(The) man, his body, and his society: masculinity and the male experience in English and Scottish medicine c.1640-c.1780.

This thesis examines the relationship(s) between medicine, the body and societal codes of masculinity in England and Scotland between c.1640 and c.1780. It responds to the way in which the men in histories of post-1660 masculinity are often disembodied, and to the comparative absence of men’s gendered experiences from the history of medicine. Its findings show that in both centuries the experience of being a man with a body that was the site of health and sickness was an open, candid, and often communal, one, inside and outside of the formal medical encounter. Thus, and on both sides of 1700, ill men had full freedom in the pursuit and acceptance of medical, familial and social assistance, while their physical suffering, and associated emotional distress, was met with sympathy. With their sick bodies the sites of honest self-examination and open discussion, it was in part this very public nature of their sicknesses that allowed men, as a gender and as individuals, independence and agency in their non-commercial health care. Indeed, later-seventeenth- and eighteenth-century men suffered no constraints in their ability to respond to the vulnerabilities of their bodies, even where this involved behaviours or attributes allegedly associated with women and femininity, or inconsistent with ideals of active, independent, masculinity. These findings indicate, therefore, great continuity across the period 1640-1780, and not only in masculine ideals of and involving the male corporeality. There seems to have been significant consistency across time in men’s social and medical experiences of both sickness and their pre-emptive preparation for it, and in an apparent collective self-confidence concerning their corporeal masculinity, their sex, and, possibly, even their sexual potential. Indeed, these sources suggest that seventeenth- and eighteenth-century men had a resilient sense of self-identity (and personal masculinity), conceptually separable from the corporeal body and its known fragilities

Moving between virtual and real worlds: second language learning through massively multiplayer online role playing games (MMORPGs)

Massively Multiplayer Online Role Playing Games (MMORPGs) bring players together in a large virtual community. This type of online gaming can serve many purposes such as entertainment, social interaction, information exchange and education and is now an integral part of many people's lives particularly the younger generation. This research study investigates the use of openly available MMORPGs to supplement second language teaching for higher education students. MMORPGs provide informal virtual worlds in which students can communicate in their second language with people from across the globe. The research approach combines ethnography and action research in the virtual and real worlds. In the real world the researcher observes the interaction with the MMORPGs by the students both through their informal discussion in the classroom and through screen video captures of their game play in the MMORPG. In addition the researcher takes on the role of a character within the MMORPG allowing for observation inside the virtual world from the viewpoint of another game character. Through action research, the researcher observes, plans and then interacts with the students' MMORPG characters within the game. This enables the researcher to provide anonymous but tailored support to the students including advice on the game play, a confidence boost where needed, a friendly face where needed and some support around language issues. In the real world, action research is also used to provide tutorial exercises and discussions based on the students' experiences with the MMORPG, facilitating further enhancement opportunities for their language development. This paper concludes that MMORPGs provide a safe, relaxed and engaging environment in which students can practice and improve their language skills

A Case Study of Using Online Communities and Virtual Environment in Massively Multiplayer Role Playing Games (MMORPGs) as a Learning and Teaching Tool for Second Language Learners

Massively Multiplayer Online Role Playing Games (MMORPGs) create large virtual communities. Online gaming shows potential not just for entertaining, but also in education. This research investigates the use of commercial MMORPGs to support second language teaching. MMORPGs offer virtual safe spaces in which students can communicate by using their target second language with global players. Using a mix of ethnography and action research, this study explores the students’ experiences of language learning and performing while playing MMORPGs. The results show that the use of MMORPGs can facilitate language development by offering fun, informal, individualised and secure virtual spaces for students to practise their language with native and other second language speakers

Using massively multiplayer online role playing games (MMORPGs) to support second language learning: Action research in the real and virtual world

Massively Multiplayer Online Role Playing Games (MMORPGs) create large virtual communities. Online gaming shows potential not just for entertaining, but also for education. The aim of this research project is to investigate the use of commercial MMORPGs to support second language teaching. MMORPGs offer a digital safe space in which students can communicate by using their target language with global players. This qualitative research based on ethnography and action research investigates the students’ experiences of language learning and performing while they play in the MMORPGs. Research was conducted in both the real and virtual worlds. In the real world the researcher observes the interaction with the MMORPGs by the students through actual discussion, and screen video captures while they are playing. In the virtual world, the researcher takes on the role of a character in the MMORPG enabling the researcher to get an inside point of view of the students and their own MMORPG characters. This latter approach also uses action research to allow the researcher to provide anonymous/private support to the students including in-game instruction, confidence building, and some support of language issues in a safe and friendly way. Using action research with MMORPGs in the real world facilitates a number of opportunities for learning and teaching including opportunities to practice language and individual and group experiences of communicating with other native/ second language speakers for the students. The researcher can also develop tutorial exercises and discussion for teaching plans based on the students’ experiences with the MMORPGs. The results from this research study demonstrate that MMORPGs offer a safe, fun, informal and effective learning space for supporting language teaching. Furthermore the use of MMORPGs help the students’ confidence in using their second language and provide additional benefits such as a better understanding of the culture and use of language in different contexts

Wild Data::How Frontline Hospital Staff Make Sense of Patients’ Experiences

Acknowledgements The authors would like to thank the ward teams and senior management teams at the six participating case study sites, as well as the US‐PEx team of investigators and lay panel members. All authors were employed by the Nuffield Department of Primary Care Health Sciences at the University of Oxford at the time of undertaking the research. The views expressed are those of the authors and do not necessarily reflect the views and opinions of the authors' institutions. This research was funded by the NIHR Health Services and Delivery Research Programme 14/156/06, with scholarship by CM supported in part by the Wellcome Trust through (grant number 209519/Z/17/Z). LL was supported by Oxford NIHR Biomedical Research Centre. The views expressed are those of the authors and not necessarily those of the NHS, the NIHR or the Department of Health and Social Care.Peer reviewedPublisher PD

'Team Capital’ in Quality Improvement Teams::Findings from an Ethnographic Study of Frontline Quality Improvement in the NHS

Acknowledgements: The authors would like to thank the ward teams and senior management teams at the six participating case study sites, as well as the US-PEx team of investigators and lay panel members. All authors were employed by the Nuffield Department of Primary Care Health Sciences at the University of Oxford at the time of undertaking the research. The views expressed are those of the authors and do not necessarily reflect the views and opinions of the authors' institutions. Funding: This research was funded by the NIHR Health Services and Delivery Research Programme 14/156/06, with scholarship by CM supported in part by the Wellcome Trust through grant number 209519/Z/17/Z. LL was supported by Oxford NIHR Biomedical Research Centre. The views expressed are those of the authors and not necessarily those of the NHS, the NIHR or the Department of Health and Social Care.Peer reviewedPublisher PD

‘Team ethnography visual maps’:Methods for identifying the ethnographic object in multiple sites of fieldwork

Peer reviewedPostprin