Foreword

Every year 9000 children are estimated to die in traffic accidents in China. Fast motorization of the country in combination with low usage of child restraint system’s (CRS’s), are the two contributing factors to this alarming number. The vision of this thesis is to increase the usage of CRS’s in China, by understanding why the users are using the CRS and why the non-users are not using. The behavioural methodology Switch was used to investigate what positive behaviours could be copied and implemented in a larger scale to increase the usage. Interviews were performed with 30 users and 30 non-users in tier 1, tier 2, and tier 3 cities on the east coast of China. The main findings from the interviews showed that the reasons for not using was that the parents found the CRS complicated to install and to use, that it took too much space, that they did not know the benefits with a CRS and found it unnecessary and that they could not convince their children to sit in the CRS. Surprisingly most non-users already owned a CRS, but stopped using it. The users were using because they had experienced the CRS from abroad or got knowledge from other sources such as media or friends. Some parents were using because of a practicality issues such as the trouble to hold a heavy 3-year old child during a long trip. The behaviours chosen to represent the users for further work were learning from others, selection support, how to install, how to persist, and how to pay the knowledge of the CRS forward. The behaviour of the users was copied and implemented in a strategy consisting of the five parts above. The strategy is an interactive webpage with a close linkage to social networks to encourage sharing, and with a supporting poster- and bumper sticker campaign for spreading. The final product of the thesis work is a campaign including a fully working prototype of the webpage, which will be handed over to Volvo Cars for verification internally to make sure that the concept supports the different parts in a suitable and correct way before a public implementation. Material for poster and bumper stickers is also a part of the final delivery

On the Mental State of Consciousness of Wrongdoing

Mistake about or ignorance of the law does not exculpate in criminal law, except in limited circumstances. Doctrine and theory cognate to this principle are, by now, well developed and understood. But might an actor\u27s awareness of the illegality or wrongfulness of her conduct inculpate — that is, constitute a form of mens rea that establishes or aggravates liability? Trends in recent adjudication in white collar crime suggest that the answer is yes. This article, part of a symposium issue on Adjudicating the Guilty Mind, takes the first pass at describing the mental state of “consciousness of wrongdoing,” assessing its fit with the conceptual architecture of substantive criminal law, and uncovering the many challenges of proof and adjudication that this concept poses. Three conclusions broadly emerge from this initial, and somewhat truncated, inquiry: first, inculpating an actor for adverting to the legal or normative significance of her conduct is an attractive means of dealing with difficult line-drawing problems presented by many white collar offenses; second, the method can be justified on both retributive and deterrent grounds; and third, the practice requires much more thought and precision at the operational level, lest problems inherent in the structure of criminal adjudication be exacerbated in cases in which liability depends on the idea that an actor “knew what she was doing was wrong

On the Mental State of Consciousness of Wrongdoing

Mistake about or ignorance of the law does not exculpate in criminal law, except in limited circumstances. Doctrine and theory cognate to this principle are, by now, well developed and understood. But might an actor\u27s awareness of the illegality or wrongfulness of her conduct inculpate — that is, constitute a form of mens rea that establishes or aggravates liability? Trends in recent adjudication in white collar crime suggest that the answer is yes. This article, part of a symposium issue on Adjudicating the Guilty Mind, takes the first pass at describing the mental state of “consciousness of wrongdoing,” assessing its fit with the conceptual architecture of substantive criminal law, and uncovering the many challenges of proof and adjudication that this concept poses. Three conclusions broadly emerge from this initial, and somewhat truncated, inquiry: first, inculpating an actor for adverting to the legal or normative significance of her conduct is an attractive means of dealing with difficult line-drawing problems presented by many white collar offenses; second, the method can be justified on both retributive and deterrent grounds; and third, the practice requires much more thought and precision at the operational level, lest problems inherent in the structure of criminal adjudication be exacerbated in cases in which liability depends on the idea that an actor “knew what she was doing was wrong

Medical students writing on death, dying and palliative care : a qualitative analysis of reflective essays

Background: Medical students and doctors are becoming better prepared to care for patients with palliative care needs and support patients at the end of life. This preparation needs to start at medical school. Objective: To assess how medical students learn about death, dying and palliative care during a clinical placement using reflective essays and to provide insights to improve medical education about end of life care and/or palliative care. Methods: Qualitative study in which all reflective essays written by third year medical students in one year from a UK medical school were searched electronically for those that included ‘death’, ‘dying’ and ‘palliative care’. The anonymised data were managed using QSR NVivo 10 software, and a systematic analysis was conducted in three distinct phases: (1) open coding; (2) axial coding and (3) selective coding. Ethical approval was received. Results: Fifty-four essays met the inclusion criteria from 241 essays screened for the terms ‘death’, ‘dying’ or ‘palliative’, 22 students gave consent for participation and their 24 essays were included. Saturation of themes was reached. Three overarching themes were identified: emotions, empathy, and experiential and reflective learning. Students emphasised trying to develop a balance between showing empathy and their emotional state. Students learned a lot from clinical encounters and watching doctors manage difficult situations, as well as from their refection during and after the experience. Conclusions: Reflective essays give insights into the way students learn about death, dying and palliative care and how it affects them personally as well as the preparation that is needed to be better equipped to deal with these kinds of experiences. Analysis of the essays enabled the proposal of new strategies to help make them more effective learning tools and to optimise students’ learning from a palliative care attachment

Perceptions of sport science students on the potential applications and limitations of blended learning in their education: A qualitative study

This study sought to gain insight into blended learning-naive sports science students’ understanding and perceptions of the potential benefits and limitations of blended (hybrid) learning, which has been defined as the thoughtful integration of face-to-face and online instructional approaches. Five focus groups, each comprising 3–4 students from either the undergraduate or postgraduate sports science programmes were conducted. The focus groups were facilitated by a researcher who was not involved in sports science. Audio recordings of the focus groups were transcribed verbatim. NVivo software was used to code the transcripts to identify the themes and subthemes. Students generally had little initial understanding of blended learning. When provided with a definition, they believed that blended learning could improve educational outcomes and assist those who were legitimately unable to attend a session. Their reservations about blended learning mainly related to some students not being sufficiently autonomous to undertake independent study, timetabling considerations and access to reliable Internet services. For blended learning to be effective, students felt the online material had to be interactive, engaging and complement the face-to-face sessions. Better understanding the perceptions of the students in the current study may assist educators who are considering implementing blended learning in their teaching. © 2017 Informa UK Limited, trading as Taylor & Francis Grou

Strongly graded groupoids and strongly graded Steinberg algebras

We study strongly graded groupoids, which are topological groupoids $\mathcal G$ equipped with a continuous, surjective functor $\kappa: \mathcal G \to \Gamma$, to a discrete group $\Gamma$, such that $\kappa^{-1}(\gamma)\kappa^{-1}(\delta) = \kappa^{-1}(\gamma \delta)$, for all $\gamma, \delta \in \Gamma$. We introduce the category of graded $\mathcal G$-sheaves, and prove an analogue of Dade's Theorem: $\mathcal G$ is strongly graded if and only if every graded $\mathcal G$-sheaf is induced by a $\mathcal G_{\epsilon}$-sheaf. The Steinberg algebra of a graded ample groupoid is graded, and we prove that the algebra is strongly graded if and only if the groupoid is. Applying this result, we obtain a complete graphical characterisation of strongly graded Leavitt path and Kumjian-Pask algebras

More inter- and transdisciplinary research needed in agroecology

Agroecology embraces a collection of different disciplinary fields, ranging from agriculture and ecology to political theory. A stronger recognition of agroecology in agricultural research, which often has a strong production focus, could help to achieve sustainable development if more holistic and transdisciplinary research approaches are adopted

Impact of Argument Type and Concerns in Argumentation with a Chatbot

Conversational agents, also known as chatbots, are versatile tools that have the potential of being used in dialogical argumentation. They could possibly be deployed in tasks such as persuasion for behaviour change (e.g. persuading people to eat more fruit, to take regular exercise, etc.) However, to achieve this, there is a need to develop methods for acquiring appropriate arguments and counterargument that reflect both sides of the discussion. For instance, to persuade someone to do regular exercise, the chatbot needs to know counterarguments that the user might have for not doing exercise. To address this need, we present methods for acquiring arguments and counterarguments, and importantly, meta-level information that can be useful for deciding when arguments can be used during an argumentation dialogue. We evaluate these methods in studies with participants and show how harnessing these methods in a chatbot can make it more persuasive