Scenic construction requires a strong understanding of a range of principles related to construction including: materials strength properties, mechanical components, electrical motor systems, fluid power systems, and finishing techniques. A manager of scenic construction, or a Technical Director (TD), is required to take artistic designs and ideas and create magical elements on stage that are safe for performers, installers, operators, and audiences. In order to create these onstage spectacles, a great deal of planning, engineering, and careful fabrication must take place. There are several ways for a Technical Director to gain the knowledge required to effectively work at any level of entertainment production. This mixed-methods research study asks: what are the ethical standards that guide how a TD’s work is completed? The thesis begins with a review of the job of the Technical Director in Live Entertainment and data from a survey conducted of professionals in scenic technology. Results from the survey were analyzed to provide both quantitative data, in the form of statistics, and qualitative response data. Additional discussion addresses a sample of the resources for structural design support available currently to the field, as well as challenges that some professionals confront in their typical practice. The thesis concludes a review of literature around engineering ethics and liability in engineering practice and recommendations for the incorporation of new ethical standards in live entertainment scenic production. / text

Perfectionism can be constructed as a trans diagnostic concept that co exists and probably contributes to the onset development and maintenance of a number of Axis 1 disorders. There is also a significant relationship between perfectionism and low self- esteem. There is considerable theoretical debate in the literature concerning whether perfectionism is uni or multi-dimensional with most therapies being based upon uni dimensional conceptualisations and thus overlooking interpersonal factors. This is also reflected in the relative absence of qualitative studies that explore perfectionism from a lived experience perspective. Aims: This study aims to explore the experiences of perfectionism and low self-esteem in different life domains. It also aims to evaluate the client’s experiences and efficacy of a proposed treatment protocol that targets perfectionism from a multidimensional perspective. Method: The study is divided into three phases. A Multiple baseline design is used to evaluate the treatment protocol including cognitive and behavioural interventions, compassionate mind training and assertiveness training to target perfectionism and low self-esteem. Two clinical groups experiencing Axis 1 disorders and high perfectionism are divided amongst the different phases of this study, 13 and 8 participants respectively. Mixed methods are administered to analyse the data with greater emphasis on the qualitative ones. Measures administered include the Beck Depression & Anxiety Inventories; the Rosenberg Self Esteem Scale; the Dysfunctional Attitudes Scale; the Multidimensional Perfectionism Scale by Frost and the Perfectionistic Self Presentation Scale. 8 semi-structured interviews are analysed utilising Interpretative Phenomenological Approach (IPA). Results: from the analysis of data it is evident that perfectionism is a multidimensional construct with strong interpersonal features that affect several different life domains. The proposed treatment protocol appears significantly effective in reducing perfectionism and Axis 1 disorder symptomatology. Additionally, there is a significant increase in self- esteem. Interventions that appear most helpful are behavioural experiments, assertiveness training, compassionate mind training, continuum and positive logging.

The aim of this research is to investigate the extent to which Open Source Software (OSS) adoption behaviour can empirically be shown to be governed by a set of self-reported (driving and inhibiting) salient beliefs of key informants in a sample of organisations. Traditional IS adoption/usage theory, methodology and practice are drawn on. These are then augmented with theoretical constructs derived from IT governance and organisational diagnostics to propose an artefact that aids the understanding of organisational OSS adoption behaviour, stimulates debate and aids operational management interventions. For this research, a combination of quantitative methods (via Fisher's Exact Test) and complimentary qualitative method (via Content Analysis) were used using self-selection sampling techniques. In addition, a combination of data and methods were used to establish a set of mixed-methods results (or meta-inferences). From a dataset of 32 completed questionnaires in the pilot study, and 45 in the main study, a relatively parsimonious set of statistically significant driving and inhibiting factors were successfully established (ranging from 95% to 99.5% confidence levels) for a variety for organisational OSS adoption behaviours (i.e. by year, by software category and by stage of adoption). In addition, in terms of mixed-methods, combined quantitative and qualitative data yielded a number of factors limited to a relatively small number of organisational OSS adoption behaviour. The findings of this research are that a relatively small set of driving and inhibiting salient beliefs (e.g. Security, Perpetuity, Unsustainable Business Model, Second Best Perception, Colleagues in IT Dept., Ease of Implementation and Organisation is an Active User) have proven very accurate in predicting certain organisational OSS adoption behaviour (e.g. self-reported Intention to Adopt OSS in 2014) via Binomial Logistic Regression Analysis.

Background Based on changes in pharmacokinetics and –dynamics in elderly patients, there are potentially inappropriate medications (PIM) that should be avoided in patients aged ≥ 65 years. Current studies showed prescription rates of PIM between 22.5 and 28.4 % in the primary care setting. The evidence concerning reasons for PIM prescription by FPs is limited. Methods This mixed method study consisted of three research parts: 1) semi-standardized content analysis of patients’ records, 2) qualitative interviews with FPs using a) open questions and b) selected patient-specific case vignettes and 3) qualitative interviews with FPs’ medical assistants. The integration of qualitative interviews was used to explain the quantitative results (triangulation design). PIM were identified according to the German PRISCUS list. Descriptive and multivariate statistical analysis was done using SPSS 22.0. Qualitative content analysis of interviews was used to classify the content of the interviews for indicating pertinent categories. All data were pseudonymously recorded and analyzed. Results Content analysis of 1846 patients’ records and interviews with 7 related FPs were conducted. Elderly patients [n = 1241, mean age: 76, females: 56.6 %] were characterized in average by 8.3 documented chronic diagnosis. 23.9 % of elderly patients received at least one PIM prescription. Sedatives/hypnotics were the most frequent prescribed PIM-drugs (13.7 %). Mental disorders, gender and number of long-term medication were detected as predictors for the probability of a PIM prescription. Common reported reasons for PIM prescription by FPs concerned limited knowledge regarding PIM, limited applicability of PIM lists in daily practice, lack of time, having no alternatives in medication, stronger patient-related factors than age that influence prescription, own bad experiences regarding changes of medication or refusal of following prescriptions of sedative/hypnotics. Conclusions It is essential to see FPs in a complex decision making situation with several influencing factors on their prescribing, including: patient-oriented prioritization, FPs’ experiences in daily practice, FPs’ knowledge regarding existing recommendations and their trust in it and organizational characteristics of FPs’ daily medical practice. These pros and cons of PIM prescription in elderly patients should be considered in FPs’ advanced training.

Background Indigenous peoples with traditional lifestyles worldwide are considered particularly vulnerable to climate change effects. Large climate change impacts on the spread of infectious vector-borne diseases are expected as a health outcome. The most rapid climate changes are occurring in the Arctic regions, and as a part of this region northernmost Sweden might experience early effects. In this thesis, climate change effects on the lives of Sami reindeer herders are described and 30 years of weather changes are quantified. Epidemiology of the climate sensitive human infection tularemia is assessed, baseline serologic prevalence of tularemia is investigated and the disease burden is quantified across inhabitants in the region. Methods Perceptions and experiences of climate change effects among the indigenous Sami reindeer herders of northern Sweden were investigated through qualitative analyses of fourteen interviews. The results were then combined with instrumental weather data from ten meteorological stations in a mixed-methods design to further illustrate climate change effects in this region. In two following studies, tularemia ecology and epidemiology were investigated. A total of 4,792 reported cases of tularemia between 1984 and 2012 were analysed and correlated to ecological regions and presence of inland water using geographical mapping. The status of tularemia in the Swedish Arctic region was further investigated through risk factor analyses of a 2012 regional outbreak and a cross-sectional serological survey to estimate the burden of disease including unreported cases. Results The reindeer herders described how the winters of northern Sweden have changed since the 1970s – warmer winters with shorter snow season and cold periods, and earlier spring. The adverse effects on the reindeer herders through the obstruction of their work, the stress induced and the threat to their lifestyle was demonstrated, forcing the reindeer herders towards the limit of resilience. Weather data supported the observations of winter changes; some stations displayed a more than two full months shorter snow cover season and winter temperatures increased significantly, most pronounced in the lowest temperatures. During the same time period a near tenfold increase in national incidence of tularemia was observed in Sweden (from 0.26 to 2.47/100,000 p<0.001) with a clear overrepresentation of cases in the north versus the south (4.52 vs. 0.56/100,000 p<0.001). The incidence was positively correlated with the presence of inland water (p<0.001) and higher than expected in the alpine and boreal ecologic regions (p<0.001). In the outbreak investigation a dose-response relationship to water was identified; distance from residence to water – less than 100 m, mOR 2.86 (95% CI 1.79–4.57) and 100 to 500 m, mOR 1.63 (95% CI 1.08–2.46). The prevalence of tularemia antibodies in the two northernmost counties was 2.9% corresponding to a 16 times higher number of cases than reported indicating that the reported numbers represent only a minute fraction of the true tularemia. Conclusions The extensive winter changes pose a threat to reindeer herding in this region. Tularemia is increasing in Sweden, it has a strong correlation to water and northern ecoregions, and unreported tularemia cases are quite common.

The focus of this study is to determine how closely self-report perceptions of technology integration skills align with the observations of an external evaluator. Participants were elementary and secondary teachers in a north Texas school district. The district is in the process of implementing a one-to-one initiative using a major vendor’s tablet devices. The study utilized both quantitative survey methodology, and a qualitative observational tool to record learning activities in the K-12 classroom. For the quantitative phase, three validated single-item self-report instruments were administered to the teachers via an online survey; the instruments utilized were the Concerns-Based Adoption Model—Levels of Use (CBAM-LoU); Stages of Adoption of Technology; and the Apple Classroom of Tomorrow (ACOT). In the qualitative portion of the study, classroom teachers involved in the one-to-one innovation were observed and rated by the Technology Integration Matrix, an instrument specifically designed to observe technology integration skills and practices in K-12 instructional settings. Kendall’s tau correlations between the various self-report instruments and the external observer rating are: CBAM, r = .51 (p is not significant); Stages, r = .58 (p < .05); ACOT, r = .82 (p < .01). Additionally, regression models were run using all three self-reports as predictors of the observation score, and using only the ACOT as a predictor. The regression model for the three-predictor model is TIM = .68; Stages - .82; CBAM + 1.61; ACOT - 1.23 (R2 = .94, p < .05), while the model for the ACOT-only predictor is TIM = 1.1; ACOT - 1.1 (R2 = .80, p < .01). These results demonstrate a strong correlation between the ratings reported by the teachers and the ratings given by the external observer, indicating that these self-report measures show a strong propensity for indicating actual technology skills.

Despite the demand for a diverse STEM-educated population and workforce, college students have consistently turned away from these disciplines in large numbers, creating a persistent problem that many are trying to address. The aim of the National Science Foundation's Research Experiences for Undergraduates (REU) program is to inspire, attract, and retain STEM majors. Funding supports undergraduate STEM students' engagement in real-world research alongside STEM mentors. As colleges and universities compete for funding for REUs, it is important to understand the mechanisms within summer research programs that resonate most deeply with undergraduate STEM researchers. While many studies reveal strong correlations between research experiences and STEM aspirations, less is known about the mechanisms within REU programs that support these gains. My research used quantitative and qualitative self-reported data from 20 REU students, 18 of whom were underrepresented minorities in STEM. Over two summers, these students, in cohorts of ten, came to the University of Vermont to participate in a team-oriented, 10-week REU: Interdisciplinary Research on Human Impacts in the Lake Champlain Ecosystem. Two mixed-methods studies, guided by the frameworks of the theory of possible selves, theory of self-efficacy for research, and social cognitive career theory, revealed four important program mechanisms that gave rise to gains in research skills, confidence and self-efficacy for research, and STEM career aspirations, particularly for individuals from underrepresented minority groups in STEM. Findings suggest that the program fostered student capacity building within a safe, inclusive, and positive setting where students experienced what it feels like to be an active participant in the world of research. Within this context, critical mechanisms that gave rise to gains in research skills, confidence and self-efficacy for research, and STEM career aspirations included: (1) experiential education through interdisciplinary research experiences, (2) student independence and ownership balanced with expert researcher guidance and support, (3) formal and informal mentoring networks where students were mentored and where they mentored others, and (4) the establishment of an intentional learning community that advanced leadership, research skill building, perseverance, and reflection. Results from this research cannot be generalized beyond the context of the Lake Champlain REU, however, findings are in alignment with the body of literature that highlights the positive effects of REUs on STEM majors' research skills, confidence and self-efficacy for research, and STEM career aspirations. Using mixed methods to identify and understand the within-program mechanisms that support student gains is a valuable new research approach for this field. Recognizing programmatic mechanisms across REU programs can lead to expansion, replication, and application of these models beyond one institution, resulting in more positive gains for more undergraduate STEM researchers.

The rapid growth in opioid therapy for non-cancer pain has occurred without an adequate appreciation of the consequences of this growth. Few studies provide patient-centered evidence that can be used to inform the current proposed standards for efficacious (safe and effective) opioid prescribing in non-cancer pain. Furthermore, different terms may be used interchangeably in the literature to refer to opioid-taking behaviors, resulting in imprecise or vague interpretation of existing evidence. We therefore sought to explore patterns of opioid-taking behavior and their biopsychosocial-spiritual determinants in African-American adults with sickle cell disease (SCD). Many questions surround opioid use for non-cancer pain, but little has been published about behavioral patterns of taking opioids in these conditions. The main objective of this study was to develop a disease-specific scale for describing prescribed opioid taking in patients with sickle cell disease (SCD). As part of a multiphase, mixed-methods study, we used an adaptation of several published methods to construct 9 sequential, chronological steps for developing a new scale. We report here wide-ranging quantitative and semi-structured, qualitative interviews of 13 male and 11 female African-American adults with SCD, average age 36 years, from various socioeconomic and educational levels. We used grounded theory, priori and posteriori procedures to analyze the qualitative data, and to conduct an appraisal of translational validity. Scale development results have led to inclusion in the draft scale of new concepts namely momentary medication-taking behavior. The scale also captures concrete patterns of adherence for as-needed and scheduled medication and allows for several discovered conceptual domains that explain observed opioid-taking behaviors. These concepts challenge the current theories and models of medication-taking behavior and adherence. In summary, we found that contextual factors may drastically affect opioid-taking behaviors. Together, These uncovered phenomena raise new hypotheses that may challenge current theories and models of medication-taking behaviors and methods of assessing adherence. These hypotheses call for a new round of research on opioid-taking behavior, and need to be rigorously tested in future research

This integrated methods study used a sequential explanatory design to explore the culturally relevant teaching beliefs of successful emergent literacy Head Start teachers of urban African American boys living in poverty. The study utilized emergent literacy gain scores as a measure of success, a survey of culturally relevant teaching beliefs to describe variation in beliefs within the sample, and two rounds of interviews to explore the context of teacher agency with urban African American boys living in poverty. The four teachers interviewed expressed culturally relevant beliefs integral to their teaching practices. These beliefs were conveyed through descriptions of relationships with parents in and out of the classroom, through of the conditions and challenges of poverty in students' and parents' lives, and through close relationships with parents. The effect of conducting home visits on teachers' identities and the influence of the setting of Head Start on teachers' beliefs and agency were emergent themes in the interviews. The participants used language that seemed to indicate culturally relevant and warm demander approaches to understanding the relationship between student behavior and student engagement and in descriptions of the relationships with parents. The value of teachers' relationships with their students' parents was the most pronounced aspect of successful teaching in Head Start as expressed by the participants. The process of communication among parents, students, and teachers was described as important to student learning. The participants' expressed a variety of approaches to how they understood student behavior, boys' social emotional development, and classroom practices. These Head Start teachers described boys as more active than girls, as more aggressive than girls, and sometimes more challenged to express strong emotions with language than girls. This study provides some insight into the role that culturally relevant teaching beliefs play in Head Start teachers' successful

This study examined the formative assessment practices of three teachers in English as a Second Language (ESL) classrooms using a sociocultural theoretical framework. The study was conducted in a postsecondary ESL setting at a large public university in the southeastern United States. Using an embedded mixed methods design, this study employed teacher interviews and classroom observations to address the overarching question: What individual and contextual factors are present in the formative assessment practices of participant ESL teachers? The study also explored the relationship between student metacognitive judgments of learning (JOL) and performance with the purpose of informing formative assessment practice. To this end, 51 students responded to pre and post surveys on their metacognitive beliefs and judgments of learning questionnaires prior to three unit tests. Summary reports of students’ JOL were provided to teachers for their review and use. Findings showed teachers in this ESL setting engaged in a variety of formative assessment techniques; successful implementation of their techniques were influenced by their instructional style and student attributes like attendance, class participation, and students’ academic or educational experiences. Findings also indicated the central role of assessments in this context that provided ample opportunity for formative assessment. Overall, findings point to the value of using a sociocultural theoretical lens to examine the nature of factors affecting teachers’ formative assessment practice. With regard to the use of metacognitive judgments of learning in formative assessment, findings showed a mixed relationship between student JOL and performance, and there was no change in students’ metacognitive beliefs about writing over the duration of the semester. Although teachers did not use the JOL information in their instruction, they attributed inaccuracies in judgments to students’ achievement level. These findings are limited by implementation issues and sample size. Further study is needed to understand the nature of postsecondary ESL students’ JOL in authentic assessment situations and their applicability in the formative assessment process.