Due to fast-paced technological disruptions and diversifying users, user experience (UX) professionals are experiencing a flood of new UX methods and a need for continuous learning. Literature has shown that with a lack of understanding, UX practice research has designed too abstract UX methods making them hard to understand and to apply. With a thematic analysis of an interview with 13 UX professionals, this study presents results on how UX professionals choose UX methods and insights into their lifelong learning. The results from the thematic analysis agree that UX methods are hard to integrate into Agile, too complicated, take too much time to learn, and colleagues have shown to be an essential component for learning. These findings indicate that UX methods might work better if they are designed less complicated and deliver results quicker following the design of Scrum. Also, companies could use novel ideas to ease the access to users and to learn, e.g., lunch lectures.

The diploma thesis deals with the relationship between seniors and new media, focusing on the current media impact on society and the increasing interest in a media literacy courses for the seniors. The main goal of this work is to capture experiences and opinions of seniors on the use of new media and to point out the benefits of active aging, which seniors can gain through their safe use. The theoretical part of the thesis first focuses on key concepts that reflects the current shape of the old age and the aging process, the position of the media in society and the specific relationship between seniors and new media with reference to the current media literacy programs. The qualitative part of the research reflects attitudes, opinions and experience of seniors using new information and communication technologies through semi-structured in- depth interviews. These findings are analyzed in seven subchapters, which are based on the interviews. Due to the changing attitudes of seniors and the complex generalization of this category, the work can outline their insight into the use of new media and could also be used as a groundwork for further research of this issue.

Self-regulated learning skills have been shown to have a positive impact on achievement in the academic setting, enabling graduates to become lifelong learners in professional settings. Although the importance of lifelong learning skills is well articulated in the accounting education literature, this study is the first to address concerns that class time devoted to developing such skills might impair students' acquisition of content knowledge. This study uses a quasi-experimental design within the context of the introductory accounting course. The treatment group received self-regulated learning interventions designed by the researcher and based on Zimmerman's model of the academic learning cycle. Results of this study were obtained using multiple regressions and suggest that students' acquisition of technical knowledge, as measured by conventional exam scores, was not compromised when class time was allocated between self-regulated learning interventions and content instruction. Although benefits of the treatment were not immediate, the treatment group outperformed the control group in terms of scores on exams administered near the end of the course. This study found no evidence of a "ceiling effect" but does provide limited support for the "Matthew effect," whereby higher ability students often reap the greatest benefit from interventions.

Self-regulated learning skills have been shown to have a positive impact on achievement in the academic setting, enabling graduates to become lifelong learners in professional settings. Although the importance of lifelong learning skills is well articulated in the accounting education literature, this study is the first to address concerns that class time devoted to developing such skills might impair students' acquisition of content knowledge. This study uses a quasi-experimental design within the context of the introductory accounting course. The treatment group received self-regulated learning interventions designed by the researcher and based on Zimmerman's model of the academic learning cycle. Results of this study were obtained using multiple regressions and suggest that students' acquisition of technical knowledge, as measured by conventional exam scores, was not compromised when class time was allocated between self-regulated learning interventions and content instruction. Although benefits of the treatment were not immediate, the treatment group outperformed the control group in terms of scores on exams administered near the end of the course. This study found no evidence of a "ceiling effect" but does provide limited support for the "Matthew effect," whereby higher ability students often reap the greatest benefit from interventions.

The Swedish Sports Confederation is striving towards supporting youth develop a lifelong relationship with sport, but statistics show a tendency of dropouts around the age of 12. This study aims to nuance the understanding of coaches’ perceptions of youth sports within martial arts. The research questions were: How are central aspects of sport for youths valued among coaches? What opinions exist among the coaches concerning involvement and their role in relation to that? Structured interviews were conducted with eight participants. The data were analyzed by forming concentrations of responses which then was categorized. Finally, the data were interpreted in a broader context and compared with previous research. The result shows that joy and development were seen as central parts of youth sport. Improvement of physical and mental health was viewed as important in a long- term perspective. The competitive part of the sport was rated as the least important. Regarding participation, the most common definition by the coaches was inclusion in decision-making, preferably a physical kind such as voicing out opinions or suggestions. However, sometimes participation of children was thought to interfere with or obstruct the plan of a training session and therefore the two components need to be balanced. The role of the coach was perceived as relatively essential for ensuring that children or adolescents were and felt included. This paper concludes that there are several aspects to consider in youth sport. Furthermore, the coaches were seen to have a significant role in creating an open environment for children and adolescents to be involved.

Lärande organisationer har sedan slutet av 80-talet kommit att få mycket plats inomorganisationsforskning och begreppet har blivit synonymt med hur företag anpassar sig efter denomvärld de verkar i. Forskningen har visat hur givande lärandet kan vara för företag både i termer avvinst och välmående hos medarbetarna, men empiriska undersökningar har samtidigt visat att lärandeorganisationer inte fått fäste i praktiken. Parallellt med detta finns vissa rön som stödjer det traditionellasynsättet att vissa individer är mer kapabla att fatta strategiska beslut, medan andra är mer lämpadesom enbart utförare, och därmed är i behov av styrning. Vårt syfte var att i detta arbete undersöka hurlärande inom en organisation kan förstås genom en grupp chefers upplevelser. Studien designades somen fallstudie inom ett företag och empirin inhämtades från sex kvalitativa intervjuer. Genomklassificering av resultaten i enlighet med Senges discipliner, visade studien att intervjupersonernasupplevelser till stor del sammanföll med det aktuella företagets profilering som lärande organisation,då arbetssättet beskrevs som adaptivt, både inom den egna organisationen och gentemot omvärlden. Imaterialet kunde vi skönja en bakomliggande människosyn, vilket kunde möjliggöra en diskussion påett aggregerat plan. Vilka implikationer detta har för lärandet kan inte identifieras utifrån studiensresultat, utan kräver vidare undersökningar, förslagsvis innehållande både observationer ochintervjuer med fler medarbetare. / Since the end of the 1980s, learning organizations have gained a lot of space in organizational researchand have become synonymous with how companies adapt to the world in which they operate. Researchhas shown how rewarding learning can be for companies both in terms of profit and well-being of theiremployees, but empirical studies also show that learning organizations have not gained foothold inactual practice. In parallel with this, some evidence supports the traditional view that some individualsare more capable of making strategic decisions, while others are more suited to following orders andtherefore need to be controlled. The present study was designed as a case study within a company andthe empirical evidence was obtained from six qualitative interviews. By categorizing the results inaccordance with Senge's disciplines, the results showed that the interviewees' experiences by and largewere consistent with the company's profile as a learning organization, as the work methods weredescribed as adaptive, both within the organization and vis-à-vis the outside world. The materialshowed an underlying attitude towards colleagues, which made a discussion on an aggregated levelpossible. The implications of this relationship for learning could not be identified on the basis of theresults of the present study, and would require further investigations, including both observations andinterviews with more employees. / <p>2021-06-07</p>

Masters of Public Health - see Magister Public Health / Introduction: Mother-to-child transmission (MTCT) is the cause of most HIV acquisition among children. Prevention of mother-to-child transmission (PMTCT) of HIV programs aim to enable pregnant women to attain viral suppression so that they are unlikely to pass HIV to the foetus in utero or during birth, and to the neonate during breastfeeding. The Option B+ treatment regimen - initiating pregnant and breastfeeding women, diagnosed with HIV, on lifelong triple antiretroviral therapy (ART) regardless of their WHO clinical stage – was introduced in 2013 in Zambia but to date, no evaluation of this program has been done. Study Aim: The current study described factors associated with adherence and retention in care(RIC) among postnatal women initiated on ART during the antenatal and postnatal period at five PMTCT centres in Lusaka District, Zambia in 2017 and 2018. Methodology: A quantitative, retrospective cohort analysis of 311 postnatal women who were initiated on option B+ regimen at five PMTCT centres in Lusaka District between 1 January 2017 and 30 April 2018 was done. Adherence to treatment was measured by analysing data on patients’ missed clinic appointments and self-reported missed medication doses. Kaplan-Meier survival analysis was used to calculate RIC at 6, 12, 18, and 24 months. Bivariate analysis was conducted to determine the significance of associations between adherence and RIC, and sociodemographic and clinical characteristics, respectively. Results: Retention in care decreased over time, from 92% at the time of delivery to 81%, 77%, 74% and 70% at 6, 12, 18 and 24 months postnatal, respectively. Higher retention in care was observed amongst married women (p=0.012); who stayed within one kilometer from the health facility (p=0.018); whose spouses were on ART (p=0.027); who knew their HIV status before pregnancy (p=0.005); who were commenced on ART in the first trimester (p=<0.001); and the postnatal period (p=<0.001); who were on other medication, in addition to ART (p=0.001); who did not miss a dose of medication in the week before the last appointment (p=<0.001); and who did not miss any clinic appointment since commencing ART (p=<0.001). Half of the study participants (50.2%; n=155) reported optimal adherence (did not miss a scheduled clinic appointment since commencing ART). Optimal adherence to ART was significantly associated with women who lived within 1 km from the health facility (p=0.012) and who had a treatment supporter (p=0.030). Conclusion: Half of the study participants had optimal adherence to their scheduled clinic visits since enrolment into the Option B+ program, and 30% were lost to follow up over the first two years. Staying closer to the health facility where the woman received ART, knowing one’s HIV status before pregnancy or earlier in pregnancy, and initiating ART earlier in pregnancy, increased the likelihood of optimal adherence to ART and RIC at 24 months postnatal. Additionally, having a treatment supporter increased the likelihood of optimal adherence.

The work presents Romani women as one of the disadvantaged groups for whom, according to transnational organizations, lifelong learning should be an opportunity to improve employability and improve social position in society. Today's society is working to make primary, secondary and terciary education accessible to disadvantaged children and youth, and adult education should also be prepared for diverse groups of learners. Inclusive education should respect the specific needs of its target group. The diploma thesis, based on fifteen years of experience in the education of Roma women, available data and knowledge gained through quantitative and qualitative research, specifies the perceived educational needs and expectations of this specific disadvantaged group in relation to further education. The thesis describes the intersectionality with which Romani women cope in life, and which must be perceived as the background and cause of the barriers they face in accessing further education. The last chapter outlines appropriate methods of making further education accessible to adult Romani women. Findings captured at work can also be related to other groups on the margins of society and at risk in the labor market. Key words: Roma, women, lifelong learning, further education, education, inclusion in...

As a growing population ventures forth into the 21st century, people are living longer than ever before. Recent statistics indicate an ever-increasing adult population. With a larger and older population, communities will find themselves striving to ensure a high quality of life for these persons. Individuals, as well, will find themselves seeking out activities that will keep them actively involved and engaged in their post-retirement years. The purpose of this biographical study was to explore the motivations for lifelong learning and engagement in the life of Evelyn McQueen Cook, a seventy-five year-old resident of Johnson County, Tennessee. Her life is presented in the context of an educational narrative and analyzed within the contextual and theoretical framework of lifelong learning. Data were collected through a series of interviews with the subject. Interviews were recorded and tapes of the interviews were transcribed. Using interpretative analysis, data were examined to determine themes. Further information was collected through photographs, postcards, letters, and certificates. Findings were presented thematically within a chronological context. The importance of family, formal educational opportunities, the influence of teachers, the opportunity to travel extensively, self-directed learning, cultural experiences, career choices, and involvement in community all emerged as strong motivations for pursuit and engagement in learning opportunities over the span of her life. Financial concerns, lack of confidence, ability, or interest, long-held beliefs or feelings, loneliness and a sense of isolation, gender and being an only child, and age all emerged as distracters or barriers to learning. Recommendations included the need to provide adults more opportunities that allowed them to reflect upon their educational experiences, both formal and informal. Specific recommendations were noted for predominately rural communities. A need for further educational biographies was also suggested.

In recent years there has been an increase in the number of children committing extreme acts of violence prompting many schools to adopt and implement character education programs. Character education has been defined as educating students to understand, act upon, and care about universal virtues like respect, truthfulness, responsibility, and caring. There are many character education programs available from which a school's staff can choose. The LIFESKILLS and Lifelong Guidelines program is one that focuses on producing a caring community of responsible citizens for life. The purpose of this qualitative case study was to evaluate the perceptions of students, teachers, and parents regarding the value of a character education program that was implemented in 2003 at a public elementary school located in a small urban area in East Tennessee. In order to gather data, teachers and students participated in one-on-one interviews and parents completed openended surveys. The findings from this study suggested that the LIFESKILLS and Lifelong Guidelines program has had a positive effect on the school participating in the study. Students explained that the program has helped them and that they use the LIFESKILLS and Lifelong Guidelines at home and school. Teachers perceived the program to be a beneficial addition to the school’s curriculum. Parents perceived the program as valuable and reported their children discussing the LIFESKILLS and Lifelong Guidelines at home. The teacher and parent participants gave several 3 suggestions for improving the program including: further staff development, additional information being sent to parents, and meeting the goal of having consistent use and implementation of the program on a school-wide basis.