A Qualitative IPA of the Motivations of Retirees’ Transitions to ‘Retirement’ Social Identities and the Consequences on Retirement Adjustment Satisfaction

Retirement is a relatively new phenomenon in relation toshifting from being a privilege for the few to becoming anormative ‘third age’ of the life course. However, retirementrepresents one of the major life course transitions in late adultlife and associated with this transition is the question of howwell people adjust to retirement and the consequences of howwell people negotiate this adjustment on their sense of worthand well-being can be either negative or positive. This paperpresents a qualitative approach through Social Identity Theoryand Self-determination Theory to explore the underpinningmotivational processes of retirees in their transition to‘retirement’ social identities and the consequences onsatisfaction in retirement. Semi-structured interviews wereconducted with four white British participants includingthree males and one female ranging in age from sixty-fourto sixty-nine and having retired between fifteen months andfour years. An Interpretative Phenomenological Analysis ofthe transcribed interviews led to five main themes emerging,namely Strength of identity with working life; Significanceof non-work-related aspects of life; Psychologically preparingfor retirement; Process of shifting/adjusting to retirement;Meeting expectations of retirement. The study found thatretirement is not a formulaic process but people experienceadjusting to retirement differently based on their individualmotivations and resources for preparing for and facilitatingthe transition. The findings from the study has implicationsin relation to the provision of intervention in supportingindividuals psychologically preparing for retirement beyondfinancial planning along with those experiencing negativeconsequences in transitioning to retirement

The Transmembrane Domain of CEACAM1-4S Is a Determinant of Anchorage Independent Growth and Tumorigenicity

CEACAM1 is a multifunctional Ig-like cell adhesion molecule expressed by epithelial cells in many organs. CEACAM1-4L and CEACAM1-4S, two isoforms produced by differential splicing, are predominant in rat liver. Previous work has shown that downregulation of both isoforms occurs in rat hepatocellular carcinomas. Here, we have isolated an anchorage dependent clone, designated 253T-NT that does not express detectable levels of CEACAM1. Stable transfection of 253-NT cells with a wild type CEACAM1-4S expression vector induced an anchorage independent growth in vitro and a tumorigenic phenotype in vivo. These phenotypes were used as quantifiable end points to examine the functionality of the CEACAM1-4S transmembrane domain. Examination of the CEACAM1 transmembrane domain showed N-terminal GXXXG dimerization sequences and C-terminal tyrosine residues shown in related studies to stabilize transmembrane domain helix-helix interactions. To examine the effects of transmembrane domain mutations, 253-NT cells were transfected with transmembrane domain mutants carrying glycine to leucine or tyrosine to valine substitutions. Results showed that mutation of transmembrane tyrosine residues greatly enhanced growth in vitro and in vivo. Mutation of transmembrane dimerization motifs, in contrast, significantly reduced anchorage independent growth and tumorigenicity. 253-NT cells expressing CEACAM1-4S with both glycine to leucine and tyrosine to valine mutations displayed the growth-enhanced phenotype of tyrosine mutants. The dramatic effect of transmembrane domain mutations constitutes strong evidence that the transmembrane domain is an important determinant of CEACAM1-4S functionality and most likely by other proteins with transmembrane domains containing dimerization sequences and/or C-terminal tyrosine residues

There and back again : a sociological case study of HRM as a force for cultural change in a division of a civil service department

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Looking Back: The use of visual methods in the social sciences

In Chapter 2 we consider visual research in the social world and contextualise its historical roots. This briefly explores the origins of visual methods, how these developed and evolved into the methods used in social science research today. Further it goes on to outline contemporary theoretical frameworks that we have found highly valuable in our own research and teaching and which have added a critical dimension to our work

A Double Take: The practical and ethical dilemmas of teaching the visual method of photo elicitation

This paper advocates the teaching of photo elicitation in higher education as a valuable data collection technique and draws on our experience of teaching this visual method across two consecutive postgraduate cohorts. Building on previous work (Watt & Wakefield, 2014) and based on a former concern regarding student duty of care, a modification was made that constrained or made less ‘risky’ the topic area of a photo elicitation project for the second year group. The paper compares and contrasts the effects of this change through student and tutor reflections. In Cohort 1, (year one) although the reflections of some of the students gave us cause for concern, the work produced was exceptionally creative and of an excellent standard. The work produced by the following year, Cohort 2, was of much lower quality, in the main lacked creativity which was supported by student reflection that similarly depth or insight. In comparing and contrasting the two cohorts we discuss the effect of the topic change in potentially affecting student engagement, creativity and quality of work. In taking what pedagogically, we perceived as a less risky topic area, we discuss the potential this had on stifling creativity and student engagement concluding that ours should serve as a cautionary tale that there is a need to be careful in what we wish for; a less risky topic equated to less risky work and affected student engagement

Visual Methods: Developing Pedagogical Application

Chapter 4 focuses on the development of pedagogical application. This chapter turns its gaze to the design of curricula that include visual elements. It focuses first on models of learning and how teaching can be best structured in the enhancement of learning. The focus then moves to how visual methods can be incorporated into the curriculum as a vehicle for learning and teaching but one which also provides a unique opportunity for students to engage in creative and practical assessment. Further, in this chapter we discuss the pedagogical implications of assessing work that goes beyond set parameters and suggests ways in which assessment criteria can mediate this

Picture It! The use of visual methods in psychology teaching

This paper discusses the use of photo elicitation set as an assessment piece on a taught postgraduate programme. Theoretically located under the framework of Creative Analytic Practice (CAP), 30 students in groups of 3-4-were tasked with being both researcher and participant. The task required each group member to take 5 photographs on which they and their group members wrote a reflective piece. The student groups were free to select a topic of their own choice. The topics chosen were wide, varied and the students reflexively reported their enjoyment and engagement with the project and the method of data collection. However, for some, the power of photo elicitation saw some students engage in a cathartic journey which pedagogically raised our concern. Set as an assessment, this paper reports the potential and the creativity that photo elicitation can bring but at the same time it also discusses and makes suggestions around how to overcome the ethical issues encountered

Ethnography in social science practice

Ethnography in Social Science Practice explores ethnography’s increasing use across the social sciences, beyond its traditional bases in social anthropology and sociology. It explores the disciplinary roots of ethnographic research within social anthropology, and contextualizes it within both field and disciplinary settings