京都大学 / 0048 / 新制・課程博士 / 博士(社会健康医学) / 甲第22835号 / 社医博第111号 / 新制||社医||11(附属図書館) / 京都大学大学院医学研究科社会健康医学系専攻 / (主査)教授 佐藤 俊哉, 教授 川上 浩司, 教授 木村 剛 / 学位規則第4条第1項該当 / Doctor of Public Health / Kyoto University / DFAM

Peer feedback and its role for students’ language learning receive considerable interest in thefield of English as a foreign language. A related area of interest is the ways in which teachersare trained in their use of peer feedback and its integration into their classroom practice. Yet,research on the ways in which English language textbooks include opportunities for andinstructions in peer feedback are sparse. Given the importance of textbooks in EFLclassrooms as one of the primary sources of L2 input, the aims of this study are to investigate:1) Whether commonly used textbooks for teaching English in Swedish upper-secondaryschools recommend or integrate peer feedback, and what a) the frequency, and b) type ofthese recommendations and exercises are. 2) How the recommendations and exercises alignwith a) recommendations and best practices as identified in the literature, and b) the nationalcurriculum and the syllabus for English 7.To answer these questions, we analyze one of the most commonly used textbooks for teachingEnglish 7 in Swedish upper-secondary schools, Blueprint C Version 2.0. The findings showonly two instances in the book where the use of peer feedback is promoted as a valuablestrategy for improving the quality of students’ productions. It also shows that the bookcontains a total of 52 writing and speaking exercises, out of which 30 include the use of peerfeedback that, to some extent, aligns with best practice recommendations. As for thealignment with the curriculum and syllabus, the identified recommendations and support forthe use of peer feedback, as well as the peer feedback exercises, are shown to specificallymeet one of the goals of the national curriculum and three of the bullet points listed in thecore content in the syllabus for English 7.

Introduction: Innovations in modern medicine have led to the development of many effective laboratory tests for diagnosis and monitoring of disease. However, research suggests that 20-50% of tests may be inappropriately ordered. Test-ordering intervention development experts i.e. those staff at individual institutions who are tasked with designing different approaches to improving test-ordering practice, often have large datasets on the test-ordering practices within their jurisdiction as part of clinical care, but often have no clear guidance on how to choose which tests are worthy of intervention. These staff can include both clinicians and knowledge translation experts working in separately or in tandem to improve test-ordering behaviours at their institutions. The overall aim of this research is to build a prioritization framework to assist healthcare organizations in deciding which tests are worth targeting for intervention. Methods: The first stage of this project was a scoping review of the literature, the purpose of which was to determine the factors and processes used by intervention developers to choose which tests to target for intervention. Identification of these articles allowed for the descriptive analysis of the factors and processes reported in making the test-ordering decisions. The second stage involved semi-structured interviews with intervention development experts and contains information on their experiences with measuring and prioritizing among factors, as well as which processes they found to be most effective in making the decision on which tests to target for intervention. Results: By exploring all relevant guideline statements and related empirical studies, we gathered a wide range of factors to consider when deciding which test(s) to target for intervention. Overall, we identified 18 factors in our review and 30 in our interviews, highlighting the potential complexity of these decisions. While our studies were not the first to demonstrate that targeting tests is complex and that many factors must go into the decision of deciding which tests to target, our work has identified the most comprehensive range of factors available. We also explored processes reported by the studies that led to these decisions. Of the nine processes identified in our review, some were identified in a majority of cases (literature review, followed by clinical standard-implicit and consensus process), and other processes far more infrequently. Our interviews with relevant stakeholders demonstrated that the interviewees used 18 unique processes to decide which tests to target for intervention and helped to prioritize among the processes that are most effective in making these decisions. Conclusion: The current work prepares the way to develop a framework designed to help intervention developers choose which tests can most efficiently result in improved test-ordering processes. After additional interviews to ensure saturation of themes, we will be able to proceed with framework development, perhaps involving a consensus process of all relevant stakeholders. We hope to widely distribute our framework to assist intervention development experts working in a wide variety of milieus to help them decide which tests are worth targeting for intervention such that their respective institutions can provide the highest quality of care to patients.

The lack of cultural and economic recognition of the significance of wetlands arguably led to theirdevastating and rapid loss compared to other ecosystems. To reverse this trend and establish a reasonablevaluation of wetlands, the foundations of socio-ecological concepts were laid in late 20th century thatsuggested the acknowledgement of the functions, values, and services of ecosystems. Subsequently, inthe 21st century the scientific interest in wetland functionality is driven beyond mere conservationalefforts and includes the appropriation of their values for sustainable development, and the utilization oftheir functions as nature-based solutions to humanity’s growing environmental problems. In light of thistrend, this literature review outlines the most critical functions of Swedish wetlands and places them intheir contexts of significance. A meta-analysis of the scientific literature on Swedish wetlandswas conducted with the assessment of wetland functions, wetland types, and the drivers that motivatedeach study. To identify the most critical functions and their contexts, patterns and trends wereinvestigated among these categories. Results show that the most recognised functions of Swedishwetlands are their nutrient-pollutant retention, ecosystem maintenance, and carbon sink functions.Their connections to distinct drivers suggest that their values mainly lie in their potential tomitigate negative impacts of anthropogenic activities, such as eutrophication and global warming,and to support local and regional biodiversity. Synergies among these functions are alsodiscussed, as exemplified by dual-purpose constructed wetlands. Moreover, understudiedhydrological functions are thought to reflect their undervaluation and indicate possible risksattached to associated knowledge gaps. By summarising and contextualising the most importantfunctions, this literature review sheds light on the contemporary understanding and valuation ofwetland functions in Sweden. It is suggested that these novel perceptions effectively drive wetlandconstruction and restoration, the ever-more popular strategies to mitigate climate- and industryrelated risks. Consequently, the recognition, interpretation, and application of wetland functionswill all contribute to the future landscape composition of Sweden.

No description available.

Background: Abdominal ostomy is an artificial opening in the abdomen that is done through a surgical procedure. This is due to cancer diagnosis and / or inflammatory diseases of the intestine. Intimacy and sexuality are important aspects of the quality of life of an individual that can be affected by different factors. It is the nurse's responsibility to promote health, and the nurse's role to convey knowledge of sexual health to patients. Aim: The purpose was to describe the experiences of sexual health in people with abdominal ostomy. Method: Literature review with a qualitative approach. Results: The results show that people with abdominal ostomy experienced a change in sexualhealth caused by various aspects. The results also show a need for increased healthcare guidance about sexual health, and support from relatives is an important component. Conclusion: Taboos about sexuality were discussed and need to be put in relation to where in the world one is. Sexual health is individual and looks different globally, because there are different societal and cultural norms and values. Strategies for healthcare professionals were discussed in order to be able to address sexual health and to support people with abdominal ostomy in the best possible way

My thesis examines the interprofessional collaboration between school-based educators and health professionals (HPs). Four research questions guided the study: 1) What is the current state of literature on interprofessional collaborations between school-based educators and HPs? 2) Based on the existing literature, how are school-based educators and HPs collaborating interprofessionally? 3) Based on the existing literature, what are the outcome(s) or impact(s) of interprofessional collaborations between school-based educators and HPs? and 4) Based on the current state of the literature, what areas are important to consider for future research on interprofessional collaborations between school-based educators and HPs? It is important for both school-based educators and HPs alike to consider answers to these questions as it can refine and strengthen their current and future practices in an effort to ultimately create a successful working and learning environment for themselves and for their students and patients. Systematic searches of four databases yielded 46 articles for inclusion, data extraction, and analysis. Through a thematic analysis of the literature, I found the following two overarching themes that govern the implementation of interprofessional collaboration: 1) time and 2) funding. In addition to these themes, I extracted two major themes and one minor theme from the literature that can guide current and future interprofessional collaborative practices. These themes included 1) pre-service training whereby a) everyone is involved, b) there is a mutual understanding between and of educators and HPs, c) both educators and HPs feel valued in their positions for their work, d) there is less sophisticated profession-specific jargon which can in turn open further dialogue between both teams of professionals, and e) a journal or frequent log can be kept to track the successes and challenges of and suggestions for the collaborative efforts as well as of student satisfaction; and 2) in-service training whereby a) educators and HPs are able to maintain consistency in their roles and responsibilities as well as for students educationally, and b) provide continued support for all. I discuss methods of how this interprofessional collaboration could be implemented, noting a) proximity (i.e., how closely, in what ways, and how frequently educators and HPs work together) and b) frequent meetings as essential to successful interprofessional collaboration. Finally, a minor theme emerged from the literature with suggestions for current and ongoing implementation of interprofessional collaboration which suggested a) increased and stronger liaison in schools and b) frequent meetings to establish and build upon a foundation that will foster further interprofessional collaboration. This review of the available literature on this topic, especially of the literature empirical in nature, worked to map key concepts, evidence, and main sources of information as well as synthesize a myriad of information (Arksey and O’Malley, 2005), fill a visible gap in the area of interprofessional collaboration among school-based educators and HPs specifically, and provide avenues for further study and practical application.

The National Credit Act (hereinafter the Act) introduced debt review to the Republic of South Africa in 2007. Debt review was introduced to provide debt relief to over-indebted consumers. The legislature was not able to foresee and address several implementation obstacles and accordingly courts are forced to assist in the interpretation of the Act. Courts have created some legal certainty, but there are different opinions on the correctness of these interpretational principles. This study will consider current precedents and whether the current precedents are in accordance with the intention of the legislature. Section 2 of the Act stipulates that Act should be interpreted to give effect to the purposes of the Act. The purpose of the Act is contained in section 3. One of the purposes of the Act is to promote equality between the rights of consumers and credit providers in credit agreements. This dissertation illustrates that the Act aims to achieve this equality of rights in the debt review process by the inclusion of countervailing rights in part D of chapter 4 of the Act. The legislature considered recommendations made by certain role players in the debt review process. Proposed amendments were published on 29 May 2013 in the Government Gazette for public consideration. These proposed amendments were considered in the scope of this study. The dissertation concludes that the proposed amendments need to be supplemented in order to ensure that debt review becomes and remains an effective debt relief measure for over-indebted consumers, without prejudice to the rights of credit providers. / Dissertation (LLM)--University of Pretoria, 2014. / Mercantile Law / unrestricted

Background: Previous research shows that patients in palliative care want to get back to their everyday lives before the disease and do not want to be associated with the disease. Patients fear that the pain will become unsustainable and that they will lose their own autonomy in relation with palliative care. Previous research also shows that continuity in palliative care creates a sense of security for patients. Aim: To describe nurses experiences of caring for patients in palliative care Method: Systematic literature study with a descriptive synthesis based on twelve qualitative articles Result: The analysis resulted in two themes, Longing for preparation and To be emotionally involved. The themes describe nurses’ experiences whit four subthemes.  Conclusion: The nurses' experiences show a professional and personal development and at the same time they appreciate life more. They also experienced stress and impotence for the fate of patients. It also appears that colleagues were an important part of the nurse's work situation.

Bullying is reported to be one of the most prevalent forms of violence in schools and has negative health, financial, and social outcomes. Researchers define bullying as (a) aggressive behavior that is (b) repeated over time and that involves (c) a real/ perceived imbalance of power. The literature on bullying is limited due to the absence of functional behavior assessment procedures and individualized interventions for bullying behaviors. Study 1 developed the Functional Assessment of Bullying Behaviors in Schools (FABB-S) tool. Following expert review 21 items were found to have content validity. Following revision, the items were reviewed by child work groups and were all found to have face validity. Study 2 evaluated the effectiveness of the FABB-S to lead to reductions in aggression toward peers. Direct observation and staff daily rating data indicated that one participant’s problem behavior showed initial signs of decrease following intervention, a second participant’s problem behavior showed increased stability throughout intervention, and a third participant’s problem behavior showed signs of decrease at the beginning and ending of the intervention phase. Social validity data indicated that student and staff participants found the FABB-S and selected interventions to be effective and acceptable. Discussion includes limitations and area for future research.