Digitala teknologier har ändrat förutsättningarna inom utbildningssektorn och bidragit till en dramatisk ökning av studenternas tillgång till och användning av digitala verktyg för sina studier. Begreppet digital kompetens har beskrivits som en av flera nyckelkompetenser som behövs för att kunna delta i samhället och ingår numera som mål i examensordningen på akademisk nivå i utbildningen för exempelvis förskollärare. Men vad vet vi om studenters digitala kompetens och tillämpning av digitala verktyg som stöd för sitt eget lärande under sina studier vid högre utbildning? Vilka erfarenheter har de med sig och hur förhåller de sig till dessa digitala verktyg? Studiens syfte har varit att undersöka användning av och förhållningssätt till digitala verktyg i akademiska studier som stöd för lärande på en förskollärarutbildning. Studien har fokuserat kring frågeställningarna:Hur används digitala verktyg som stöd för lärande av studenter på en förskollärarutbildning? Och Hur förhåller sig studenter på en förskollärarutbildning till de möjligheter digitala verktyg tillhandahåller som stöd för lärande? Studien har kombinerande forskning som metodansats, där kvantitativa och kvalitativa forskningsstrategier kopplas samman. Resultatet bygger på en enkätundersökning och fokusgruppsintervjuer och pekar på att studenterna använder digitala verktyg dagligen i utbildningssyfte. Studenterna använder framför allt digitala verktyg för att läsa och skriva texter, göra presentationer, ta del av och söka informationen samt kommunicera. De vanligaste digitala verktyg som studenterna använder är mobila enheter, så som mobil, smartphone och bärbar dator. De flesta studenter använder webb 2.0-tjänster, så som Skype och sociala medier, för samarbete samt diskussionsforum. Vidare visar resultatet att studenterna innehar en viss digital litteracitet och anser att digitala verktyg kan vara stödjande i vissa avseenden men också störande i andra avseenden. Resultatet påvisar att studenterna till viss del känner sig digitalt kompetenta, men den kompetensen kan variera från individ till individ oavsett ålder och är enligt studenterna kopplad till individens grad av intresse. Studien bidrar till kunskap om hur studenter förhåller sig till de möjligheter digitala verktyg tillhandahåller som stöd för lärande samt hur de använder digitala verktyg i en akademisk diskurs. Genom att sätta fokus på ett studentperspektiv kan uppsatsen bidra med ett värdefullt kunskapstillskott om studenternas förhållningssätt till och användande av digitala verktyg och således ge en grund för bättre utformning av undervisning i strävan att nå upp till utbildningens mål.

The aim of this thesis is to provide an investigation toward a rigorous derivation of a stable and consistent numerical method based on the established Smoothed Particle Hydrodynamics method. The method should be suitable for modelling the large deformation transient response of fluids and solids, the interests of the Crashworthiness, Impact and Structural Mechanics group (CISM) at Cranfield University. A literature review of the current state of the art of the SPH method finds that the conventional SPH equations are not derived in a rigorous way, often the equations are manipulated into a mathematically equivalent form in order to preserve conservation of linear momentum, which often leads to different results; the reasons for this are unknown and it is not fully understood how each particular form of the discrete equations effects the solution in terms of stability, accuracy and convergence. This leads to specific objectives being defined which underpin the overall aim of the thesis. The first objective is to develop an understanding of the SPH method and the implementation used at Cranfield University, this is done through a capability study which demonstrates the coupled SPH-FE method and a number of relevant improvements to the MCM code including the addition of a turbulence model and the modification of the SPH contact algorithm to model lateral forces between materials. This is demonstrated through the implementation of a friction model, which suggests that the contact algorithm is suitable for resolving lateral forces based on the relative velocity between materials, with the potential for coupling with a structural FE model ... [cont.].

Our contemporary American food system has created complex environments for decisions and actions around food, and those decisions have implications for culture, health, natural resources, social relations, and the economy. And yet, as scholars, we do not understand the particulars of how people actually cook for themselves and their families. This study explores how race and socioeconomic class interact with individual experience of "food agency," or personal capacity to plan and prepare meals within one's food environment. It is one stage in a multiphase project developing a comprehensive theory of food agency, applicable in any context; a scale for measuring that agency; and a cooking pedagogy for increasing it. This research was based on an explanatory sequential mixed methods design: a qualitative follow-up to quantitative research (see Creswell & Plano Clark, 2011). It is an in-depth qualitative investigation with low-income participants of color, a population that had previously not been included in the development of food agency theory. The study's population was a mix of Drexel University students and community residents of Mantua, in Philadelphia, PA, and was recruited from Drexel's Healthy Cooking Techniques summer course. Data collection included semi-structured interviews and survey administration, and also utilized food agency scale survey responses. Analysis and results are divided into two papers, one narrative, and one a comparison between quantitative components of the food agency scale and corresponding qualitative data. Narrative analysis reinforces the notion that food agency is incredibly complex and self-referential. People with high self-efficacy around food may feel like they have a high level of agency, even if they can identify ways that societal structures impede them. Mixed-methods analysis reveals aspects of food agency that are not reflected by the scale: specifically, strategies for procuring food; environmental and financial impediments to that procurement; and aspiration for greater self-sufficiency and healthfulness in preparing food. Participants are intentional and skillful in resisting economic and environmental obstacles to feeding themselves. They want to be supported in building skills for that daily endeavor. The food agency scale does not gauge many of the strategies with which they resist obstacles, and therefore might be better cast as a cooking action scale, rather than a measure of comprehensive food agency.

Sibling violence is a common occurrence for many children yet this form of family violence has received minimal attention in research compared to other forms of child maltreatment. With parents as an integral component in the lives of many children, parental perceptions and experiences of violence between siblings are important to understand. Furthermore, with the increased variation in family structures within society, inclusion of multiple types of families in research is necessary to encompass a broad understanding of sibling violence. This case study included seven parents from four different family structures to examine their perceptions and experiences of physical and emotional violence between siblings. Three phases of data collection including both quantitative and qualitative data gathered information about participants’ experiences with siblings in childhood, witnessed behaviors between children, behaviors associated with sibling violence and sibling rivalry, and labels used to refer to violence between siblings. Participants were also presented with several case scenarios depicting various sibling interactions in which they processed the degree to which they found the behaviors violent or non-violent. Findings indicate that family structure is less important than past and present environmental and contextual factors in understanding participant differentiation between problematic and non-problematic behaviors between siblings. Data from all three phases helped in the construction of a parental decision-making model of sibling interaction that included consideration of past experiences, children factors, the context of interaction, and family rules when classifying behaviors. Implications of the findings for social work direct practice, policy aimed at addressing violence between siblings, advocacy through parental education, social work education, and future directions for research in the area of sibling violence are presented.

This study utilized a mixed methods design. The study was carried out in two phases. In the first phase of the study, a secondary data analysis of data were collected from a sample (n = 390) of middle and high school students who participated in a truancy pilot program launched during the 2012-2013 school year with follow-up services provided through June 2014. The sample was divided into two groups (treatment and control). The treatment group was diverted from court referral and participated in an intervention consisting of in-home counseling and case management services. The control group was referred to court and went through the traditional court process and received no treatment services. The effectiveness of the intervention was measured through the collection of pre and post intervention data consisting of the number of unexcused absences, disciplinary referrals, beginning and final grades in English, math, science, and social studies. As a final variable, retention and promotion rates were examined. The effectiveness of the truancy reduction intervention was measured by the amount of reduction in these variables following the implementation of the treatment. Data in the first phase of the study were collected by the Family Assessment and Planning Team (FAPT) in partnership with the school district and other agencies. Further analysis was performed in Phase II of the study utilizing a single school case study design. Qualitative case study is an approach to research that allows the researcher to explore a phenomenon within its context using a variety of data sources. For this phase of the study, data were collected through a survey and a focus group using a sample of students from the treatment and control group of the truancy pilot program. The focus group was designed to gain insight from the voices of the students regarding their perceptions of the factors that influence truancy and the effectiveness of truancy intervention. The statistical procedures used to examine the quantitative data included Analysis of Covariance (ANCOVA) and Chi Square. Analysis of data collected in Phase I of the study revealed that there was no difference in the effect of treatment for students who were diverted from court to treatment services and those who went through the traditional court process and received no treatment. This finding was supported by results of the analysis of data from the survey and focus group. Results indicated that students did not perceive either invention as being more effective than the other in reducing their truancy. Further, results of the survey and focus group indicated that school factors, not family factors, had the greatest impact on the students’ nonattendance. School factors such as safety, teacher and student relationships, and teacher expectations were identified as primary themes. The findings suggest that the truancy pilot intervention’s focus on family factors as a means of reducing chronic truancy may have been focused in the wrong direction. .

School districts continue to integrate emerging technologies and expectations for 21st century teaching and learning. This movement began with release of Goals 2000 (1994) and has continued through National Education Technology Plan (2010) that noted the “challenge for our education system is to leverage technology to create relevant learning experiences that mirror students’ daily lives and the reality of their futures.” In order to meet that challenge, schools must enlist teachers who are prepared to teach 21st century skills in the technology-rich classroom. Teacher education programs also need to align their preparation models to prepare teachers for that challenge. There are a variety of models – stand-alone instructional technology courses, online courses, content methods courses, practicum and student teaching experiences – used to achieve this. Several grant programs provided financial support in the early 21st century to help institutions implement new models of instruction for preservice teachers. Also, several frameworks emerged to guide classroom instruction as teachers implemented 21st century skills into technology-rich classrooms. The purpose of the current study was to understand teachers’ perceptions of their preparedness to teach 21st century skills in the technology-rich classroom. The study was driven by research questions which sought to understand (a) teacher preparation models in the areas of technological, pedagogical, and content knowledge, (b) teachers’ perceptions of their teacher education programs effectiveness for teaching 21st century skills in the technology-rich classroom, (c) teachers’ feelings of efficacy and self-confidence for first-year implementation, and (d) if relationships exist between particular teacher preparation models and teachers’ perceptions of effectiveness and adequacy. A mixed method design was used to explore the research questions. Twenty-nine first-year high school teachers in a technology-rich school district with a framework for 21st century skills integration participated in a survey. Six teachers participated in follow-up focus groups at the end of their first-year of teaching. The researcher used quantitative analysis for the survey and qualitative coding for the focus group interviews. The two analyses were reported together to develop findings in response to the research questions.

The purpose of this research was to examine Black STEM students’ sense of belonging. The researcher also sought to understand what factors most contributed to students’ sense of belonging and whether the involvement in a living learning community or summer bridge program had an effect. An explanatory sequential mixed methods design was used. Participants (N = 89) were administered a revised Psychological Sense of School Membership survey, then were purposively selected to participate in follow-up interviews (N = 8). A principal component analysis, an independent t-test, and a multiple regression analysis were conducted. Results of the principal component analysis identified a two-component model containing 15 items. Survey results indicated that students in a cohort did not differ significantly on their sense of belonging. Sense of belonging was not a significant indicator of academic success. Seven themes emerged during the qualitative phase of the study: (a) student perception of the university; (b) student perception of STEM; (c) individual attributes; (d) family; (e) faculty interaction and support; (f) peer interaction and support; and (g) recommendations. The quantitative and qualitative data provided details regarding students’ perceptions of belongingness. Students highlighted the importance of relationships with others, specifically with faculty and peers, to their belonging and success in the university. This study provided researchers, university administrators, professors, and even students insight into the world of Black STEM students and highlighted the nuances associated with their attendance at a predominately White institution and studying in a White, male dominated field.

Background: The current global refugee crisis requires attention from the public health community to improve the health and wellbeing of forcibly displaced groups. Eighty-six percent of refugees are hosted in developing countries, while 58% migrate to urban centers in search of opportunities. Although there are benefits to urban migration, refugees residing in Nairobi, Kenya are vulnerable to police extortion, arrests, deportations, and social exclusion as a result of anti-refugee policies. Despite threats to psychosocial wellbeing, many refugees successfully cope with acute and cumulative stressors to exhibit positive mental health outcomes in the context of adversity. This dissertation explores the ways urban Congolese refugees in Nairobi negotiate and navigate personal, social, and environmental resources to mitigate stress and promote psychosocial wellbeing. Research Aims: The dissertation included the following three aims: (1) document stressors experienced by urban Congolese refugees in Nairobi; (2) describe the range of coping supports available to Congolese refugees; identify how individuals, families, and groups navigate and negotiate these resources; and (3) explore relationships that exist among stressors, supportive resources, and reported mental health status of urban Congolese refugees. Methods: Mixed-methods exploratory research took place over a 12-month period in Nairobi. Preliminary research was conducted between May and August 2012, and dissertation fieldwork occurred between January and August 2014. Qualitative research included ethnographic participant observation, semi-structured in-depth interviews, and small group discussions with Congolese refugees (n=70). Additional interviews were conducted in Kenya with academics (n=3), intergovernmental employees (n=4), representatives from government agencies (n=2), and refugee service providers (n=18). Quantitative research was comprised of two surveys administered to Congolese refugees (N=244) in 150 households. The Self-Reporting Questionnaire (SRQ-20) assessed mental health functioning, and a survey developed in-field inventoried perceived stressors and supports. Results: The results by aim were: (1) stressors fell within three primary domains: inadequate material resources, political and personal insecurity, and emotional distress; (2) Congolese refugees utilized three salient coping strategies, comprised of reliance on religious communities and faith in God, participation in borrowing networks, and managing memories; and (3) isolation was associated with poor mental health functioning, while perceived support from religious communities enhanced mental health outcomes. Recommendations: Organizations should bolster community-based programs and strengthen partnerships with religious communities to improve the psychosocial wellbeing of urban Congolese refugees. Conclusions: Shifting the paradigm with refugee populations from a deficits-centric to resilience-focused framework recognizes the inherent strengths of individuals, families and communities with refugee status, and has the potential to mold future research and praxis that aims to enhance the wellbeing of displaced populations.

Doctor of Philosophy / Department of Hospitality Management and Dietetics / Deborah Canter and Junehee Kwon / Thailand is one of the world’s most popular tourist destinations. However, it has not been successful in capturing and sustaining the U.S. travel market, one of the world’s top source markets by international tourism expenditure. The destination image (DI) is a key factor that affects destination selection, but there has been limited research exploring U.S. travelers’ DI of Thailand. Therefore, the purpose of this research was to measure U.S. travelers’ DI of Thailand and identify important attributes for U.S. travelers in terms of destination selection using mixed methods of qualitative and quantitative approaches. To explore American travelers’ DI of Thailand, personal interviews with 56 U.S. travelers were conducted at Suvarnabhumi Airport in Thailand. Maximum variation purposeful sampling was used to ensure diversity of the sample. One interviewer and a verifier ensured consistent and credible data collection and analyses. Data analyses included inductive, deductive and cross-case analyses. “Friendly People,” “Beaches and Islands,” and “Amazing” described Thailand's DI. First-time visitors had tourist attraction and activity-based images, while repeat visitors rated people and culture-related experience as top reasons for destination selection. Results from the qualitative study were used to identify common and unique attributes for the quantitative survey instrument. To access general perception of Thailand’s DI among U.S. travelers, an online survey was conducted with 522 international travelers including non-visitors (n=173), virtual-visitors (n=175) and visitors to Thailand (n=174). Descriptive statistics, ANOVA, and factor analyses were conducted. Of five factors that solidified the DI of Thailand, cultural attributes and local experiences represented Thailand’s DI the most. DIs were different among different types of visitors. Importance-Performance Analysis illustrated Thailand’s destination attributes and their importance for destination selection. For U.S. travelers, travel environment was the most important factor but had low performance. Thailand tourism organizations may use these findings for future marketing efforts toward the U.S. travel market.

Regular physical activity (PA) participation and fruit and vegetable (FV) consumption confers numerous positive health outcomes for cancer survivors, including prevention of cancer recurrence, second primary cancers, and other non-communicable chronic diseases. Rural-living young adult cancer survivors (YAs) possess unique barriers and concerns that influence their ability to participate in traditional face-to-face behaviour change interventions. Few researchers have explored alternative means for delivering behaviour change interventions grounded in theory utilizing a mixed-methods approach to assess processes of change and behavioural outcomes. To fill this gap and provide recommendations for future interventions and services focused on positive health behaviours in this population, the objective of the research presented in this thesis was to explore the feasibility and acceptability of a 12-week theory-based telehealth behaviour change intervention aiming to improve PA and FV consumption using a single-arm, mixed methods pilot trial. Over a 7-month period, 14 YAs self-referred. Of these 14, 5 were eligible and consented to participate with 3 completing the study. Retention to the study was 73% and adherence to the health coaching program ranged from 66.67-100% with a 40% attrition rate. Inquiry into the acceptability of the intervention offered insight into participants experiences, which was summarized within five themes: (1) the more time the better, (2) the human factor, (3) supporting access, (4) influencing the basic psychological needs, and (5) finding motivation. Collectively, the findings suggest the methods used require minor modifications before being deemed feasible despite the general acceptability of the intervention. Importantly, they highlight the necessity of more expansive recruitment strategies and a need to explore participants’ underlying intentions for participating in behaviour change interventions. Further, recommendations are made based on the findings to improve this style of intervention, including testing stepped down models of support because it may help some YAs maintain behaviour change post-intervention.