This thesis deals with CLIL (Content Language Integrated Learning) as a teaching strategy which uses a foreign language for teaching the content of a non-language subject. The aim of CLIL and its various teaching methods and strategies is for the students to obtain knowledge and skills in a content subject through a foreign language. The third goal of the CLIL strategy is the development of the students'learning skills. The aim of this thesis is to evaluate through the class observation, teacher and students interview and the analysis of the input material, whether and into what extent CLIL provides the students with the opportunities for developing their learning skills. The theoretical part deals with the description and the development of CLIL and its theoretical concepts. The practical part analyzes the used methods of the qualitative study focusing on situations and processes leading to development of the students' learning skills. KEYWORDS: CLIL (Content Language Integrated Learning), hard CLIL, soft CLIL, teaching content subject, teaching foreign language, scaffolding, learning skills

This thesis outlines research completed in partnership between Merseyside Fire and Rescue Service and Liverpool John Moores University. The aim of the research was to investigate ways to develop and implement a bespoke Geographic Information System framework that could be used to identify risk of future anomalous accidental dwelling fires. This thesis outlines the techniques used to develop the framework and its application. In particular, the thesis presents an understanding of accidental dwelling fire causal factors and how data related to these can be incorporated into a model for identifying risk and targeting initiatives relative to the risk. The thesis also investigates two strands of customer insight developed for Merseyside Fire and Rescue Service. These are community profiles, based on a cluster analysis approach, to understand risks present within communities and the vulnerable person index, which identifies individuals most at risk from fire using data shared through information sharing agreements. Nationally recognised risk modelling toolkits, such as the Fire Service Emergency Cover toolkit do not utilise local information or have the ability to identify risk to an individual level. There is a need for this intelligence to be able to proactively target services, such as the Home Fire Safety Check. This paper also discusses some of the key operational and strategic areas that benefit from this information and presents some case studies related to the application of the research.

Significant changes in demographics, including a growing ageing population and a larger number of people with disabilities, have made inclusive design an increasingly relevant notion in the design of products, services, and environments. However, there is considerable concern that the concept of inclusive design is rather limited in its current definition and applications and has not yet been thoroughly applied. This is possibly due to the conventional understanding and application of inclusive design, mainly rooted in and focused on physical aspects of inclusion, such as accessibility, usefulness, and usability. This limited focus has led various voices in design academia and industry to speak of the need for further consideration of the psychological and social aspects of inclusive design as the next step to facilitate inclusive design, and make impact. In this research, inclusivity on psychological and social levels, is referred to as "psychosocial inclusivity". The concept of psychosocial inclusivity, including a clear definition thereof and its application, is rather limited in the existing literature. Therefore, this PhD research aims to further explore this concept by establishing a clear definition and the dimensions thereof. In order to achieve this, an initial definition and dimensions of the psychosocial inclusivity in design are established through a critical review of existing literature from both social science and design perspectives. The initial definition and dimensions are then developed, refined, and evaluated through four empirical studies: the Delphi study (expert survey); field study I (ethnographic interviews with mobility scheme users); field study II (ethnographic interviews, creative workshop, and observation of older individuals); and an evaluation study (online survey of design academics and professionals). These studies have been designed based on a triangulation approach in order to enhance the reliability and validity of the outcomes. At the end of this research, the definition and dimensions for psychosocial inclusivity in design (Cognitive, Emotional, Social, and Value dimensions) are proposed. The outcomes of this research can enhance the understanding and knowledge of the concept of psychosocial inclusivity in design. Also, the definition and dimensions can be used by design academics and professionals or third parties to consider psychosocial aspects. The dimensions also can be developed as a complete set of framework or toolkit through further research.

La présente étude vise à explorer l’univers de la cohabitation entre les activités prostitutionnelles de rue et résidentielles du quartier Hochelaga-Maisonneuve. Précisément, elle s’attarde aux effets d’une telle pratique sur l’environnement du secteur résidentiel. Ancrée dans une perspective constructiviste, l’étude s’attarde aux discours de 35 acteurs-clés qui relatent leurs expériences de cohabitation. Ces acteurs sont des commerçants, des résidents du secteur, des intervenants de proximité ainsi que des travailleuses du sexe. À travers l’analyse d’entretiens et d’une centaine d’heures d’observations sur le terrain avec des agents du service de police de Montréal, l’étude expose les enjeux en matière de cohabitation, introduit l’idée d’une tolérance négociée et dresse un portrait de la narcoprostitution de rue, spécifique au quartier Hochelaga-Maisonneuve. À la lumière des résultats, on constate qu’il est difficile de dissocier les activités prostitutionnelles, des habitudes de toxicomanie. Précisément, la prostitution de rue, la présence de cracks house dans le secteur, la consommation et l’intoxication d’individus sur les voies publiques ainsi que l’attroupement de personnes au mode de vie underground sont tous des éléments, bien souvent inter-reliés, présentés par les acteurs interrogés. L’étude met en lumière les effets qu’ont ces éléments sur l’environnement résidentiel du quartier. / This study aims to explore the universe of the cohabitation of street prostitution and residential activities in the district of Hochelaga-Maisonneuve. The research specifically focusses on the impact of such practices on theresidential environment. Rooted in a phenomenological perspective, the study is based on the speech of 35 key players reporting their cohabitation experiences. These actors are merchants, residents of the area, proximity stakeholders as well as sex workers. Through the analysis of interviews and of a hundred hours of field observation in the company of Montreal Police Service officers, the study outlines the cohabitation-related issues, introduces the idea of anegotiated tolerance and portrays the street narcoprostitution specific to Hochelaga-Maisonneuve district. In the light of our observations, we understand that it is difficult to separate prostitution activities and addiction habits. More precisely, street prostitution, the presence of cracks houses, public consumption and intoxication of individuals as well as gatherings of underground lifestyle people are all elements which are very often inter-connected and pointed out by the interviewed actors. The study highlights the impacts of these elements on theresidential neighborhood.

Recent studies have shown that there may be evidence that children with reading difficulties have particular compensatory spatial ability, although the exact spatial ability has not been identified. This study used qualitative and quantitative methods to examine closely two spatial abilities, spatial visualisation (mental rotation from memory) and visual realism (three-dimensional drawing and construction ability) in students with reading problems and students with no problems. The aim was also to explore the question of whether students with spatial ability and reading problems were encouraged to use these strengths either in or out of school and whether such abilities could be identified in the early years environment. Equally, the question of motivational failure related to possible unrecognised potential, particularly in the area of non-verbal/spatial ability was also examined. This study used longitudinal case studies with five children and their mothers over a period of ten years. Interviews were transcribed and analysed using a grounded theory approach. Researcher observations as the teacher of the five children in their primary years provided additional evidence of their reading and spatial abilities at an early age. In addition, the study uses a Further Education College survey that examines spatial ability and reading problems in 133 post-16 year olds that provides the quantitative element of the study providing evidence about students with spatial abilities and their career choices. The data analysis revealed that the five case studies had largely overcome their reading problems due to early intervention strategies for reading together with encouragement and support outside school for their spatial abilities. Additionally, they have pursued careers, which for the most part, uses their spatial skills. The data analysis of the College survey showed that the link between spatial ability and reading problems was less secure, although there were a number of students with Specific Learning Difficulties (SpLD) who had high spatial abilities and this proved to be important from the point of view of identifying strengths alongside weakness in literacy, particularly in the early years at school. Early identification and acknowledgement of spatial ability as a perceived strength and used to support learning, as opposed to identification of reading problems, a perceived deficit, proved to be a key finding of the research.