The goal for this thesis is to create a second screen application that will enhance the experience while watching a first screen. In order to create that type of application research within the subject and reviews of existing application is conducted. The reviews resulted in functionality and content that a second screen application should have. One of the big challenges for working with a second screen balance the focus between the screens and to make sure that the application creates value, rather than taking time and being frustrating. A concept of an application based on findings and iterations that will en- hance the experience were created. The concept were realised in wireframes and design mockups. The main functionality for the application is implemented with the native language objective-c as a working prototype on iPad. The biggest finding during this thesis is to remember to focus on solving one specific problem for the user.

Several positive student academic outcomes are associated with women's college attendance, yet little is known about how women's college students make meaning of classroom practices, experiences, and interactions. The purpose of this study, a qualitative research endeavor in the hermeneutic phenomenological tradition, was to achieve a better understanding of the nature of the lived classroom experience at a women's college and the meaning women's college students made from their everyday lived classroom experiences. The sample consisted of 10 participants at a single women's college in the southern region of the United States who had completed at least 60 credit hours at the institution and were enrolled as full-time residential students. Data were collected through a series of three interviews conducted with participants and reflection essays authored by participants. Study participants described the women's college classroom environment as a place where professors encouraged student participation in classroom discussions and where students could voice ideas, experiences, and uncertainties in an accepting space. The women's college students in this study indicated they received individual reaffirmation and intellectual validation from professors and peers, and over time became more likely to take risks with their thinking, aloud, in the classroom environment. Study participants made meaning from their classroom experience by actively reflecting on how these experiences fostered personal growth, comparing lived experiences to preconceptions, and imagining how their undergraduate experience would have been different had they chosen to attend a coeducational college. / Ph. D. / Several positive student academic outcomes are associated with women’s college attendance, yet little is known about how women’s college students make meaning of classroom practices, experiences, and interactions. The purpose of this study was to achieve a better understanding of the nature of the lived classroom experience at a women’s college and the meaning women’s college students made from their everyday lived classroom experiences. The sample consisted of 10 participants at a single women’s college in the southern region of the United States who had completed at least 60 credit hours at the institution and were enrolled as full-time residential students. Data were collected through a series of three interviews conducted with participants and reflection essays authored by participants. Study participants described the women’s college classroom environment as a place where professors encouraged student participation in classroom discussions and where students could voice ideas, experiences, and uncertainties in an accepting space. The women’s college students in this study indicated they received individual reaffirmation and intellectual validation from professors and peers, and over time became more likely to take risks with their thinking, aloud, in the classroom environment. Study participants made meaning from their classroom experience by actively reflecting on how these experiences fostered personal growth, comparing lived experiences to preconceptions, and imagining how their undergraduate experience would have been different had they chosen to attend a coeducational college.

Yes / Communication is fundamental to the transfer of information between individuals, agencies and organizations, and therefore, it is crucial to planning and decision-making particularly in cases of uncertainty and risk. This paper brings forth some critical aspects of communication that need to be acknowledged and considered while managing risks. Most of the previous studies and theories on natural hazards and disaster management have limited perspective on communication, and hence, its implication is limited to awareness, warnings and emergency response to some selected events. This paper exposes the role of communication as a moderator of not just risk interpretation and action but also various factors responsible for shaping overall response, such as individual decision-making under uncertainty, heuristics, past experiences, learning, trust, complexity, scale and the social context. It suggests that communication is a process that influences decision-making in multiple ways, and therefore, it plays a critical role in shaping local responses to various risks. It opens up the scope for using communication beyond its current use as a tool to manage emergency situations. An in-depth understanding of ongoing communication and its implications can help to plan risk management more effectively over time rather than as a short-term response.

Yes / This article highlights the generative properties of context for consumer experiences of racism and discrimination. Drawing from conceptualizations of context in social anthropology and human geography, it develops a framework to systematically catalogue intersections of various micro- and macro-social contexts that configure within and across marketplace geographies and inform racism and discrimination. The framework is applied to an integrative review of studies on marketplace racism and discrimination. The review illuminates that: 1) application of intersectional perspectives varies significantly across cultural difference dimensions; 2) knowledge is clustered within specific micro-social context expressions of cultural difference dimensions; 3) studies intersecting micro- and macro-social expressions commonly reveal underexplored discrimination instances; and 4) knowledge on macro-social contextual forces significantly lacks non-western perspectives. Drawing on the review findings, a list of areas of advancement for future scholarship is presented, along with recommendations for marketing practitioners acting towards identifying, understanding, and counteracting racism and discrimination.

The following is a study of what may be the most puzzling and yet, at the same time, most significant aspect of Kant's system: his theory of schemata. I will argue that Kant's commentators have failed to make sense of this aspect of Kant's philosophy. A host of questions have been left unanswered, and the doctrine remains a puzzle. While this study is not an attempt to construct a complete, satisfying account of the doctrine, it should be seen as a step somewhere on the road of doing so, leaving much work to be done. I will contend that one way that we may shed light on Kant's doctrine of schemata is to reconsider the manner in which Kant employs schemata in his mathematics. His use of the schemata there may provide some inkling into the nature of transcendental schemata and, in doing so, provide some hints at how the transcendental schemata allow our representations of objects to be subsumed under the pure concepts of the understanding. In many ways, then, the aims of the study are modest: instead of a grand-scale interpretation of Kant's philosophy, a detailed textual analysis and interpretation are presented of his doctrine of schemata. Instead of providing definitive answers, I will suggest clues as to how to begin to answer the questions that previous commentators have left unanswered about the doctrine. / Master of Arts

Parents of children who have been diagnosed with Reactive Attachment Disorder (RAD) often face a challenging dilemma. They are faced with parenting children who often respond from an orientation of feeling unloved and mistrustful of their caregivers. The purpose of this study was to develop a detailed description of the story of four such parents. A multi-case qualitative design and constructivist and coping theoretical frameworks guided the investigation. The constant comparative method of analysis was used to develop three core categories that described the subtitles of parent's experiences. Parent's quotes were used to further embellish the findings. The findings include parent's experiences in recognizing RAD behavior, their response to this behavior, and advice and recommendations they would share with others dealing with this diagnosis. Parents described their child's behavior, resources and methods they used to cope, and had both encouraging and critical reflections of their experiences. / Master of Science

the study explores learning-style preferences of journalism students to determine the differences in learning-style preferences between journalism students with internship experience and those without internship experience, and the association of selected demographic factors.

Background: Three percent of all adults in Sweden have attention deficit hyperactivity disorder (ADHD) diagnosis. ADHD diagnosis can cause suffering in the individual due to social dysfunction, anxiety, depression, drug abuse and criminality and more. To be able to respond to these co- morbidities, it is required to have understanding and awareness of the patient's experience of living with ADHD.  Purpose: The purpose is to investigate adults' experiences of living with ADHD  Method: A structured litterateur review was conducted where scientific articles were searched in different databases: CIHNAL, PubMed and PsycInfo. The articles were Quality reviewed in accordance with the Bettany-Saltikov & McSherry review template. The data was analyzed in accordance with Graneheim and Lundman content analysis.  Results: Two main categories are identified in adults' experiences of living with ADHD: Experience that evokes negative emotions and Experience that evokes positive emotions. These two main categories are then organized into three subcategories. Conclusion: In summary, the results showed that ADHD causes disease suffering as related to the symptoms, life suffering due to the failure of relationship, education and professional occupation and care suffering due to the waiting time to receive treatment and care, lack of guidance and stigma. By recognizing these sufferings first, the healthcare staff can support the individual with ADHD in a good way. / Bakgrund: Tre procent av alla vuxna i Sverige har Attention Deficit Hyperactivity Disorder (ADHD) diagnos. ADHD-diagnos kan orsaka lidande hos individen på grund av social dysfunktion, ångest, depression, drogmissbruk och kriminalitet med mera. För att kunna bemöta dessa individers samsjukligheten ställs krav att ha förståelse och medvetande om patientens upplevelse av att leva med ADHD.  Syfte: Syftet var att undersöka vuxna individers upplevelser av att leva med ADHDMetod: En strukturerad litteraturgenomgång genomfördes där vetenskapliga artiklar söktes i olika databaser: CIHNAL, PubMed och PsycInfo. Artiklarna kvalitetsgranskades i enlighet med Bettany- Saltikov & McSherry gransknings mall. Datan analyserades i enlighet med Graneheim och Lundman latent innehållsanalys.  Resultat: Två Huvudkategorier identifieras i vuxnas upplevelser av att leva med ADHD: Upplevelse som framkallar negativa känslor och Upplevelse som framkallar positiva känslor. Därefter organiserats dessa två huvudkategorier en i tre underkategorier.  Slutsats: Sammanfattningsvis visade resultaten att ADHD orsakar sjukdomslidande som relaterad till symtomen, livslidande på grund av misslyckandet i relation, utbildning och professionellt yrke och vårdlidande på grund av väntetiden att få behandling och omvårdnad, bristande vägledning och stigma. Genom att först dessa lidande kan vårdpersonalen stödja individen med ADHD på ett bra sätt.

Background: Sepsis is a serious condition and is considered a global public health problem. Symptoms of sepsis can initially be vague and atypical, which makes it difficult to identify and treat patients. Within emergency healthcare, high demands are placed on nurses' knowledge and ability to quickly make decisions. Nurses' main area of competence is nursing, and the work must be based on guidance documents, ICN's code of ethics and evidence-based knowledge to achieve safe care. Continued high mortality has prompted a critical review of the assessment criteria and the effectiveness of nursing measures. Purpose: The aim of this study was to describe nurses' experience of caring for adult patients with sepsis in emergency settings. Method: A general literature study based on ten scientific articles. The study has a qualitative approach and is designed according to Polit and Beck's nine-step model. Braun and Clarke's thematic analysis model was used in the analysis of the data. Results: When analyzing the material, two themes emerged, which constituted the result. The two themes were Competence and Organization with associated subthemes. Conclusion: Nurses' experiences of nursing adult patients with sepsis in emergency care were influenced by factors linked to both competence and organization. Experiences linked to the care of sepsis in emergency healthcare are knowledge and a need for interprofessional collaboration, guidelines, and access to resources. However, further research is needed on the subject.

Yes / Aims: Levels of false positive referral to ophthalmology departments can be high. This study aimed to evaluate commonality between false positive referrals in order to find the factors which may influence referral accuracy. Methods: In 2007/08, a sample of 431 new Ophthalmology referrals from the catchment area of Bradford Royal Infirmary were retrospectively analysed. Results: The proportion of false positive referrals generated by optometrists decreases with experience at a rate of 6.2% per year since registration (p < 0.0001). Community services which involved further investigation done by the optometrist before directly referring to the hospital were 2.7 times less likely to refer false positively than other referral formats (p = 0.007). Male optometrists were about half as likely to generate a false positive referral than females (OR = 0.51, p = 0.008) and as multiple/corporate practices in the Bradford area employ less experienced and more female staff, independent practices generate about half the number of false positive referrals (OR = 0.52, p = 0.005). Conclusions: Clinician experience has the greatest effect on referral accuracy although there is also a significant effect of gender with women tending to refer more false positives. This may be due to a different approach to patient care and possibly a greater sensitivity to litigation. The improved accuracy of community services (which often refer directly after further investigation) supports further growth of these schemes. / This study was funded by the University of Bradford.