Treatment decision making (TDM) in oncology is complex. Understanding treatment information is essential for shared TDM. Research suggests many patients have low numeracy. This mixed methods study explored numeracy and experience with numbers in a sample of individuals diagnosed with follicular lymphoma. Participants completed questionnaires (N = 32) and interviews (N = 20) assessing numeracy, decisional conflict and regret, and number preference. Results suggest that mean objective numeracy was relatively high, and most reported high confidence in numerical ability. Most participants preferred to receive numbers during the TDM process. There was no relationship between numeracy and decision outcomes. Future research should investigate the use of numeracy measures in practice and the impact of patient preferences and beliefs on shared TDM.

<p>Genom kvalitativa intervjuer med barn i förskoleklass och genom enkätundersökningar hos pedagoger har jag fått svar på mina frågeställningar som handlar om pojkar, flickor och deras leksaksval då det gäller teknikbaserade leksaker. Syftet var att försöka se om det fanns skillnader i valet och användandet av dessa leksaker och i så fall försöka tydliggöra dem, och dessutom ta reda på varför barnen är olika i sina leksakspreferenser.</p><p>Resultatet påvisar att för barnen i denna förskoleklass är konstruktionsleksaker ett frekvent val i verksamheten. Alla barn leker med dessa leksaker, dock skiljer sig preferenserna åt beroende på om man är flicka eller pojke, både i hemmet och i förskoleklassen. Hur barnens preferenser uppkommer finns det delade meningar om, dock är huvudteorin enligt de forskarna/författare jag tagit del av, socialt betingat.</p><p>Pedagogiska slutsatser är att som pedagog måste man arbeta på ett målmedvetet sätt då det gäller leksaker och genus, man skall alltid ha med sig att leken har stor betydelse i barnens utveckling.</p><p>Nyckelord: genus, leksaker, preferenser, teknik</p> / <p>Through interviews with children in preschool class and through inquiries by questionnaire with their teachers, I have received answers of my question at issue about boys, girls and their choices of technical toys. The purpose was to see if there were any differences in choosing and using these toys, and also to find out if and why the children have different preferences.</p><p>The results indicate that for the children in this preschool class the choice of construction toys is common in the activities. All the children play with these toys, but still there are different preferences among girls and boys, both at home and in preschool class. There are differences in opinion among earlier researchers what causes boys and girls to differ in preferences of toys, but the main theory is still that gender differences depend on the family and the community.</p><p>Pedagogical conclusions are that as a teacher of young children, you have to work with awareness when it comes to toys and gender. You must never forget the important role toys play in the development of the children.</p><p>Keywords: gender, technical, toys, preferences</p>

Emissions of carbon dioxide, dioxins, nitrogen oxides and particulate matter as well as use of non-renewable resources and energy are some important sustainability challenges for the Swedish steel industry. Much effort has been made, mainly by technical solutions, which to a high degree have decreased the emissions during the last 30 years. Technical solutions however will not be sufficient to reach sustainable development, stakeholder involvement is also necessary. Stakeholder theory states that stake­holder involvement must include a dialog between the stakeholders involved and the operation. The first step in this process is to identify which key issues the stakeholders find most important and then the organisation needs to start interact with its stakeholders. This thesis deals with such issues. Stakeholder preferences for environmental issues were assessed with conjoint analysis, Q-methodology and focus group discussions. The theory of planned behaviour was used to assess how attitudes were connected to background factors and a potential pro-environmental behaviour. Five studies have been carried out in the framework of this thesis. The studies include: a literature review, method evaluation, evaluation of environ­mental objectives in stakeholder groups, screening of relevant factors, evaluation of steel environmental characteristics, identification of barriers to the introduction of new materials and the im­pact of worry and risk perception on strategic environmental decisions. It can be concluded that the methods applied in the studies work well in eliciting preferences. It has been possible to show how different stakeholder groups as well as individuals prioritise environmental objectives and sustaina­bility issues. Since individuals within a stakeholder group vary considerably in preferences, the results from this thesis show the importance of illustrating results on an individual level instead of the traditional group level. Also, a method has been tested where the results were brought back to the respondents in order to stimulate discussions between different stakeholder groups.

The purpose of the study was to gauge Grade 4 Life Orientation educators‟ understanding of what learning style diversity entails, and to explore how they accommodate diverse learning styles during teaching and learning in inclusive Life Orientation classrooms. The study explored the educators‟ choice of teaching methods and strategies, learning activities and assessment approaches to accommodate diverse learning styles in their classrooms. The first phase of the study was characterized by a literature review, which guided the formulation of focus group interview questions as well as observation criteria. The literature review explored the notion of accommodating diverse learning style needs as an important aspect of inclusive education, as well as the teaching methods and strategies, learning activities and assessment approaches that could be employed to accommodate learning style diversity in inclusive Life Orientation classrooms. The second phase of the study comprised the empirical research. Within an interprevistic framework, qualitative research by means of focus group interviews and observations was undertaken to collect data in order to determine educators‟ understanding of learning style diversity and to explore how they accommodate diverse learning style needs in their inclusive Grade 4 Life Orientation classrooms. Focus group interviews were conducted with a convenient and purposively selected sample of Grade 4 Life Orientation educators (n=40) who teach at Township schools in the Sedibeng West District of the Gauteng Department of Education. In addition to the focus group interviews, observations were done in the classrooms of five willing educators who took part in the focus group interviews to observe how the educators accommodate diverse learning style needs in practice during their teaching. The data analysis revealed that educators do not have an adequate understanding of what diverse learning style needs imply, and do not accommodate diverse learning style needs in a balanced way in their classrooms. Both the findings from the focus group interviews and observations indicated that educators experience challenges in accommodating diverse learning style needs during the teaching of Grade 4 Life Orientation in inclusive classrooms. These challenges inter alia relate to time, workload, overcrowded classrooms and a need for guidance on how to accommodate diverse learning style needs. Based on the data obtained, examples of teaching, learning and assessment activities that could form part of a teaching and learning programme for Grade 4 Life Orientation was developed to guide educators in addressing learning style diversity during teaching. In the absence of curriculum-based teaching and learning programmes that guide educators in accommodate diverse learning styles during the teaching of Life Orientation, this study makes a valuable contribution. Key concepts: learning style diversity, learning preferences, pedagogical barriers to learning, inclusive education / PhD, Teaching and Learning, North-West University, Vaal Triangle Campus, 2012

The overall aim of this thesis was to elucidate the relative importance of the bacterial and fungal energy channels within the soil food web and to differentiate and appreciate the differences in niche of the soil fauna when affected by differing land management. Feeding niche of the soil fauna is ambiguous and has been previously determined by observation, inference or biochemical studies. One method that can determine feeding preferences in situ is the use of stable isotopes. Stable isotopes trace the passage of C and N through different trophic levels, both at natural abundance and by the addition of a pulse of enrichment. The work described within this thesis describes the development of methods of culturing and labelling organisms for use in stable isotope studies. Bacteria, protozoa and fungi were cultured with stable isotopes enriched to 99 atom% and their growth and survival monitored. Utilising stable isotope enriched organisms means that empirical testing of the feeding interactions can occur and that differences between the bacterial and fungal energy channels can be explored. Two field sites were chosen to assess how management changes affect the food web, both sites were historically grassland with the same soil type, but one was converted to a willow woodland twenty years ago. The results of these studies have shown, at natural abundance a grassland and woodland habitat with very different stable isotope signatures, reflecting plant and soil composition, as well as differences in trophic niche and C drivers. The introduction of enriched bacteria illustrated that bacterial feeding was more widespread than normally portrayed in food web diagrams. The introduction of enriched protozoa highlighted that protozoan feeding by soil fauna was more prevalent in the grassland habitat; reflecting differences in linkages between trophic levels within the two habitats. Methods were also developed to “grow” enriched fungal hyphae back into soil food webs in a comparable way to the investigation of the bacterial energy channel. Different species of saprotrophic fungi were found to fractionate to differing extents when grown on the same natural abundance media and the fungus Absidia cylindrospora's growth was impacted when grown on a dually enriched medium. We can now infer that the bacterial energy channel is not as divergent from the fungal energy channel as previously hypothesised. The majority of soil fauna were found to be omnivorous through empirical results, consuming bacteria and protozoa, even when they were considered to be fungal feeders by the literature. The different habitats within the study were found to have different C drivers, with roots and soil being the primary driver in the grassland whilst litter was in the woodland, consequently favouring different food webs. This work makes a first step in measuring the contribution of the different feeding channels and feeding interactions occurring within the different trophic levels in the two habitats and shows the effect that one change in management has had over the entire faunal assemblage.

The purpose of this study was to determine whether coaching behavior preferences of NCAA Division I athletes differ as a function of gender and type of sport. The Coaching Behavior Questionnare (CBQ; Martin & Barnes, 1999) was administered to 195 NCAA Division I athletes. Gender and sport type were the independent variables and the participant's mean scores for the subscales on the CBQ were the dependent variables. Descriptive statistics revealed that, overall, NCAA Division I athletes prefer positive and instructional behaviors more than non-responses or negative behaviors. A 2 (gender) x 3 (type of sport) MANOVA and follow-up discriminant function analysis indicated that coaching behavior preferences differed as a function of gender and type of sport played. Thus, NCAA Division I coaches should consider both individual and situational characteristics when working with their athletes to achieve the desired outcome.

Traditionally children with developmental disabilities who develop feeding issues can be at great risk for malnutrition. Failure to eat adequate amounts of food and/or insistence on eating a limited range of foods can be detrimental to a child's health and can lead to other behavioral difficulties. Feeding problems are difficult to treat because high levels of physical prompting can quickly create an aversion to eating as well as cause stress for both parents and children. Behavioral problems that range from moderate to extremely maladaptive can ensue. The question the present study addressed was whether or not a treatment package including only positive reinforcement and fading for a non-preferred food would result in independent eating of the targeted non-preferred food.

The current study assessed the effectiveness of a training package, delivered in the form of a manual, to teach a parent to increase the variety and amount of food consumed by her son. The participant was a 5-year-old boy with Pervasive Developmental Disorder and limited food consumption. A changing criterion design across two variables, variety of food and quantity of food, was used. Results were that the parent who used the manual, with limited assistance from the experimenter, did succeed in increasing food variety and quantity of target foods.

There has been an increasing focus on web-based instruction (WBI) systems which accommodate individual differences in educational environments. Many of those studies have focused on the investigation of learners’ behaviour to understand their preferences, performance and perception using hypermedia systems. In this thesis, existing studies focus extensively on performance measurement attributes such as time spent using the system by a user, gained score and number of pages visited in the system. However, there is a dearth of studies which explore the relationship between such attributes in measuring performance level. Statistical analysis and data mining techniques were used in this study. We built a WBI program based on existing designs which accommodated learner’s preferences. We evaluated the proposed system by comparing its results with related studies. Then, we investigated the impact of related individual differences on learners’ preferences, performance and perception after interacting with our WBI program. We found that some individual differences and their combination had an impact on learners' preferences when choosing navigation tools. Consequently, it was clear that the related individual differences altered a learner’s preferences. Thus, we did further investigation to understand how multiple individual differences (Multi-ID) could affect learners’ preferences, performance and perception. We found that the Multi-ID clearly altered the learner’s preferences and performance. Thus, designers of WBI applications need to consider the combination of individual differences rather than these differences individually. Our findings also showed that attributes relationships had an impact on measuring learners’ performance level on learners with Multi-ID. The key contribution of this study lies in the following three aspects: firstly, investigating the impact of our proposed system, using three system features in the design, on a learner’s behavior, secondly, exploring the influence of Multi-ID on a learner’s preferences, performance and perception, thirdly, combining the three measurement attributes to understand the performance level using these measuring attributes.

The aim of this thesis is to examine preferences for personality traits within the spectrum of extroversion and introversion. Based on previous research, the hypothesis of this study was that extroversion was valued higher than introversion. The differences between men and women’s preferences were also examined. The material being used was based on research on the fundamental lexical hypothesis and its semantic similarity to the Big Five. Seventy two students filled in a questionnaire where they were asked to rate 18 personality adjectives as positive or negative. The results indicate a preference for extroversion which supports the hypothesis. However, no significant difference between men and women could assuredly be established. / Syftet med detta examensarbete är att undersöka preferenser för personlighetsdrag inom spektret extroversion och introversion. Med utgångspunkt från tidigare studier ställdes hypotesen att extroversion värderas högre än introversion. Dessutom undersöktes om preferenserna skiljer mellan kvinnor och män. Materialet som användes var baserad på studier om den fundamentala lexikala hypotesen och dess semantiska likhet till the Big Five. Sjuttiotvå studenter fick besvara en enkät där de ombads bedöma 18 personlighetsadjektiv som positiva eller negativa. Resultatet visar en generell preferens för extroverta personlighetsadjektiv vilket stödjer studiens hypotes. Någon säker skillnad mellan mäns och kvinnors preferenser gick inte att iaktta.