Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 150-161). Available also in a digital version from Dissertation Abstracts.

Thesis (B.A.)--Haverford College, Dept. of Political Science, 2003. / Includes bibliographical references.

This participatory action research project enabled service users to influence the modernisation of local mental health day services. The modernisation programme was based on principles of social inclusion, and there were limited understandings of how it could be applied locally. Interpretations of policy gave priority to the relocation of services and facilitating individual recovery. An occupational perspective informed the design, implementation and analysis, emphasising what people chose to do. Critical ethnography informed the role of the researcher. Service user involvement was understood as a democratic process, drawing on direct experience for service development. A forum, established for four years, worked on and supported three research strands, focused on social networking. Service users captured their use of a social lounge using photography in Strand A. In Strand B a checklist was used to investigate social activities. Userled social groups were explored in Strand C through individual interviews. All the findings were systematically analysed and service users were involved in this for Strands A and B. The findings of this research emphasised the importance of social networking within the day services. Strand A indicated the benefits of a safe space, before getting involved and moving on. The final report from this strand led to ongoing funding being allocated for a safe space. For Strand B many social and recreational activities were identified by service users. Stigma was recognised as an ongoing barrier to sustained inclusion. A poster was designed and displayed locally to share the findings. Themes from Strand C demonstrated that user-led groups required active collaboration with mental health services to survive and thrive. A final stage of analysis aimed to uncover the details of taking an occupational perspective. The findings indicated that varied occupational forms involved different service users in different ways, enabling more people to participate. Making the functions of the different events explicit was important for negotiating participation. Meanings were expressed in shared and individual reflection as the research unfolded. Understanding and attending to these aspects facilitated meaningful service user involvement in this research, enabling many people to influence the development of the services they received.

African American women compose a critical proportion of the potential science, technology, engineering, and mathematics (STEM) workforce of the future, yet are disproportionately represented and largely underutilized. While various programs and initiatives have been designed and implemented to target women and underrepresented minorities, the voices and experiences of African American women have been insufficiently heard or studied. This study investigates the experiences of four African American female students who participated in a 10-week undergraduate research experience (URE) program designed for the recruitment and retention of women and underrepresented minorities in STEM disciplines. Through autobiographical narratives and interviews participants shared how and in what ways the URE program influenced their career development (namely academic/career interests and choices), what they learned about their interests and choices, and what it means to them to be African American women pursuing science-related careers. Using a qualitative case study analysis, this study focuses on the unique stories of young African-American women participating in their own career development. Seven major themes emerged from the analysis of the data. Each of the participants initially entered the URE with an established interest in science, with an expressed desire for research experience, and with an interest in exploring career options in science. Through their involvement in the URE program, participants experienced a significant increase in self-knowledge and confidence, recognized the existence of social and/or science communities, and either discovered or clarified career interests and possibilities. All participants recognized value in their participation and expressed gratitude for having had the opportunity. Overall, the URE program provided a vital opportunity for participants to play an active role in their own career development. The results of this study emphasize the importance of and need to expand the URE as an avenue for career development and exploration in order to address the lack of such programming for African American women in STEM disciplines.

Abstrakt Bakgrund: Under lång tid har apoteksbranschen och den farmaceutiska professionen önskat utveckla farmaceutiska tjänster på öppenvårdsapotek samt få offentlig finansiering för dessa. Nya metoder som ska införas i en verksamhet tar ofta lång tid, kostar mycket och misslyckas ofta. Den process som används för att införa nya metoder i en verksamhet kallas implementering. Forskning visar att kunskap om implementering kan påverka resultatet framgångsrikt och att processen tar två till fyra år utan sådan kunskap genomförs implementeringen efter i genomsnitt 17 år. Syfte: Syftet är att identifiera vilka faktorer som kan påverka implementering av farmaceutiska tjänster på öppenvårdsapotek och belysa hur dessa faktorer påverkar implementeringen Metod: Arbetet har baserats på en litteraturstudie med hjälp av SBU:s handbok. SBU:s handbok handlar om utvärdering av metoder i hälso- och sjukvården och insatser i socialtjänsten. Artikel sökningen gjordes mellan 2020-04-08 till 2020-04-15. Totalt inkluderades 30 artiklar via databas PubMed och involverade följande termer: Cognitive service, community pharmacy, implementation science, barriers and facilitators.        Resultat: Implementering av farmaceutiska tjänster på öppenvårdsapotek är en komplex process och det finns olika faktorer som påverkar implementeringsprocessen och resultatet. De centrala begreppen för implementering är bl.a. process-modell, innovation, sammanhängande domäner av faktorer, strategier och utvärdering. Process-modellen består av fem olika delar, bland annat utforskning, förberedelse eller installation, testning och initial implementering, full verksamhet och hållbarhet. Ett vanligt ramverk som används i olika studier kallas det konsoliderade (förstärkta) ramverket för implementeringsforskning (CFIR). CFIR används för bedömning av olika faktorer som påverkar implementeringen. Faktorerna som påverkar implementeringen delas in i två grupper, hindrande (barriärer) och underlättande (faciliterande) faktorer. Slutsats: Implementering av farmaceutiska tjänster på öppenvårdsapotek påverkas av olika hindrande och underlättande faktorer. För att få en framgångsrik implementering behövs en processmodell och ett ramverk. Det behövs mer forskning för att utveckla processmodellerna och ramverket för få bättre resultat av implementering av farmaceutiska tjänster på öppenvårds apotek.

The project aims to examine how an architectural experience can help to increase awareness and encourage solutions for the Baltic Sea issues. The essence of the project lies in the experience which will be embodied by an exhibition as well as a gathering space for the Baltic science community on a remote island called Lilla Båtskär, situated in the archipelago of Åland, Finland. The exhibition aims to explain the issue from different perspectives, categorized into three themes. The incisions, linked to the themes,  will serve as generators for creating awareness and understanding of the issue, while the The Science community function as a foundation to provide enhanced prerequisites for extended collaborations and exchange of expertise between the Baltic countries. The combination of these two faculties subsequently merges into a unique experience with a strong identity and attachment to the Baltic Sea.

Die Erreichung der Ziele für nachhaltige Entwicklung (SDGs) erfordert strategische Maßnahmen, deren Identifizierung von anderen abhängt, gesellschaftliches Engagement und soziales Lernen. Das Ziel dieser Arbeit war es, pädagogische Werkzeuge zu entwickeln und pädagogische Prozesse zu verbessern, die das soziale Lernen verbessern, insbesondere im Hinblick auf die Verwirklichung der SDGs 2 und 13. Diese kumulative Dissertation präsentiert vier von Experten begutachtete Artikel. Die Arbeit wurde in drei komplementären methodischen Phasen abgeschlossen. Die wichtigsten Schlussfolgerungen sind wie folgt zusammengefasst: Der konstruktivistische pädagogische Rahmen ist geeignet, ein pädagogisches Instrument zur Verbesserung des sozialen Lernens in SDG-Projekten zu operationalisieren. Dieser Befund trägt nicht nur zu einem besseren Verständnis von Mechanismen bei, die soziales Lernen fördern, sondern stellt auch einen Fortschritt in den theoretischen Verbindungen zwischen sozialem Lernen und den Theorien von Habermas und Freire dar. Der soziale Lernprozess ist nach drei Hauptschritten möglich. Der primäre pädagogische Schritt für soziale Lernprozesse in SDG-Projekten besteht darin, dieses gemeinschaftliche Wissen und mentale Systeme genau zu identifizieren und zu erkennen (Publikation 1 und 2). Der zweite pädagogische Schritt betrifft dann die Entwicklung lokaler Lösungen durch die Mitglieder der Gemeinschaft auf der Grundlage eines kritischen Verständnisses ihrer eigenen Lebensbedingungen (Kodifikations- und Dekodifizierungsprozess, der auf der Transformation von mentalen Schemata) (Publikation 3). Ein dritter Schritt zur Förderung von SDG-Projekten, die soziales Lernen fördern, ist der Vergleich der Wahrnehmungen der Gemeinschaft und der Forschungsexperten zu SDG-Strategien. Dies sind Ergänzungen, um mögliche Auswirkungen von Projektstrategien zu bewerten, die den deliberativen Charakter des sozialen Lernens verbessern (Publikation 4). / Achieving the Sustainable Development Goals (SDGs) requires taking strategic actions, the identification of which depends, among others, on community engagement, and social learning. The objective of this work was to develop educational tools and improve pedagogical processes that enhance social learning, with particular regard to realizing SDGs 2 and 13 (food security and climate change actions). This cumulative dissertation presents four peer-reviewed articles. The work was completed across three complementary methodological phases, and the field research was embedded in three international projects in Latin America and Africa. The main conclusions are summarized as follows: The constructivist pedagogical frame is appropriate for operationalizing an educational tool to enhance social learning in SDGs projects. This finding not only contributes to better understand the mechanisms that enhance social learning, but also represents an advance in the theoretical links between social learning and the Habermas and Freire theories. The social learning process is possible following three main steps. The primary pedagogical step for social learning processes in SDGs projects is to identify and recognize this community knowledge and mental schemes accurately (article 1 and 2). Then, the second pedagogical step concerns the development of local solutions by community members based on a critical understanding of their own life conditions (Codification and Decodification process based on mental schemes transformation). Therefore, through a process Conscientization, a reframing of the community’s future can be created, potentially increasing ownership (article 3). Finally, a third step to promote SDGs projects enhancing social learning is to compare the perceptions of the community and research experts regarding SDG strategies. These are complements to evaluate potential effects of project strategies enhancing the deliberative character of social learning (article 4). / El logro de los Objetivos de Desarrollo Sostenible (ODS) requiere la adopción de acciones estratégicas, cuya identificación depende, entre otras cosas, del compromiso de la comunidad y el aprendizaje social. El objetivo de este trabajo fue desarrollar herramientas educativas y mejorar los procesos pedagógicos que mejoran el aprendizaje social, con especial atención al cumplimiento de los ODS 2 y 13 (acciones de seguridad alimentaria y cambio climático). Esta disertación acumulativa presenta cuatro artículos revisados por pares. El trabajo se completó en tres fases metodológicas complementarias y la investigación de campo se basa en tres proyectos internacionales en América Latina y África. Las principales conclusiones se resumen a continuación: El marco pedagógico constructivista es apropiado para la puesta en práctica de una herramienta educativa para mejorar el aprendizaje social en los proyectos de los ODS. Este hallazgo no solo contribuye a comprender mejor los mecanismos que mejoran el aprendizaje social, sino que también representa un avance en los vínculos teóricos entre el aprendizaje social y las teorías de Habermas y Freire. El proceso de aprendizaje social es posible siguiendo tres pasos principales. El primer paso pedagógico para los procesos de aprendizaje social en los proyectos de los ODS es identificar y reconocer con precisión el conocimiento de la comunidad y los esquemas mentales (artículos 1 y 2). Luego, el segundo paso pedagógico se refiere al desarrollo de soluciones locales por parte de los miembros de la comunidad sobre la base de una comprensión crítica de sus propias condiciones de vida (proceso de Codificación y Decodificación basado en la transformación de esquemas mentales). Por lo tanto, a través de un proceso de Concientización, se puede crear un replanteamiento del futuro de la comunidad, lo que podría aumentar la apropiación (artículo 3). Finalmente, un tercer paso para promover proyectos de ODS que mejoren el aprendizaje social es comparar las percepciones de la comunidad y los expertos en investigación con respecto a las estrategias de los ODS. Estos son complementos para evaluar los efectos potenciales de las estrategias del proyecto que mejoran el carácter deliberativo del aprendizaje social (artículo 4).