Operative cholangiography

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Modelling institutional values transmission through a comparative case study of three schools

This thesis presents a model of institutional values transmission through cross-case analysis of values education undertaken in three UK secondary schools. Since the early 1980s a significant amount of research has been carried out on cultural transmission and the transmission of values, though it has focused on intergenerational transmission within families and the interaction between the school and the family in terms of converging and diverging values and worldviews. Very little work has been done on the process of transmission of values in schools or other organisations that is evidence-based. An increasing number of governments and organisations, as well as schools, are beginning to invest seriously in values education programmes, but whether the idea of values education is theoretically coherent is still disputed. Through an evaluation of the philosophical, psychological and sociological literature on values and employing phenomenological and semiotic analyses, a theory of values as transmissible entities is developed, which is then extended to a general concept of values transmission using the twin terms invocation and evocation, to denote modes of bringing value concepts to the awareness of an audience and of generating group cohesion through a shared experience linked to particular values, respectively, these terms themselves emerging from the theory of values. Through data collection, analysis and modelling of values education in three schools – a state comprehensive, a faith school and an independent – a plausible mechanism for institutional values transmission is developed. This mechanism integrates two partial models: a permeation-authority inculcation model of transmission flow with a resistance-transformation model of moral autonomy. At its heart it envisages a systemically robust cycle of institutional values discourse, institutional cultural expectations and the generation of a sense of community shored up by individual commitment. A two tier qualitative approach is used in this research, having both an inductive, theory generating phase of field research, data capture and analysis, and a deductive, hypothesis-led confirmatory phase. The inductive phase uses a case study format and cross-case analysis, providing data for analysis and for testing a set of hypotheses in the deductive phase. The development of a mechanism for institutional values transmission is carried out using an institutional model of the schools as a data collection and analytical instrument, based on three structural aspects: an authority hierarchy; an interiority/exteriority duality in the institutional lived-experience; and a system hierarchy. Multiple data collection and analytic methods are employed in each case study, in order to build up a ‘three-dimensional’ picture of the transmission of values in each school. Both comparative and iterative cross-case analyses are carried out. The findings emerging from the case studies suggest the following tentative conclusions: schools have varying degrees of awareness of the values that they impart, although all consider values education to be an important part of what they do and to impact on student performance and behaviour; while there is some explicit values-oriented pedagogy, most teaching of values is implicit; schools with greater ethnic diversity have more challenges to build a cohesive community, as this is at odds with the ‘spontaneous sociality’ of the pupils; there is a broad convergence on the same values found most widely distributed throughout schools across the widest range possible with respect to forms of governance, educational philosophy and demography. The findings carry a number of pedagogical implications: general support is found for explicit values education programmes and the linking between behavioural standards and academic achievement; the importance of the development of a ‘moral community’ around the ethos of the school and the creation of opportunities for multiple belonging is highlighted; and resistance to institutional authority structures is explored for its significant potential for transformation to an acceptance of institutional values

Pasts and pagan practices: moving beyond Stonehenge

Theorizing the past is not restricted to archaeology and interpretations of 'past' both influence and are themselves constituted within politicized understandings of self, community and in certain instances, spirituality. 'The past in the imagination of the present' is appropriated, variously, to give meaning to the present or to justify actions and interpret experiences. Summer solstice at Stonehenge, with an estimated 21,000 celebrants in 2005, is only the most publicized appropriation (by pagans and other adherents of alternative spirituality and partying) of a 'sacred site'; and conflicts and negotiations occurring throughout Britain are represented in popular and academic presentations of this 'icon of Britishness'. This paper presents work from the Sacred Sites, Contested Rites/Rights Project (http://www.sacredsites.org.uk) project, a collaboration of archaeology and anthropology informed by pagan and alternative approaches and standpoints investigating and theorizing discourse and practice of heritage management and pagan site users. Whether in negotiations around the Stonehenge solstice access or in dealing with numerous other sites, boundaries between groups or discourses are not clearly drawn - discursive communities merge and re-emerge. But clearly 'past' and 'site' are increasingly important within today's Britain, even as television archaeology increases its following, and pagan numbers continue to grow.</p

Responsibilities within the governance space: A study of the role of the company secretary on contemporary boards

This thesis investigates the role construction and challenges of company secretaries supporting contemporary Australian boards. Increased regulation of board transparency has expanded the role and the research shows the company secretary accommodates the expansion of responsibilities from administrator to strategic advisor by using informal activities and developed social skills. Dual-role company secretaries, that is those combining the legal counsel or chief finance officer function in non-profit and government owned organizations are acutely aware of setting the boundaries of responsibilities. The use of informal working spaces opens up the possibility for the company secretary to provide further influence as the organization's gatekeeper

Implicit Emotional Memory and Post Traumatic Stress in Adult ICU Patients

Part One: Literature Review: Purpose: Treatment in an ICU is a psychologically traumatic event yet it is unclear what factors independently or cumulatively lead to PTSD in some patients. Method: Electronic databases were searched for articles published between 1960 and 2013. 21 articles were reviewed. Results: The institution that is ICU and memories of the experience contributes to the development of PTSD; however, ecological validity was compromised in many studies. Conclusion: Memory of ICU in PTSD development warrants further exploration. Part Two: Research Report: Introduction: ICU care can result in PTSD, with memories disrupted by sedative and/or analgesic drugs. We examine if a trigger for PTSD flashbacks is an emotionally salient sensory stimulus that occurred whilst sedated. Method: 24 general ICU patients were screened at 1-2 weeks and 4-5 weeks post ICU with commonly used screening tools (PTSS-14, HADS, ICUMT). Skin conductance responses to ICU and other sounds measured implicit memory. Patients’ relatives (n=15) and a non-clinical sample (n=35) also participated. Results: A mixed ANOVA failed to find a significant difference within groups, but did find between group differences F(2,69) = 6.82, p < .05. Positive correlations approaching significance were found for sedation and analgesia with delusional and factual memories. A trend was found for ICU sounds and PTSS. Nine patients reached caseness on the HADS subscales and/or PTSS-14. Conclusion: Replication in a larger sample, ICU-specific screening tools, and intra-ICU and follow up psychological support is recommended. Part Three: Critical Appraisal: Appraisal of the research process was undertaken. Reflections on conducting an independent research project are presented, and learning points highlighted. Part Four: Service Evaluation: A community tenancy of an adult with extremely challenging behaviour was evaluated using a single case study design. The intervention was the package of care. Over time, the frequency and duration of challenging behaviour decreased, tactile and play behaviours increased, and antipsychotic medication significantly reduced. Suggestions for service improvement were made