Online Information-Seeking Behaviours of Men Experiencing Fertility Difficulties

This thesis aims to understand the online information-seeking behaviours of men and how they make sense of and find meaning during their fertility journeys. This research contributes to understanding how online digital tools can support men to fulfil their sense-making and meaning-making needs when they experience fertility difficulties. Research that explores support for pregnancy planning and fertility has predominantly focused on women, and men’s views and experiences are often excluded. A review of existing literature revealed that men were likely to seek digital sources of health-related information for ease and privacy. However, it is yet to be understood how digital tools can best support this population or the opportunities where digital tools would be preferred and used by men. Therefore, this thesis used a qualitative approach to investigate men’s needs when they experienced fertility difficulties and how these needs could be fulfilled using digital tools. Men were found to mainly want information and both practical and emotional support during this time, which led to an instantiation of the ‘finding a new normal’ model based on the analysis of online forum data. Further analysis revealed that this model is also relevant for men outside online forums. Findings from the interview study led to the development of a novel presentation of the fertility journey represented by 9 stages from trying to conceive to conception, through interactions with health services as experienced by men. I highlight how men’s information needs evolve along their fertility journey and how they make sense of and find meaning in information to support the acceptance of a new normal. Participants identified their preference for information to be presented and made available through digital means; therefore, men’s needs were translated into requirements for a digital tool. An evaluation study found that existing digital tools do not completely fulfil men’s evolving requirements for information and support and there is an opportunity for digital tools to be better designed to support men to make sense of, and find meaning in, online information when they experience fertility difficulties

Developing a coding scheme for analysing classroom dialogue across d educational contexts.

The research reported sought to develop a framework for systematically analysing classroom dialogue for application across a range of educational settings. The paper outlines the development and refinement of a coding scheme that attempts to represent and operationalise commonalities amongst some key theorists in the field concerning productive forms of educational dialogue. The team has tested it using video recordings from classroom settings in the UK and Mexico, across age phases, subject areas, and different interactional contexts including whole class, group and paired work. Our Scheme for Educational Dialogue Analysis (SEDA) is situated within a sociocultural paradigm, and draws on Hymes' Ethnography of Communication to highlight the importance of context. We examined how such a tool could be used in practice. We found that concentrating on the ‘communicative act’ to explore dialogue between participants was an appropriate level of granularity, while clustering the 33 resulting codes according to function of the acts helped to highlight dialogic sequences within lessons. We report on the application of the scheme in two different learning contexts and reflect on its fitness for purpose, including perceived limitations. Development of specialised sub-schemes and a version for teachers is underway.This collaborative work was carried out for a project entitled “A Tool for Analysing Dialogic Interactions in Classrooms” (http://tinyurl.com/BAdialogue) funded through the British Academy International Partnership and Mobility Scheme (ref. RG66509), between January 2013 - December 2015. We are most grateful to colleagues on the project teams who made significant contributions and helpful input during development and testing of the scheme and preparation of the manuscript, including Farah Ahmed, Riikka Hofmann, Christine Howe, Ruth Kershner, Fiona Jackson, Karen Littleton, Neil Mercer, Paul Warwick (UK team); Mariana Alarcón, Nube Estrada, Erika Gil, Kissy Guzmán, Flora Hernández, José Hernández, Haydeé Pedraza, Ana Luisa Rubio, Brenda Itzel Sánchez, Ana Laura Trigo, Maricela Velez (Mexico team). We also thank all of the teachers (especially Lloyd and Tania) and students who participated in our previous research from which examples were taken. We appreciate the support of the Economic and Social Research Council, sponsor of most of the UK team’s work in this area over the years

Developing a coding scheme for analysing classroom dialogue across educational contexts

The research reported sought to develop a framework for systematically analysing classroom dialogue for application across a range of educational settings. The paper outlines the development and refinement of a coding scheme that attempts to represent and operationalise commonalities amongst some key theorists in the field concerning productive forms of educational dialogue. The team has tested it using video recordings from classroom settings in the UK and Mexico, across age phases, subject areas, and different interactional contexts including whole class, group and paired work. Our Scheme for Educational Dialogue Analysis (SEDA) is situated within a sociocultural paradigm, and draws on Hymes' Ethnography of Communication to highlight the importance of context. We examined how such a tool could be used in practice. We found that concentrating on the ‘communicative act’ to explore dialogue between participants was an appropriate level of granularity, while clustering the 33 resulting codes according to function of the acts helped to highlight dialogic sequences within lessons. We report on the application of the scheme in two different learning contexts and reflect on its fitness for purpose, including perceived limitations. Development of specialised sub-schemes and a version for teachers is underway

Washington University Record, April 1, 1982

https://digitalcommons.wustl.edu/record/1229/thumbnail.jp

An analysis of the role of community development projects in promoting social inclusion: Mayfield Integrated Community Development Project

When examining the role of community development an associated phenomenon is never too far from consideration. One contributor defines social exclusion as ‘what can happen… when a combination of linked problems mutually reinforce each other’ (Cabinet Office UK, 2007). In order to address the damaging effects of being socially excluded, some areas have set up community development projects. The services that these projects offer can vary, with some offering community childcare facilities, afterschool clubs and educational courses. The list is vast. However, these projects have one distinct common purpose, to empower local communities and promote social inclusion. The work that these projects do in local communities is admirable, however many have expressed concern about the ability of the sector remain autonomous when ever changing government structures are becoming further embedded in their daily functioning (Forde et al,2015). This study will examine these concerns and explore the issues that are currently being faced by local services. Many of these projects closed during times of austerity and, at present, many still face constant funding issues. What appears to be missing in all this is the voice of the people who lost these services. The purpose of this study is to explore the role of one particular community development in an area that is classified as disadvantaged, and speak directly with the people who attend this project. Key themes that emerged from this study correlate with findings observed in the literature. Furthermore this study will present findings that highlight the role of such projects from a community member’s perspective

SOCIAL MEDIA SUPPORT FOR WOMEN WITH ENDOMETRIOSIS: A SYSTEMATIC REVIEW

Background and Purpose: Social media is a key source of health information. Previous studies have indicated that women with endometriosis turn to the internet for information about the condition and illness management. However, there is a dearth of study on endometriosis online supportgroups. In contrast, studies examining the role of online support groups for other long-termconditions have been extensive.  Addressing this gap, a systematic review of research on endometriosis support groups on social media and its efficacy were conducted.   Methodology: Using a qualitative systematic review method and Meta-Analyses Protocols (PRISMA-P)., research database namely Research Gate, Springer, Wiley Online Library, Science Direct, Jstore, PubMed were manually searched using keywords such as "social support," "endometriosis support online," and "Facebook support & online communication". The review examined research related to endometriosis support on Facebook. Based on inclusion and exclusion criteria, 100 full-text papers were extracted from the initial 200 publications found. 36 papers were selected following the appraisal stage and thematically analysed.    Findings: Social media platform namely Endometriosis Facebook support groups are found to set expectations, provide education, and highlight ways to manage chronic illness. Three prominent themes were identified: (1) topics related to social media support groups, (2) efficiency of Virtual Help Communities for Endometriosis Patients, and (3) forms of support that women with endometriosis require.   Contributions: The findings support two primary points. Endometriosis Facebook support groups educate women about the illness, connects them with others in similar situations, and promotes illness discussion and networking, hence pointing to the potential benefit of Facebook support groups as a platform to provide both support and education.    Keywords: Health communication, women health research, social media, online support, endometriosis.   Cite as:  Kaur, K., Ibrahim, N. A., & Wan Adnan, W. N. A. (2023). Social media support for women with endometriosis: A systematic review. Journal of Nusantara Studies, 8(1), 287-313. http://dx.doi.org/10.24200/jonus.vol8iss2pp287-31

Exploring the Experience of Fatherhood for Men Over 40 Years of Age

Fathering literature from the past 30 years was explored to firstly, gain an understanding of how fathering roles have changed over this time, and secondly, to explore predictors of fathering involvement. The major changes in fathering appear to originate in gender ideology, resulting from a growing rejection of male gender role constraints concerning how men relate to their children. Further issues explored include post-war societal change; personality; work roles; relationship quality, and gatekeeping, where the child\u27s mother is believed influence her partners fathering involvement to suit her own needs. Comparisons with past research revealed that recent studies are more likely to explore quality of fathering than father time per se, and that fathering research prior to the 1990\u27s may no longer be valid for a growing proportion of men who\u27 seek a more emotionally productive relationship with their children. A trend for more engaged (nurturing and emotionally close) and less traditional (gender polarised) fathering is apparent