has substantially increased since the Picker Institute (a not for profit organisation) was established in the 1980′s [ [15] ]. The Picker Institute's vision for ‘the highest quality person centred care for all, always’ outlines eight principles of person-centred care which health care providers should strive for [ [15] ]: (1) Fast access to reliable healthcare advice [15]. (2) Effective treatment delivered by trusted professionals [15]. (3) Continuity of care and smooth transitions. [15] (4) Involvement and support for family and carers [15]. (5) Clear information, communication and support for self-care [15]. (6) Involvement in decisions and respect for preferences [15]. (7) Emotional support, empathy and respect [15]. (8) Attention to physical and environmental needs [15].

This thesis describes the synthesis of a host of polynuclear iron complexes synthesised with phenolic oxime ligands, fundamentally developing the coordination chemistry of iron with these ligands. The metallic cores that occur within iron phenolic oxime clusters were found to contain almost exclusively oxo-centred triangles and oxo-centred tetrahedra. We found that we could alter the reaction conditions or derivatise the ligands and develop these basic building blocks into more elaborate arrays, exerting a degree of control over creating larger or smaller clusters. Chapter one describes the syntheses, structures and magnetic properties of new iron complexes alongside previously synthesised related complexes (4, 5, 8, 9 and 15) containing salicylaldoxime (saoH2) or derivatised salicylaldoximes (RsaoH2). These are [Fe3O(OMe)(Ph-sao)2Cl2(py)3]·2MeOH (1·2MeOH), [Fe3O(OMe)(Ph-sao)2Br2(py)3]·Et2O (2·Et2O), [Fe4(Ph-sao)4F4(py)4]·1.5MeOH (3·1.5MeOH), [Fe6O2(OH)2(Et-sao)2(Et-saoH)2(O2CPh)6] (4), [HNEt3]2[Fe6O2(OH)2(Et-sao)4(O2CPh(Me)2)6]·2MeCN (5·2MeCN), [Fe6O2(O2CPh)10(3-tBut-5-NO2-sao)2(H2O)2]·2MeCN (6·2MeCN), [Fe6O2(O2CCH2Ph)10(3-tBut-sao)2(H2O)2]·5MeCN (7·5MeCN), {[Fe6Na3O(OH)4(Me-sao)6(OMe)3(H2O)3(MeOH)6]·MeOH}n (8·MeOH) and [HNEt3]2[Fe12Na4O2(OH)8(sao)12(OMe)6(MeOH)10] (9). The predominant building block appears to be the triangular [Fe3O(R-sao)3]+ species which can self-assemble into more elaborate arrays depending on reaction conditions. The four hexanuclear and two octanuclear complexes of formulae [Fe8O2(OMe)4(Mesao) 6Br4(py)4]·2Et2O·MeOH (10·2Et2O·MeOH), [Fe8O2(OMe)3.85(N3)4.15(Mesao) 6(py)2] (11), [Fe6O2(O2CPh-4-NO2)4(Me-sao)2(OMe)4Cl2(py)2] (12), [Fe6O2(O2CPh-4-NO2)4(Et-sao)2(OMe)4Cl2(py)2]·2Et2O·MeOH (13·2Et2O·MeOH), [HNEt3]2[Fe6O2(Me-sao)4(SO4)2(OMe)4(MeOH)2] (14) and [HNEt3]2[Fe6O2(Etsao) 4(SO4)2(OMe)4(MeOH)2] (15) all are built from series of edge-sharing [Fe4( μ4- O)]10+ tetrahedra. Complexes 10 and 11 display a new μ4-coordination mode of the oxime ligand and join a small group of Fe-phenolic oxime complexes with nuclearity greater than six. Chapter three then introduces co-ligands to the reaction scheme to compete with the salicylaldoxime ligands for metal coordination sites. Five tetranuclear and two nononuclear complexes are stabilised with salicylaldoxime (saoH2) or derivatised salicylaldoximes (R-saoH2) in conjunction with either 1,4,7- triazocyclononane (tacn), 2-hydroxymethyl pyridine (hmpH) or 2,6-pyridine dimethanol (pdmH2), [Fe4O2(sao)4(tacn)2]·2MeOH (16·MeOH), [Fe4O2(Mesao) 4(tacn)2]·2MeCN (17·2MeCN), [Fe4O2(Et-sao)4(tacn)2]·MeOH (18·MeOH), [Fe9NaO4(Et-sao)6(hmp)8]·3MeCN·Et2O (19·3MeCN·Et2O), [Fe4 (Etsao) 4(hmp)4]·Et-saoH2 (20·Et-saoH2), [Fe4(Ph-sao)4(hmp)4]·2MeCN (21·2MeCN) [Fe9O3(sao)(pdm)6(N3)7(H2O)] (22). Chapter four straps two salicylaldoxime units together in the 3-position, using ligands with aliphatic a,W-aminomethyl links, allowing the assembly of the polynuclear complexes [Fe7O2(OH)6(H2L1)3(py)6](BF4)5·6H2O·14MeOH (23·6H2O·14MeOH), [Fe6O(OH)7(H2L2)3][(BF4)3]·4H2O·9MeOH (24·4H2O·9MeOH) and [Mn6O2(OH)2(H2L1)3(py)4(MeCN)2](BF4)5(NO3)·3MeCN·H2O·5py (25·3MeCN·H2O·5py). In each case the metallic skeleton of the cluster is based on a trigonal prism in which two [MIII 3O] triangles are tethered together via three helically twisted double-headed oximes. The latter are present as H2L2- in which the oximic and phenolic O-atoms are deprotonated and the amino N-atoms protonated, with the oxime moieties bridging across the edges of the metal triangles. Both the identity of the metal ion and the length of the straps connecting the salicylaldoxime units have a major impact on the nuclearity and topology of the resultant cage, with, perhaps counter-intuitively, the longer straps producing the “smallest” clusters.

Patient-centred care is the gold standard of health care, yet in practice, problems prevail. The use of the ‘expert patient’ in health professional education is one form of learning patient-centred care. A gap in the literature regarding how the use of ‘expert patient’ in health professional education promotes patient-centred care was acknowledged in current research. With Queen’s University Health Sciences & Affiliated Teaching Hospitals Research Ethics Board approval, a sample of Queen’s University MScOT students participated in a qualitative study with the following research question: “How does the students’ experience of interacting with the ‘expert patient' (‘XP’) relate to learning regarding client-centred practice (CCP)?” Three objectives were proposed: 1. Describe the OT students’ experience of interacting with the ‘expert patient’, 2. Describe the students’ learning regarding client-centered practice, 3. Identify the conditions particular to the ‘expert patient’ experience that led to learning regarding client-centered practice. In-depth interviews were conducted with the students subsequent to their ‘expert patient’ experience. Analysis revealed three conditions that together provided the foundation for student experiential learning regarding client-centred practice: interaction with particular persons with stable disability known as ‘expert patients’; students’ requirement to evaluate them and thus ‘experience power’; and explicit opportunities for ‘directed reflection and discussion’. Questions were raised for researchers, health care professional educators and health care professionals regarding the potentially transformative nature of engaging in unfamiliar contexts with openness to learning. The thesis allowed insight into the lived experience of OT students learning with ‘expert patients’; and the admiration, discomfort, humility and gratefulness they experienced while gaining a sense of the meaning of collaboration, respect for autonomy and recognition of expertise. Implications of the research impact all stakeholders in health professional education. / Thesis (Master, Rehabilitation Science) -- Queen's University, 2013-04-15 08:39:19.094

SUBMITTED IN PARTIAL FULFILMENT OF A DEGREE OF MASTER IN EDUCATION Wits School of Education, Curriculum Studies University of the Witwatersrand, South Africa 2015 / This study presents an exploration of the pedagogic modalities displayed by SiSwati and English teachers during teaching and learning in two Swaziland government schools. The study further seeks to explore the links between the pedagogic choices teachers make in the classroom and the socio-cultural context of Swaziland. The idea of pedagogic modalities being classified as either learner-centred or teacher-centred is used as a starting point for the study but the dichotomy set up between these two modes is challenged. The study uses a phenomenological qualitative methodology. It uses semi-structured interviews and lesson observations of two teachers who teach both SiSwati and English in two different government high schools located in the Lubombo region of Swaziland. A major finding of the study was that both teachers’ understandings of learner-centred pedagogy only partially engaged with descriptions of learner-centred pedagogy as outlined in the literature reviewed for this research. This finding highlights the possibility that teachers are not empowered to confidently describe their own practice in teacher-centred terms. It was also found that the teachers’ perceptions of knowledge, their view of their own role and the learners’ role in the classroom influenced the pedagogic approaches selected by each teacher during teaching and learning. Additionally, some pedagogic moves could be linked to the socio-cultural context of Swaziland. The study also revealed that learner- and teacher-centred modalities are not mutually exclusive. It was found that despite being predominantly teacher-centred in their practice, teachers were able to draw on techniques classified in both modes. This means teachers displayed variety in their practice, exhibiting what Brodie, Lelliot and Davis (2002) describe as “hybrid practice” (p. 545), as they used a range of approaches that fit with local views about knowledge, learner participation and the teachers’ role in the classroom. Finally the study calls for further empirical research that documents teachers’ practices in order to generate a theory which would describe pedagogy from the perspective of teachers and their context. This would place sub-Saharan African teachers at the centre of the debate, rather than keeping them on the periphery, silenced as their practice is spoken over and interpreted by the dominant and hegemonic culture of those who would promote LCE in developing country contexts. Key words: pedagogy, pedagogic modality, learner-centred, teacher-centred, pedagogic choices, binary, socio-cultural context, Swaziland.

Technology used in the Swedish workplace is perceived to be controlling, gener- ally still difficult to use, and with a low degree of usability. Even though the field of Human-Computer Interaction (HCI) has been concerned with researching different ways of developing usable systems for at least half a century, there seem to be problems with the diffusion of the results into practice. One of the possible approaches to developing usable systems is user-centred design, and in this thesis I am concerned with the issue of introducing user-centred design and usability work in public authorities and institutions. I will present work done in two different research projects with a focus on change, where the aim has been to introduce or enhance usability work. Through a lens of social construction- ism and reflexivity I will explore the outcome of the projects and the implica- tions for the introduction of user-centred design in practice. Furthermore, I will explore whether the focus on the introduction of usability work might hinder the formation of a sustainable change in the organizations interested in devel- oping usable systems. The research question then becomes; can we introduce usability work in organizations? The answer to this question is no. Instead, we need to change our perspective from introduction to situated reflexive change: focusing on sensemaking and a situated process of ongoing change, where the stakeholders in the organization themselves must play an active and responsible part. This entails a shift from dualism to duality and a reconsideration of what our usability methods can con- tribute with. Furthermore, I will explore possible approaches to working with situated reflexive change with tools that are familiar in the field of HCI, but with an expanded scope. In particular I will discuss field studies conducted by system developers as a tool for making sense of usability issues, personas as a tool for inducing reflexivity in and on practice, and usability coaching as a sensemaking tool for both organizational stakeholders and researchers in order to understand and reflect upon change. / <p>QC 20130118</p>

The CATS TCT is a military wargaming simulator used by the Swedish Armed Forces for education of position holders within battalion or company staffs. The CATS TCT was developed during the nineties and one of the challenges today is how the system can be modernized in order to meet the increased demands on usability. This master thesis is part of the work with modernizing the CATS TCT and a usability study has been conducted in order to identify issues and problems of the current system related to usability. This thesis is conducted at BAE Systems C-ITS in Linköping and the main focus of this study has been how to analyze and re-design the CATS TCT in order to enhance the usability of the system. Empirical data in this study has been collected through six semi-structured interviews, one observation and two focus group interviews and the result of this study has elicit several problem areas related to any of following usability aspects: effectiveness, efficiency or satisfaction. The conclusions from this investigation is that the CATS TCT simulator is an valuable and appreciated educational tool – especially from an effectiveness point of view. When it comes to efficiency, however, several problems areas has been identified and these areas are: information architecture, interface interaction, how orders are issued to units and how the simulation rules are implemented. When it comes to the users satisfaction of the system no unequivocal conclusion has been possible to present. As a complement to the identified issues and problems of the simulator this study has also presented examples on how prototypes could be used to solve some of the identified problems. More specifically, in this report re-design solutions related to how the users interact with the map, how orders are issued and how status overview is displayed has been presented.

Abstract Many software-intensive products and systems on the market today reveal a poor level of usability despite the availability of knowledge about how to develop good usability, namely user-centred design. Improving the status of user-centred design has proved to be a challenge in product development. An effective step to start out on the road to such improvements is to carry out a current state analysis. Our research problem was to learn how to perform an effective current state analysis, i.e. an assessment, of user-centred design processes to provide a basis for improvement action. As the main part of our research, we carried out five experimental assessments in industrial settings during the years 2000 and 2001. The main result of the research is a novel assessment approach. The objective of the approach is to provide a basis for improvement of the performance of user-centred design in individual product development projects. The particular features of the approach are a new user-centred design process model, a three-dimensional process performance model and implementation of the assessment in the form of a workshop with extensive participation by the project members. The user-centred design process model is method-independent, and consists of six processes that are defined through outcomes. The performance of processes is assessed from the viewpoints of quantity, quality, and integration. Our theoretical examinations show that different assessment categories can be identified depending on the different foci and purposes of an assessment. Moreover, it may even be appropriate to have different assessment approaches for different categories. In the category of our focus and purpose, i.e. 'assessment of user-centred design processes for performance improvement', the focus of an assessment should be in the substance rather than in the management of UCD processes. An assessment approach should be regarded as an artefact and it should be subject to ongoing refinement. An assessment should be an intervention that provides both an effective training session and a meaningful experience to the participants. Clarity in both the concepts and the results seems to take precedence over having standard reference models. In addition, we created a preliminary theory of usability capability. It identifies three dimensions of usability capability: user-centred design infrastructure, performance of user-centred design in product development projects and usability in business strategy. We also propose some new assessment artefacts for other assessment categories and contrast our research experience with established research frameworks.