Ned Ward’s monthly The London Spy (1698–1700) maps the life and character of London and exposes “the Vanities and Vices of the Town” (2). Written after the lapse of the Licensing Act in 1694, the work also exemplifies new freedoms of the press that flourished when pre-publication censorship was no longer enforced: The London Spy is unabashedly scandalous, and frequently critical of public institutions and the state. Ward profited from the public’s interest in his always irreverent, frequently indecorous and salacious tales. However, he aims to be critical and insightful as well as superficial and shallow in The London Spy; by capitalizing on the differences between his two characters, the Spy and his Friend, Ward vilifies “Vice and Villany,” with one hand while satisfying a voyeuristic appetite for the prurient and scatological with the other. This study examines how the two perspectives of The London Spy, the Spy and his Friend, work together within a highly fragmented and contradictory framework in order to show how Ward attempts to please both the unrefined reader looking for salacious material and, occasionally, the more discerning reader who understands the underlying problems and appreciates satire. Ward uses two differences between the Spy and his Friend to negotiate the balance between these two perspectives. First, The Spy is a naive and ignorant spectator and tourist, while the Friend is a cynical and experienced guide. The second difference is that the Spy is curious and at times compassionate where the Friend is diagnostic in his approach and unaffected on a personal level by the troubles of other people. The Spy and his Friend also distance themselves from the crowds and spectators they encounter, acting as observers or “spies.” The two perspectives of The London Spy are central to Ward’s negotiation between voyeuristic and knowing audiences.

Diatrivē epi diktatoria--Panepistēmio Athēnōn, 1968. / Includes bibliographical references (p. 12-24) and indexes.

Thesis (M.A.)--University of Wisconsin--Madison, 1965. / eContent provider-neutral record in process. Description based on print version record. Bibliography: l. 125-127.

Thesis (M.A.P.S.)--Catholic Theological Union at Chicago, 2001. / Vita. Includes bibliographical references (leaf [51]).

The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on September 24, 2009). Thesis advisor: Dr. Tom Quirk. Includes bibliographical references.

Thesis (M.A.P.S.)--Catholic Theological Union at Chicago, 2001. / Vita. Includes bibliographical references (leaf [51]).

Diatrivē epi diktatoria--Panepistēmio Athēnōn, 1968. / Includes bibliographical references (p. 12-24) and indexes.

Thesis (M.A.P.S.)--Catholic Theological Union at Chicago, 2001. / Vita. Includes bibliographical references (leaf [51]).

No description available.

Caring for patients in an acute medical ward occurs in a complex and dynamic environment. Prioritisation of goals and activities represents one element of effective planning and delivery of care. The importance of priority setting has been highlighted in the nursing literature for over twenty-five years; however, there would appear to be no systematic study of this key skill. This thesis explores priority setting within a novice/expert framework, using a mixed methods approach. In addition to using simulation it investigates real-time priority setting within actual clinical practice. Study one used simulation in four groups with a range of nursing experience. This included one group of non-nurses for comparison. Participants were asked to prioritise twelve care activities presented in a simulated case-load. Analysis demonstrated that the simulation evoked priority setting behaviour, and differences in priority setting were seen. Study two combined the simulated case-load with think-aloud method. Semistructured interview completed the data collection. Findings were consistent with Benner’s ovice/expert framework, suggesting that prioritisation is determined by two main characteristics, the views, values and perceptions of the nurse, and key skills, knowledge and experience. Study three used think-aloud method to examine priority setting in clinical practice, comparing junior student nurses with senior staff nurses. This was supplemented by observation and semi-structured interview. Findings from this study identified differences in cognitive processes, and priority setting strategies. Developing critical thinking skills, expert role modelling, and the use of an active apprenticeship model may facilitate skill acquisition. This thesis highlights the complexity of priority setting in caring for patients in an acute medical ward. It explores the development of this skill in learner nurses, and demonstrated a range of methods for studying decision-making in both simulated and clinical settings.