A New Way of Living: Bioeconomic Models in Post-Apocalyptic Dystopias

The objective of this thesis is to explore the relationship between moralities and bioeconomies in post-apocalyptic dystopias from the Victorian era to contemporary Young Adult Fiction. In defining the terms bioeconomy and biopolitics, this works examines the ways in which literature uses food and energy systems to explore morality and immorality in social orders and systems, including capitalism and our modern techno-industrial landscapes. This work examines science fiction portrayals of apocalypses and dystopias, including After London: Or, Wild England and The Hunger Games, as well as their medieval and contextual influences. These works are analyzed in light of genre and contemporary influences, including the development of ecology and environmentalism. Ultimately, this thesis argues that authors are building a link between the types of behavior which are sustainable and morally acceptable and a person’s role in a bioeconomy; specifically, those who are moral in post-apocalyptic dystopias are providers of food and care, and do not seek to profit from aiding others. This work contends that the connection between morality and sustainable food and social systems are evidence of authorial belief that our current ways of life are damaging, and they must change in order to preserve our humanity and our world

Scottish Cancer Patient Experience Survey 2015/16: Analysis of Free-text Comments

Analysis of free-text comments provided by patients as part of Scotland’s first Cancer Patient Experience Survey. The survey included seven free-text comment boxes relating to different aspects of cancer treatment, from the lead up to diagnosis, to the overall experience of cancer care. In total, 6,961 comments were made by participants

Using Social Media for Parental Support in Raising a Child with a Disability: A Critical Analysis of Facebook Postings

Using Social Media for Parental Support in Raising a Child with a Disability: A Critical Analysis of Facebook Posting

Barriers and facilitators to the implementation of the advanced nurse practitioner role in primary care settings: a scoping review

Background: Workload and workforce issues in primary care are key drivers for the growing international trend to expand nursing roles. Advanced nurse practitioners are increasingly being appointed to take on activities and roles traditionally carried out by doctors. Successful implementation of any new role within multidisciplinary teams is complex and time-consuming, therefore it is important to understand the factors that may hinder or support implementation of the advanced nurse practitioner role in primary care settings. Objectives: To identify, appraise and synthesise the barriers and facilitators that impact implementation of advanced practitioner roles in primary care settings. Methods: A scoping review conducted using the Arksey and O’Malley (2005) framework and reported in accordance with PRISMA-ScR. Eight databases (Cochrane Library, Health Business Elite, Kings Fund Library, HMIC, Medline, CINAHL, SCOPUS and Web of Science) were searched to identify studies published in English between 2002 and 2017. Study selection and methodological assessment were conducted by two independent reviewers. A pre-piloted extraction form was used to extract the following data: study characteristics, context, participants and information describing the advanced nurse practitioner role. Deductive coding for barriers and facilitators was undertaken using a modified Yorkshire Contributory Framework. We used inductive coding for barriers or facilitators that could not be classified using pre-defined codes. Disagreements were addressed through discussion. Descriptive data was tabulated within evidence tables, and key findings for barriers and facilitators were brought together within a narrative synthesis based on the volume of evidence. Findings: Systematic searching identified 5976 potential records, 2852 abstracts were screened, and 122 full texts were retrieved. Fifty-four studies (reported across 76 publications) met the selection criteria. Half of the studies (n=27) were conducted in North America (n=27), and 25/54 employed a qualitative design. The advanced nurse practitioner role was diverse, working across the lifespan and with different patient groups. However, there was little agreement about the level of autonomy, or what constituted everyday activities. Team factors were the most frequently reported barrier and facilitator. Individual factors, lines of responsibility and ‘other’ factors (i.e. funding), were also frequently reported barriers. Facilitators included individual factors, supervision and leadership and ‘other’ factors (i.e. funding, planning for role integration). Conclusion: Building collaborative relationships with other healthcare professionals and negotiating the role are critical to the success of the implementation of the advanced nurse practitioner role. Team consensus about the role and how it integrates into the wider team is also essential

Assessing the Credibility of Cyber Adversaries

Online communications are ever increasing, and we are constantly faced with the challenge of whether online information is credible or not. Being able to assess the credibility of others was once the work solely of intelligence agencies. In the current times of disinformation and misinformation, understanding what we are reading and to who we are paying attention to is essential for us to make considered, informed, and accurate decisions, and it has become everyone’s business. This paper employs a literature review to examine the empirical evidence across online credibility, trust, deception, and fraud detection in an effort to consolidate this information to understand adversary online credibility – how do we know with whom we are conversing is who they say they are? Based on this review, we propose a model that includes examining information as well as user and interaction characteristics to best inform an assessment of online credibility. Limitations and future opportunities are highlighted

Contrasting strategies in the teaching of a foreign language grammar and their effects

PhD ThesisAt the centre of this thesis is the question whether the grammar of a foreign language is more effectively delivered to the learner by implicit or by explicit means. The researcher has explored the question, which is essentially one concerning teaching method, in an action research project which conceptualises the essential contrast as that concerning the presence or absence of explicit summaries of grammar met by pupils first in action. The project has spanned the three years of a GCSE course of study in French, leading to the relevant examination in the High School where she works as Head of the Modern Languages Department. This action research has been placed as an empirical enquiry of the method-related hypothesis (conveniently embodied in the recent National Curriculum subject advice) in perspective with a study of the history of Modern Languages teaching from its early times to the present day. The researcher's interest in pursuing the research at both of these levels arose from the following needs: 1. her personal need to take stock, through reflection (ie. research), of her own position and involvement in Modern Languages teaching, after a lengthy career which has witnessed frequent changes in subject design resulting from the pertinacious dissatisfaction towards the teaching methods used and the courses offered to learners, articulated yet again, currently, in the terms of the National Curriculum's subject plan; 2. her acknowledgement of the increasing desirability for classroom teachers of Modern Languages to investigate the teaching methods which each time of change imposes upon them for use in their practice, as is again the case now, as the latest National Curriculum policies assert their influence. The researcher was a lone participant in her research for the majority of its design and run. The historical research was a journey which she made alone and applied alone in the form of the 'Review Of The Literature' as the background to her action research. The action research itself evolved as a two-instalment project, in its first phase incorporating a broad departmental representation of pupil and teacher participants, and in the second phase featuring only the researcher and the two GCSE examination classes for which she was personally responsible between the years 1991 and 1994. This practical exercise intended to set local insights in a wider perspective and to identify aspects which might have more general significance. The action research took the format of a longitudinal study, which focused upon the question of the advantages or disadvantages attaching to either explicit or implicit grammar teaching at various stages of the participant pupils' GCSE course. The aim was to observe effects of the broadly distinct teaching strategies, made contrastive by the presence or absence of explicit grammar-summaries delivered in English (as a concession agreed in the National Curriculum Non-Statutory Guidance to the policy outlined above). Data were gathered on both classroom processes and learning outcomes at various points, including final GCSE scores. Lessons and discussions were recorded and analysed, as were also regularly administered questionnaires. The pupils' MFL learning was closely and consistently monitored; their and their teachers' reactions were also considered and taken into account. All of the information which was accessed via such channels as these was collected by the researcher and entered systematically into her research diaries, of which she had 1 8 at the close of her three year action research project, namely 6 per academic year, therefore. These and some 55 filled audio cassettes became the principal material legacy of the practical investigation from which the thesis emerged. The research brought results. On the one hand, the historical study and the broader related reading provided the desired rationale on Modern Languages practice and the tenacious problem associated with teaching methods and the place of a grammatical agenda in particular. The historical MFL teaching tradition was illuminated as the matrix of the contemporary developments. On the other hand, the action research concluded its contrastive study of (implicit and explicit grammar) teaching methods by disclosing a perspective on the relative importance and value of the grammar-summary principle which had been investigated as a case study in her local departmental setting and in the GCSE context. The hypothesis that grammar summary conveyed in the native language might have made a significant difference to enhance the learners' performance was not substantiated. Finally, the evolving practical research disclosed a number of associated themes suitable for further research to benefit the work done in Modern Languages classrooms, especially in relation to the issues of methodology

The Iowa Homemaker vol.27, no.7

How Is Your Date-Rating?, Ethel Mae Hendrickson, page 2 Home Economics Looks Ahead, Ruth Hackett, page 3 Ingenuity Keynotes Their Home, Barbara Parsons, page 4 “Fourth for Bridge?” – Say Yes, Margaret Rutherford, page 5 Teach Men Homemaking, Agnes Wells, page 6 Vicky Greets The Social Season, Joan Ahern, page 7 What’s New, June Welch, page 8 ’47 Graduates Speak, Muriel Collier, page 11 Here’s an Idea, page 12 Where to Start Your Bookshelf, Margaret McKee, page 14 Keeping Up with Today, Nancy Johnson, page 1