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In the pharmaceutical industry, the control of a new drug's crystal form is key to optimise its formulation and mode of action. Computational Crystal Structure Prediction (CSP) methods for organic crystalline materials are becoming increasingly accurate at predicting the relative stability between packings, even if they usually grossly overestimate the number of polymorphs. The purpose of this work is to develop a systematic and scalable method to reduce CSP sets to a small number of putative polymorphs by including temperature effects. In fact, not all hypothetical structures corresponding to local minima in the lattice energy landscape are expected to be stable at finite temperature with many of these that merge into a smaller set of persistent states. In order to identify persistent structures, classical molecular dynamics simulations at finite temperature are performed on CSP-generated crystal structures. Unstable structures are thus automatically removed by checking if molecules exhibit a random inter-molecular orientation, typical of the melted state. On the other hand, to identify those structures that convert to the same geometry, I devised a clustering analysis based on probabilistic fingerprints that provide information on the relative position, relative orientation and conformation of molecules within a dynamic crystal supercell. These molecule-specific fingerprints are able to efficiently distinguish different structures of large supercells and can handle robustly the displacement of atomic positions from equilibrium typical of finite-temperature simulations. These are used to quantitatively assess the similarity between pairs of structures and cluster analogous geometries. Finally, I used Well-Tempered Metadynamics on the cluster centres to overcome MD limits and sample possible slow transitions. I applied this method on molecules of increasingly conformational complexity and datasets spanning from a few dozens to thousands of structures. Instrumental in achieving scalability over a large set of crystal structures has been the development of a Python library that handles the setup of MD simulations and automatically analyses the resulting trajectories, enabling us to manage the large sets of structures typical of real-world CSP applications.

This thesis is concerned with the manufacture of granular laundry detergents in counter-current spray dryers making use of turbulent swirling flows. It contributes to a comprehensive description of this process by providing a) an experimental study of the swirling fluid dynamics in various scales and designs, introducing the use of sonic anemometry to this context, b) the description of a complex fouling dynamics at the walls, quantified by rates of deposition and re-entrainment of material, and c) the analysis of the sources of particle-droplet agglomeration in different sections of the dryer, under the operation of one or multiple sprays. This thesis demonstrates that the interaction with the walls is a central part of the process. In the one hand, friction affects the structure of the flow: it reduces its angular momentum and destabilizes the swirl, which causes recirculation in the dryer and the production of turbulence. In the other, particles deposit at the walls forming a multi-layer that continuously builds and breaks up. A tracer experiment has revealed that this equilibrium in part governs the product residence time, and ultimately how particles dry and aggregate. The data provided here constitute the first evidence of such a behavior in spray dryers.

Nursing literature is replete with calls for innovation to address the needs of the twenty-first century nurse. However, innovation in nursing education in the United States and the subsequent impact on nursing clinical practice is poorly understood and minimally explored in the literature. This empirical study was designed to explore the relationship between innovation in nursing education and nursing clinical practice. Two key questions guided this inquiry: 1) What perspectives do new nurses hold about the influence of their education on their clinical practice? and 2) What is the impact of the working environment on the ability of new nurses to innovate? Using a qualitative case study approach, and the theoretical framework of adaptive expertise, this work explored the perspectives of participants from a college of nursing in the northeastern United States regarding innovation within the nursing program. Thirteen participants, eight program faculty members and five program graduates, shared their experiences with innovation in the nursing education program. The data collection methods used in this study included document reviews, demographic surveys, participant journaling and semi-structured focus group interviews using open-ended questions. Inductive descriptive analysis was used to develop thematic coding of the data. Results of the study demonstrated three main themes, immersion, identified as intensive clinical practicum experiences, seeking answers and making connections. Making connections was further organized into cognitive connections and relational connections. Relational connections and immersive learning emerged as meaningful learning for participants. Perspectives from the cohorts diverged on what was considered innovative. Faculty integrated several innovative teaching strategies, such as technology supported lectures, role-play, role-modeling, group discussion, reflection, and high-fidelity simulation. Program graduates cited role-play, role-modeling and clinical immersive practicums as the most influential educational experiences. Based on their journal entries, these new graduate nurses demonstrated a propensity to innovate. However, environmental factors in the work place, such as communication issues, and orientation issues, may have played a role in stifling the innovations of these new nurses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation is dedicated to enhancing the discovery of biologically relevant information forendophenotypes and biomarkers for complex brain disorders through the integration of data from multiple diverse omics domains, including genomics, transcriptomics, epigenomics, and metabolomics. Chapter 1 focuses on evaluating the functional genomic features captured by skin fibroblasts as an in vitro model for circadian studies, particularly within the context of Bipolar Disorder. This investigation utilizes longitudinal gene expression and chromatin accessibility data from six cell lines across thirteen timepoints. In Chapter 2, we delve into how distinct biological layers, including genetics and cerebrospinal fluid metabolites, contribute to understanding various aspects of Alzheimer's Disease pathology as reflected in established cerebrospinal fluid biomarkers, such as amyloid beta 42, total tau, and phosphorylated tau cerebrospinal fluid levels. Our findings underscore the utility of integrating functional genomics platforms to characterize the features that an in vitro model captures and assess their relevance for specific endophenotypes and disorders. Additionally, through CSF metabolomics analysis, we identify novel metabolites associated with phosphorylated tau and total tau CSF levels, such as Anserine and Fucose. This work signifies another step forward in advancing our comprehension of the underlying biology of complex brain disorders. By leveraging current technological advancements and addressing the challenges of integrating omics approaches, we aim to unravel new insights and avenues for diagnosis, treatment, and management of these debilitating conditions.

Obstructive Sleep Apnea (OSA) is characterized by repetitive collapse of the upper airway during sleep. Drug-Induced Sleep endoscopy (DISE) is used to identify the collapse site. Among the possible sites of collapse, the epiglottis occurs more frequently than previously described. In this study, we reviewed DISE findings and classified different epiglottic collapse patterns. We found 104 patients (16.4%) with epiglottis collapse (primary 12.5% and secondary 3.9%). We described the following patterns of epiglottis collapse: Anterior-Posterior (AP) collapse with rigid component trapdoor type (48%); AP collapse with lax component floppy type (13.5%); Lateral- Lateral (LL) collapse with omega shape component book type (14.5%); and secondary due to lateral pharyngeal wall or tongue base collapse (24%). The identification of the epiglottic collapse pattern is crucial in decision-making when attempting to ameliorate OSA. These findings in OSA phenotyping could influence the type of treatment chosen.

Soybean [Glycine max (L) Merr.], a legume species native to East Asia in the Fabaceae family, ranks among the most important food crops in the world. It is widely grown and known for its high protein and oil concentration. Soybean is valuable because its seeds have multiple applications in food, feed, pharmaceutical, and industrial enterprises. Even though seed yield is the most important trait, breeders have recently given a significant attention to quality traits, such as high protein or modified oil concentration. Soybean seed protein inheritance has been extensively studied; however, genetics of high-protein ‘BARC-7’ soybean are still unknown.On the other hand, soybean production in the United States Mid-South relies heavily on irrigation with 85% of soybean surfaces are supplemented with water in Arkansas. The most common irrigation practice in the U.S. Mid-South is furrow irrigation. Furrow irrigation could add an extra dimension of variation because of water gradients on the front and back of field, and potentially unequal flows between rows. However, the National Centers for Environmental Information reported a water shortage in eastern Arkansas, causing a reduction in water levels at irrigation reservoirs and generating concern on water availability for crop irrigation during reproductive stages. A reduction in groundwater availability could result in farmers having to skip or delay irrigation at a certain reproductive stage. Reduction in irrigation due to water quantity restrictions will significantly affect soybean yield, making variety selection increasingly important. Also, exploring molecular approaches to increase yield genetic gain has been one of the main challenges for soybean breeders and geneticists. Therefore, the objectives of this study were 1) to map of high-protein ‘BARC-7’ gene using F2-derived lines 2) to assess if irrigation onsets at different reproductive stages affect wilting, seed yield and key agronomic traits on determinate maturity group 5 (MG 5) soybean 3) to conduct a nested association mapping (NAM) for wilting, maturity, and seed yield and to identify superior individuals in seed yield using genomic approach under different irrigation onsets 4) to evaluate the spatial variability of furrow-irrigated soybean for seed yield, wilting, and maturity under four different irrigation onsets. Results suggested that QTL for protein and oil inherited from ‘BARC-7’ were identified on chromosomes 6, 13, and 20. The known major QTL on chromosome 20 was not detected. Results also indicated significant differences in wilting and yield but no significant differences in maturity, protein, oil content, and 100-seed weight across different irrigation onsets. Results revealed that a total of 4, 39, and 7 SNPs were found to be significantly associated with canopy wilting, maturity, and seed yield, respectively, using the combined data under different irrigation onsets obtained over four environments (location-year combination). Overall genomic selection accuracy was moderate ranging from 0.39 to 0.44, and genomic selection was efficient to select superior soybean lines under reduced irrigation. The spatial models displayed better data fitting (lower AIC and/or BIC) than the block model in each different irrigation level across different environments and traits. Indeed, genotype ranking for seed yield was different between the block model and the best spatial model, suggesting that spatial adjustment may be necessary for soybean breeding operations under furrow irrigation. Further validation in a breeding yield trial demonstrated similar results of the effectiveness in terms of AIC and/or BIC of the spatial model compared to the block model for soybean seed yield. The results from this study could contribute to proceed to a fine-mapping to the regions associated with high protein and oil in ‘BARC-7’ genetic background, to better understand mild drought on populations in order to define the breeding objectives and subsequent deployment of soybean lines under limited irrigation, and to suggest a spatial adjustment for soybean breeding operations under furrow irrigation.

This study sets out to identify and analyse the factors that might influence Health Visitors' ability to ask about domestic abuse during a home visit and the impact this might have on the support given to women who disclose abuse or are in situations where domestic abuse is identified. The study employed a mixed method approach to examine how Health Visitors' understood their role based on past experiences. The study focused on a large Community NHS Trust in England and was carried out in three phases: i. electronic surveys completed by 27 Health Visitors; ii. semi-structured interviews held with 10 Health Visitors; and iii. an additional 11 semi-structure interviews with Health Visitors. Interview data were collated and thematically analysed using a data management tool- MAX QDA. Data from the survey and interviews were merged following analysis to present findings. Findings from this study indicated that Health Visitors had developed a range of coping strategies that enabled them to deal with the challenges that they encountered at work. The importance of being able to communicate concerns about clients within a team environment was invaluable. However, new work practices were identified as inhibiting client contact, contact with team members, and the Health Visitors' ability to carry out their role. Further, Health Visitors highlighted a lack of confidence in asking male clients and those in same-sex relationships about domestic abuse as well as the cultural competence needed to support women of Black and Asian minority ethnic groups. The findings also showed that the confidentiality and the reliability of interpreter translations appeared to create a barrier for Health Visitors. The recommendations set out proposals for the education and training of both undergraduate and experienced Health Visitors.

Simulations from the CSIRO Mk3L climate model, coupled to the CABLE land surface model, indicate that climate extremes indices are significantly affected by land use-induced land cover change (LULCC). The changes in the extremes are correlated to regions of intense LULCC and vary seasonally. The changes in temperature extremes are more spatially coherent than the change in precipitation extremes. Compared to the impact of doubling atmospheric carbon dioxide (CO2), some indices are systematically affected by LULCC in the same direction as increasing CO2 while for other indices LULCC opposes the impact of increasing CO2. In some regions, the scale of the LULCC impact is of a magnitude similar to the impact of CO2 alone. This suggests that increases in greenhouse gases alone cannot account for anthropogenically-induced changes in climate extremes as LULCC may regionally mask or amplify the impact of increasing CO2 on climate extremes. The analysis performed on the Mk3L-CABLE model was applied to the simulations from independent models participating in the Land-Use and Climate, IDentification of robust impacts (LUCID) project. Results show that the changes in the temperature extremes are robust although not all the models agree on the degree and sign of the change. These differences between the models are explained by the differences in how the models imposed LULCC and how they calculated the changes in albedo and surface fluxes. The changes in the precipitation extremes were not as spatially coherent as those of the temperature extremes but these may be explained by the limited capacity of the models to simulate precipitation which may be related to model resolution or its sensitivity to LULCC processes that affect precipitation and associated processes.

This research study explored the parental perceptions, attitudes and knowledge regarding sexuality and relationships in Malta. A range of barriers and enhancing processes involved were addressed in order to understand the complex dynamics involved in the educative process within the family nucleus. The family was considered the fulcrum where, sexuality values would be cultivated from an early age and built upon, as children develop both physically, and cognitively. Children in adolescent years were also exposed to various images of sexuality and relationships through the media, the internet, and peers and were often in a position where they had to take decisions, which potentially could affect their present, and future. The local situation in Malta showed a steady incline in Sexually Acquired Infections, and the number of unplanned pregnancies in teenage years. Since sexuality was viewed as an essential element of any human being often incorporating various issues such as gender, sexual orientations, emotions, intimacy, pleasure, behaviours and relationships, it was considered important to address who, how, when and what was being addressed in the family nucleus. The family were considered to be in a crucial position to start nurturing such important values in children from a young age by adopting an open, sincere, non-judgmental and comprehensive manner. This study utilised a mixed method approach in order derive information from parents. Postal surveys were sent to a random sample of 2,000 mothers nationally who had 14/15 year old children (response rate 50.7%, n=1,014). Following the survey, four focus groups (n=50) were carried out to delve deeper into the dynamics of family practices. The four groups were drawn from different socio-economic groups in life and were inclusive of diversity, in terms of gender and sexual orientations. The parents in the focus group showed interest and provided perspectives regarding sexuality and relationships. The Unified Theory of Behaviour and the Knowledge, Attitudes, Skills and Habits (K.A.S.H) model were utilised to substantiate the theoretical constructs of the research tools, and information from parents. The use of statistical tools and thematic clustering of data identified a number of findings, unique to Maltese society. Key recommendations included empowering parents with the right skills, knowledge and attitudes in order to carry out their important educative role in children's lives by being timely, open, honest and inclusive of diversity of gender and sexual orientations. Parents identified reliable sources such as Personal, Social and Career Development (PSCD) teachers who could help them out in their educative quest. Despite the limitations mentioned in this study, the researcher was confident that new information from the Maltese Islands was discovered which would give rise to future research and the act as basis for parental programmes.

This study examines the impact that the cruise industry has had on the island of Madeira, which is considered a destination of excellence and a repositioning hub between the two most important markets in the cruise tourism: the Caribbean and Europe. The research undertaken examines the relationship between the two subsectors, cruise tourism and land-based tourism, and the role played by the Autonomous Region of Madeira government. The original contribution of the research lies in its presentation of an in-depth case study of Madeira as a cruise destination within the wider context of the global cruise industry. The study has the potential to identify ways forward for island governance, offering potential strategies involving public, private and mixed partnerships in order to develop a tourism strategy that supports regional development and sustainability. The literature review examines the historical context and the tourism industry, focusing on the key trends of its most dynamic sector - the cruise industry and, within that, Madeira Island is introduced with its history and brand as a mature tourist destination. The research methodology comprises a case study using a mixed-methods approach, which includes qualitative and quantitative phases to support a triangulation process. Data were collected during March and April 2012, a peak-season period when ninety-three vessels entered the port of call of Funchal. A further survey took place during December 2013 and January 2014, when seventy-six ships called at Funchal. Out of 2,564 questionnaires distributed, 2,440 were returned, a 95% completion rate. More than half of the respondents viewed the Madeira Archipelago as a land-based destination and stated an intention to revisit the island. The percentage of tourists intending to return was higher (75%) among the tourists who considered the Madeira Archipelago to be a mixed destination. Secondary data collections were presented in connection with Madeira's GDP, income in hotel establishments and employment rate, and indirect and induced impacts of the cruise industry in Europe and worldwide. In addition to cumulative conclusions, a governance strategy is proposed that implements a tourism policy that supports regional development as well as economic sustainability ensuring best practice. Madeira Island offers a mature destination with opportunities for beneficial integration between cruise tourism and land-based tourism.

Relational engagement with whole persons, body, mind and soul is the heart of compassionate recovery-orientated mental health nursing, yet spirituality continues to pose theoretical and practical dilemmas for service users, policy-makers, nurses and educators. This study examines ways in which the lived spiritual experience of women with borderline personality disorder (BPD) informs and influences their therapeutic relationships with mental health nurses (MHNs) and additionally provides lessons for mental health nursing practice and education. Within a participatory phenomenological methodology, semi-structured dialogic interviews with five women, recovering from a diagnosis of BPD were combined with researcher reflections. Extensive narrative and dialectical thematic analysis uncovered unheard stories of rich relational complexity and transformation. Lived spiritualties of processual becoming-bridging-being or emerging-questing-voicing emerged in the shifting dimensions of self, relationships, space and recovery. A spiritual framework for BPD is drawn from the data focusing on the identified bridging experiences or transitional waypoints of BPD recovery represented thematically as, 'Reflective Self, Letting Go, Navigating Crossings and Serendipitous Seeking'. The study proposes a symbiotic inter-spiritual educational approach that links bridging experiences in method and meaning, learning and recovery. The narratives of bridging and questing, voiced by the women, have wider implications for studying spiritualties, particularly in worlds of fragmentation and damage. These voices and spiritualties are integral to whole person approaches in mental health nurse education. The key discovery of the study is the creative potential of shared relational space in developing self-care and self-anchoring, fundamental in supporting and facilitating the emergence of unheard voices. Fluid, compassionate spaces of spiritual mutuality provide safe havens for learning and recovery. As one participant says: '... you can develop wisdom regardless of the chaos around you and that hopefully transfers into your environment as well ...'

The study undertaken examines the perceptions of Additional Inspectors (AIs) involved in maintained school inspections post September 2012, following revisions to the 1992 Ofsted framework. Ofsted inspectors are now required to modify their inspection practice by making four judgements about the effectiveness of schools as compared to the previous twenty-four judgements required pre-2012. Key themes of accountability together with concerns about 'game playing' to survive their inspection experience and the culture of performativity and its impact on practice are examined. A mixed-method approach based on 41 questionnaire responses and in-depth interviews with 4 Additional Inspectors were used to examine the perceptions and experiences of Additional Inspectors and obtain quantitative and qualitative data. Insider research which is highlighted in chapter 3 enabled access to the participants and is a feature of this study because of the researcher's role as an experienced Ofsted Inspector with extensive knowledge about Ofsted inspection practice. Phase one of the study highlighted the concerns that AIs had about procedural inspection issues in addition to the differing levels of accountability that warranted further exploration in phase two. Phase two concluded that inspecting in maintained schools is a complex and exhausting process that highlights issues of self-identity and performativity. The perceived lack of power and increased accountability are significant perceptions of AIs that give rise to 'game playing' as part of a performative culture to enable them to survive their inspection experience. This study concludes that inspecting in maintained schools is a challenging experience for AIs who must cope with the demands of an increased accountability agenda imposed upon them by the inspectorate. AIs engage in social performances to cope with such demands and this has a dramatic effect on both their professional and personal lives. AIs believe that the significant changes to the Ofsted inspection framework post September 2012 has diminished their personal levels of autonomy through the process of inspecting maintained schools and heightened the levels of power and control by the inspectorate. The original contribution of the thesis is to an under researched area, namely in enabling the AIs' voices to be heard by examining perceptions of their inspection experience following significant revisions to the Ofsted framework post September 2012. A contribution is made to the existing literature about AI's social performances from which they have been affected personally and professionally.

The aim of this study was to ascertain the experiences of D/deaf university learners who had been supported by a notetaker at some point during their studies. Whilst the number of D/deaf learners attending university is steadily increasing, notetaking support continues to be an under-researched area. The two primary research questions examined the current state of notetaking provision in higher education and what, from the perspectives of the co-researchers (D/deaf learners), comprised a successful and positive experience of being supported by notetakers. A transformative framework (Mertens 2010) was adopted to guide the data collection, foregrounding the voices of the learner and influencing the study as it was acknowledged that the co-researchers were the experts on the subject. Two sequential methods were utilised, firstly an electronic forum (n=7) which then contributed to the second phase, an electronic questionnaire (n=30). The findings showed that whilst the majority of the co-researchers’ experiences were positive, there was evidence of poor and variable practice which confirmed the need for common guidelines. The anonymous forum and questionnaire enabled the co-researchers to discuss and/or contribute their experiences in a non-threatening, and non-judgemental environment as suggested by Balch and Mertens: Focus groups for deaf and hard of hearing can be highly productive on even the most sensitive issues (1999:265). The intended outcome of the study was the development of the Notetaking Optimising Thorley Effectiveness Information and Guidelines – NOTE IaG which provides information for D/deaf learners, their teaching staff, notetakers and their non-D/deaf peers. An unexpected yet positive outcome of the study was the creation of a NOTE template which encourages D/deaf learners to add to, and personalise their notes provided by their notetakers.

This case study carried out during 2007 – 2009 investigates how a Junior School has been able to give primary school children a voice through the provision of decision and democratic power-sharing opportunities in its inherent culture. An inclusive philosophical vision has been created within an educational and broad socio-cultural context where children’s contributions are deemed valid and important. A pedagogy has developed which provides experiences that enable children to practice and experiment with critical elements of consultation, participation, responsibility, emotional intelligence and transformational learning. It is proposed that pupils are able to develop confidence in preparing for their next phase of education and a world ‘not yet known’ (Lodge, 2000: 97). Data is drawn from three school based initiatives: School Council Initiative; Guardian Angel Initiative and the Master Class Mentor Initiative involving 16 children (15 aged 10 – 11 years and 1 aged 12 years), and 12 adults, and takes the form of individual and group interviews. The data analysis identified 4 emergent themes: confidence, trust, autonomous agency and transformation of self, and showed that there was a positive impact on the pupils through decision-making opportunities both on the school culture and the school community itself characterised by trust and the development of autonomy. The findings show that there is an ongoing dichotomy that exists between ‘giving children a say’ and empowering them through taking notice of their viewpoints and insights. If children obtain the trust from adults around them, they frequently rise to the challenge and will accept the responsibility offered to them, and in many cases surpass expectations. It is proposed that the findings of this study will be of relevance to a variety of professionals looking to refocus 21st century education and improve the contribution of children. A model and toolkit has been devised to support this approach.

The United Kingdom (UK) has one of the highest transplant waiting lists in Europe, with currently 7,000 people in the UK waiting for a transplant with many people dying before an organ becomes available (NHSBT 2013). An organ or tissue transplant has been proven to be an effective life enhancing treatment for end-stage organ or tissue failure (Collins 2005). The Department of Health (DH) in 2008 recommended that all health care professionals who had potential involvement in donor patients should receive regular education and training. This study provides an original contribution to knowledge as no research has been undertaken since to evaluate whether these recommendations have been implemented and whether any relationship exists between education and its influence towards health care professionals perceived attitude, confidence, knowledge and decision making within three different health professions working within critical care areas within the NHS. This post-positive mixed methods methodology study utilised a self-completion questionnaire distributed to doctors, nurses and operating department practitioners (ODPs) n=3000 working in Intensive Care, Emergency Departments and Operating Theatres within 18 hospitals and focus group interviews involving 8 nurses from 3 hospitals within England. The questionnaire response rate was 1180; quantitative data was analysed using the Statistical Package for Social Sciences (SPSS). The results revealed that only 23.7% of the sample were given pre-registration donation education and only 56.2% stated they received education as part of post-registration continuing professional development (CPD). Data established knowledge deficits relating to contraindications for solid organ and tissue donation, ability to discuss brain stem death to relatives and differences in clinical management between circulatory and non-circulatory donation approaches. Results found a direct relationship that CPD education improves attitude and participation in donation care amongst health professionals. Data established that there was no bias towards attitude or education provision if the participant worked within a transplant centre versus a non-transplant centre. The study found that there was a direct relationship between the more experienced and senior the practitioner was the more knowledge and confidence they had towards donation. Doctors consistently demonstrated more knowledge and perceived confidence relating to donation issues compared to nurses or ODPs. ODPs consistently demonstrated less knowledge and confidence when compared to doctors and nurses and were less likely to be provided with donation education. Practitioners working within intensive care were significantly more likely to have received donation CPD. The majority of education delivered to health care professionals (HCP) is informally by Specialist Nurses for Organ Donation. The study was underpinned by the theoretical perspectives of Eraut and Dreyfus relating to professional learning and development. This study provides a contemporary assessment of HCPs’ attitude, knowledge and education provision relating to donation establishing that mandatory training as advocated by the DH (2008) and NICE (2011) has not been implemented into frontline practice. The study concluded that HCPs have knowledge deficits relating to organ and tissue donation with education opportunities being limited. The results found a recurring theme that the more experience the HCP has the more knowledge and confidence they have relating to donation. The results will be used to inform and recommend future pre-registration and post registration education and learning strategies relating to donation care.

The study is situated within a feminist paradigm to consider the identity, experience, practice and understanding of art and design coordinators (also known as subject leaders) in primary schools across the South East of England. A postal survey was sent to the 550 primary schools involved in partnership work with a single university and yielded a return rate of 40.7% (n = 224). The survey included elements of common practice by coordinators of all curriculum subjects as identified by Fletcher and Bell (1999) to allow comparison. These were analysed using the Chi-Square Test to establish statistical differences in the recorded responses. The emergent themes were explored through individual interviews with 32 teachers, allowing deeper probing. A number of the interviewees took part in a further interview discussion which explored their understanding and attitudes towards artworks (n = 25) by looking at images based on the work of Downing and Watson (2004). Of these, 17 coordinators allowed close scrutiny of their paper files, folders and records for analysis. Additionally, 9 advisory personnel (including inspectors, advisors, ITE tutors and an author responsible for publishing a practical developmental guide for coordinators) were interviewed to provide a wider context for the study. The qualitative and quantitative data collected from these opportunities revealed issues which clearly link to factors of power, gender and knowledge within patriarchal structures. These are considered in some detail in an attempt to faithfully present the individuals and the situations encountered in the study. There is a strong sense that the primary teachers leading art and design have not been adequately heard before and that earlier attempts to record their views have been subdued, edited or even deleted by those with the power to make such choices. The research study concludes with a series of recommendations for further developing the role, particularly for those based in schools; the art coordinators themselves and the professionals involved in ITE/CPD work demonstrating how the understanding and application of the model of empowered leadership proposed by Thurber and Zimmerman (2002) might facilitate improvement.

This study explores the potential use of mobile learning in higher education with a focus on student and academic staff requirements of a potential mobile application. The research examines the stakeholders’ new technology acceptance behaviour within a post-1992 university and examines how new mobile technologies are able to contribute to enhancement of the learning experience of students and additionally the roles of educators in facilitating enhancement of the learning experience. A post-positivistic paradigm has been used to explore a wider view of the stakeholders’ (academic staff and students) understanding of the new technologies and the potential benefits of mobile applications. An electronic questionnaire was sent to over 900 undergraduates for their views on the use of new mobile technologies and in what ways these could be used to support their learning needs. This was followed by individual interviews and questionnaires to academic staff (n=44) to identify whether they would be interested in the use of mobile applications in their teaching and learning. The research explores the learning, concepts, theories and models which influence mobile device adoption and proposes a mobile application that has the potential to support teaching and learning. The data collected provides an invaluable insight into the potential use of a mobile learning platform at the University’s Faculty of Business. The participants describe their uses of four distinct types of devices; potential frequency of specific use, and their views on the attraction and/or disadvantages of mobile use for learning. The research findings lead to the recommendation for a mobile learning trial within the Faculty with the potential for application to other academic subjects within the university. Two elements have emerged from the research carried out and comprise an original contribution of the study, namely: an enhancement of the Technology Acceptance Model and development of the existing PESTEL model into a PESTEEL model by including Educational Factors and hence identifying a number of areas currently not addressed by the PESTEL model. The uniqueness of the study and the development of this work`s original contribution to new knowledge was enhanced by approaching data collection and analysis within a Technology Acceptance Model and the PESTEEL model. This was also achieved by interpreting the gathered data within the broader concept of professionalism, sub-divided and conceptualised into examining the adherence of participants. It is acknowledged that a limiting factor is that the study examined only one academic school within an institution, but it is anticipated that future research will include a comparison with other similar academic institutions.

The incidence of plagiarism in higher education has increased over the decades as assessment strategies widened and moved away from pure examinations (Ober, Simon, Scott and Elson, 2013). This has repercussions especially in nursing, where nurses are required to be honest and have professional integrity. This study examines senior nurses’ perception of plagiarism and its impact on professionalism and patient care. Plagiarism is associated in the minds of most nurses with the demands of academia, rather than their professional practice. This study has shown that far from plagiarism being restricted to cutting and pasting text into an assignment from the Internet without referencing, it is in fact intentional and may involve the falsification and copyright of assignments, practice documents and competencies and observation charts in the professional context. The implications of this are serious, leading to unprofessional behaviour that could potentially lead to putting the patient at risk. This two stage qualitative constructivist enquiry was carried out using questionnaires and semi-structured interviews. Sixty eight participants (nurses band 7 and above) completed the questionnaires, the findings of which were used to inform the semi-structured interviews with nine individuals representative of each of the professional groups of nurses who completed the questionnaire. The respondents strongly felt that it was unprofessional to plagiarise and bring the profession into disrepute. However, most nurses could not see past the academic-practice divide, believing that plagiarism was restricted to universities. There was a divided opinion as to whether plagiarism in practice was a matter that should be referred to the Nursing and Midwifery (NMC) Fitness to Practise Panel and whether an individual involved could be deemed an unsafe practitioner. Opinions were influenced by the extent of plagiarism involved and a lack of understanding of the professional and ethical implications. This study has shown that there is a wide academic–practice divide, which needs to be addressed both in pre-registration through study skills and the use of OSCEs (Objective Structured Clinical Examination) in assessment and post registration training. Nurses need to understand that what they learn in the classroom is directly related to what they do in practice and that plagiarism can compromise patient safety. To plagiarise an essay is unethical and unprofessional; to falsify results on an observation chart or copy the notes written by the nurse on the previous shift is potentially dangerous and could cause harm to a patient contravening the principles of beneficence and non-maleficence.

It is acknowledged that caring interactions between younger, adolescent student nurses and young adolescent patients could precipitate particular difficulties and concerns for both parties during their journeys toward successful self-identity. The research undertaken identified two key dimensions: that of professional identity of the student nurses and that of illness identity for the young patients. These issues have been critically analysed using the theoretical underpinning of the seminal identity development theorists. In order to understand the true meaning behind the lived experience of both groups of participants during these caring interactions, a hermeneutic, Heideggerian, phenomenological study was undertaken. In line with this methodology individual, unstructured interviews were undertaken with 11 student nurses (aged between seventeen years five months to eighteen years eleven months) and nine young patients (aged between thirteen years and seven months and eighteen years and one month). Three main themes emerged from the data: (1) Messy boundaries; (2) Emotional security; (3) Being Younger making a difference. The findings highlight both concerns and benefits brought about by these caring situations. Concerns raised by the students relate to emotional distress, perceived lack of knowledge, confidence and professional identity. Also of concern is dealing with sensitive information disclosed by the young patients. Benefits identified by the students relate to being able to spend quality time with the young patients, being on the same level as them in informal ‘normative’ relationships, relieving their boredom and helping to momentarily distract them from their illness. Concerns highlighted by the young patients centre around issues of trust and confidence in the students’ professional abilities, the perceived lack of knowledge of the students in relation to their illness, and the students’ lack of understanding of their feelings. In common with the students, the young patients felt that the opportunities afforded them to ‘chill out’, be normal young people, and to be able to forget about the business of getting better, were invaluable. The friendships formed represent crucial therapeutic relationships which were not explicitly recognised by either party. The research has led to recommendations for improving student nurse education relating to young people/adolescents which it is anticipated will more appropriately meet the needs of the students and the patients. It has also enabled the creation of two models to support the unique engagement of the nurse-patient interaction, particularly in relation to the care of young people with a chronic illness: i) A Model for Processing Sensitive Information Revealed by Young Patients who may have a Chronic Illness ii) A Model of Adolescent Care Which Promotes Normalcy

This investigation aims to explore the area of change and knowledge translation in professional practice by using a case study to investigate the integration of a health policy into clinical mental health nursing (MHN) practice. It will address the research question of ‘What factors influenced the integration of Choosing Health (2006) and the Well-being Support Programme (WBSP) at the Trust’ by exploring how mental health nurses and managers of mental health services constructed and operationalised the recommendations of this policy into mental health services 2007-2008. A case study design and constructivist grounded theory methodology were used and the participants were taken from two groups who both worked in the Trust: registered mental health nurses (MHN) (n=28) and clinical managers of mental health services (n=18). Data were collected from the reflective accounts of the participants’ experiences of implementing the Choosing Health (2006) policy recommendations over a six month period during 2008. The Trust in this study was a large mental health and social care Trust in the South-East of England. Data were deductively analysed using a modified version of Lewin’s (1946) change theory which found six minor themes representing the factors that affected the implementation of Choosing Health (2006) in the Trust. The factors were common to both practitioners and managers and were: resources; policy and procedures; leadership in change; personal and professional development: support; motivation and innovation. The relationships between the six minor themes were examined further using inductive analysis producing three key themes that answered the research question of this study which are: organisational factors; professional factors and individual factors. This thesis argues that professional, as defined by Dopher (2012), influence in health policy both individually and strategically is weak, indicating deficits in professional influence, specifically in relation to organisational influence and professional representation. Further, shortfalls in professional influence at both local and national level were identified, resulting in under representation of the professional values, beliefs, codes of conduct and culture of mental health nursing (MHN). It is proposed that groups representing MHN should provide a higher profile advising on and developing mental health policy to improve the translation of policy into practice instead of its interpretation into practice. It also recommends that there should be an increased involvement in critically evaluating the professionally relevant evidence pertaining to the policy and an means of interpretation policy implications in terms of the practitioners related roles and responsibilities.

This thesis focuses on an aspect of the professional work of the author: that of the training of local trade union representatives by trade unions to ensure they are competent, capable and confident in the delivery of their role in local workplaces. It considers the four levels of evaluation of training outlined by Kirkpatrick (1994) and proposes the use of confidence scales as a means of demonstrating levels of evaluation in this field of training. Trade unions are reliant on the many members that volunteer to be local (unpaid) representatives in their own work places. To ensure the union provides an adequate service to its fee paying membership it needs to support and train its volunteers so they become competent, capable and confident in their roles. This research considers the effects on those volunteers who have attended training courses provided by the union trainers. It draws on the research on confidence levels and examines practice from a range of trade unions across European countries. Three types of training course are the focus for the study; as the thesis will look at whether or not the confidence levels of trade union representatives differ depending on the type and delivery method of the course they attend and whether or not this will have an impact on their post-course behaviour in the workplace. A research tool (questionnaire) was developed to measure the responses of participants attending courses and the results compared using Chi-square statistical tests to consider any results that were of statistical significance. The study concludes that statistically significant higher confidence levels are reported on the 2+2+2 mode of delivery of the six day training course in comparison to either the traditional 5 day or the mixed method modes of delivery. It recommends the use of confidence measures as a useful concept in the evaluation of training courses for union representatives as a way of improving value for money and return on investment for unions and a better developed trade union representative for the future.

Although children in primary schools in England are required to write imaginatively in order to gain optimum marks in statutory tests, an emphasis is often placed on revising decontextualised genre features, grammar and spelling. I wondered whether there was a place for creativity and imagination within the apparent constraints of a curriculum for English that had become defined by objectives and teaching procedures imposed by national strategies to raise literacy standards. Using a definition of creativity as purposeful imaginative activity, I set out to explore how teachers could interpret the objectives imaginatively and plan meaningful contexts for literacy, even in a climate of changing curriculum emphases. My thesis reports on three cycles of reflective, collaborative action research focused on literacy planning, in order to theorise meanings in relation to my values, understanding and practice. As a result of the research, approaches to planning sequences of purposeful imaginative activities that embed literacy concepts in meaningful creative contexts are exemplified. Evidence from an analysis of literacy plans for children in classrooms across the primary phase shows that teachers use their professional imaginations to plan their provision for children to read and write imaginatively – their statutory national curriculum entitlement (DfEE, 2000). We found that children’s literacy improves when they dwell in possible worlds as, for example, curators, custodians or concerned villagers, using the powerful resource of their own, and collective, imaginations. In addition, an analysis of drawings revealed evidence of the effort and effect of children’s somatic and affective imaginations. The work is underpinned by theories of: aesthetic appreciation and representation; child-centred, holistic pedagogy; inclusive creative processes; and the imagination as a resource for creating meaning. My ideas have been challenged and developed by academics such as Pat D'Arcy on literacy, Robert Sternberg on creativity, and Ken Robinson on imagination, in particular. As a result of the research, two conceptual tools for planning were developed and tested. They are underpinned by theory and professional experience and have been used effectively in schools during and beyond the research project. Components of the creative process were identified as motivating ideas, associating ideas, generating ideas, innovating ideas and communicating ideas, and became the MAGIC planning tool. Components of the imagination's repertoire were identified as auditory, kinaesthetic, tactile, emotional and visual, and became the AKTEV imagination repertoire. These represent the living education theories that have transformed my practice, and are offered as a contribution to the field of primary English education.

'Pipeline shrinkage', the steady attrition of women in the ICT industry despite their academic achievement, has been of great concern not only in the United Kingdom but also internationally for almost a quarter of a century. This study reviewed literature and prior research from both national and international perspectives, with a particular research focus on the experiences of students in three British secondary schools. The situation may have been exacerbated in British schools as government strategies have increasingly focussed on male students' apparent 'underachievement' relative to female students. One aspect of focus has been the resurrection of interest in single-sex classes in state schools. The comparatively strong academic achievement of female students has led to little focussed research on why they fail to capitalise on their ICT ability and study the subject beyond school level. Their behavioural intentions have not been the focus of the research. This study tested the fit of The Theory of Planned Behaviour (TpB) as a theoretical framework to examine how behavioural, normative and control beliefs differed, both between male and female students in mixed and single gender schools and female students taught in mixed or single sex classroom contexts. Samples of 150 students were questioned from which 120 were useable; 40 from each of the three participating schools. In two cases 25 students were Key Stage 4 students and 15 were A-Level students. A series of semi-structured interviews were undertaken with a further sample of 30 Key Stage 4 ICT students. Results showed data fitted the TpB model and explained female students' lack of intention to study ICT beyond their current level as beliefs were found to be related to that intention. Recommendations were provided for changes in practice based on attitudinal responses to behavioural beliefs, learning styles and teaching strategies.

The aim of this four year longitudinal study was to identify the contributory factors that brought about rapid improvement in an especially challenging urban school. A two-phase sequential mixed-method strategy was used to identify underlying statistically derived factors within a post-positivist paradigm In phase I, Principle Components Analysis was used to reduce an initial 90-item questionnaire, administered to 302 students, to identify a three factor multilevel school improvement model that comprised 17 sub-factors. The derived factors were: i. leadership at the whole school level; ii. teaching and learning in the classroom and iii. the development of students and teachers as part of a unified learning community. During phase II, Principle Axis Factoring, Multiple Regression and MANOVA were used to test the hypothesis that 22 school improvement variables, derived from a review of the 3 factors and 17 sub-factors from phase I, did in fact comprise a single coherent school improvement model with 3 levels. A detailed analysis of the perceptions of 104 students, gathered via a 22-item questionnaire, yielded a coherent model based on 4 factors (levels) that were interpreted as: context; leadership; learning & teaching and ethos & relationships. In addition, 22 sub-factors were identified within the model. The statistical findings were triangulated with the literature, external documentary evidence about the school and focus group interviews with a stratified random sample of students, parents and teachers. This thesis proposes a new dynamic multilevel rapid school improvement model together with a new paradigm for schools operating in challenging urban contexts.

The starting point approach (spa) to design and technology education presented in this thesis, is intended to stimulate children’s ideas and to allow projects with different purposes to be designed and made in one class. The projects all originate from a common starting point. The approach is intended to promote creativity and individual choice whilst being manageable for the teacher. Data were collected during a spa session taught to a group of 10-11 year old children in London. They were introduced to the pressure pad switch that was to be the starting point for their designing. The activity was initiated by the group brainstorming existing uses for pressure pads and ways to operate the switch prior to making their own. Each child went on to develop a project with a purpose selected by them. A transcript derived from the video of the above was subjected to analysis by means of coding and a specially devised grid. Children were also observed working and data were gathered using questionnaires, video recording, Dictaphone, field notes, interviews and digital pictures of the final artefacts. The study was qualitative in nature and based on an interpretative paradigm. The data were considered in two phases. Phase 1 of the study examined whether the children could do what the spa required. Phase 2 concentrated on examining in more detail what occurred when the spa was used. The research showed that children following the spa were able to design and make products with different purposes within a single class. It is argued that an advantage of the spa is that it reconciles the often conflicting demands of teaching skills and knowledge with encouraging individual creativity. The starting point approach is a pedagogical tool and process that can be used to motivate children through allowing them to decide the purpose of their individual project as well as its design.

The purpose of the study reported here was to research designerly activity in secondary design and technology as pupils aged 14 designed but did not make products for the future. Four research questions drove this study: (a) What are the features of the classroom interactions that support pupil's design activity? (b) What sort of designing do pupils do when they design without having to make what they have designed? (c) What is the teachers' attitude to design-without-make? (d) What is the pupils' attitude to design-without-make? This study is presented in four parts. The first part provides a theoretical positioning by reviewing literature in the following fields: - theories of learning which promote the idea that understanding is constructed socially and culturally; - the nature of design activity as revealed by some design professionals; - the nature of design activity as revealed by 'fledgling designers' (Trebell, 2007); - creativity in the context of the design and technology classroom; - literature on classroom interaction. The second part describes the research project and methodology in which (a) designerly activity in a secondary design and technology classroom is captured using video data, (b) the work of pupils carrying out the design-without-make unit is scrutinised and (c) the views of the teacher and four of the pupils are obtained through the use of semi-structured interviews. In the third part of the thesis data is presented, analysed and discussed using an analytical framework drawn from the relevant literature (Bar lex, 2005; Corden 2001; Coultas, 2007; Hamilton, 2003; John-Steiner 2000; Kumpulainen & Wray 2002; Schaffer, 1996; Schon 1983: 78; Tharp & Gallimore, 1988; Wegeriff & Mercer 2000) supplemented by emergent categories from the data leading to the identification of the following: - the range and categories of designing pupils engage in when they design without having to make what they have designed; - the features of the classroom interactions that support pupils' design activity; - the teachers' attitude to design-without-make; - the pupils' attitude is to design-without-make The final section comprises the conclusion together with suggestions for further research to build on and extend the findings of the thesis. Findings indicate that the pupils designing in this context was highly iterative, creative, involved making a wide range of design decisions and revealed understanding of technological concepts. The features of the classroom interactions that support pupil's design activity are many and varied. A number of the features have emerged as themes from the literature and have been tested during this study in order to identify their significance in the development of pupil's designerly activity. These consist of: a) Design decisions - Bar lex, (2005); b) Learning conversations drawn from literature on constructive dialogue - (Kumpulainen & Wray 2002; Corden 2001; Wegeriff and Mercer 2000; Coultas, 2007) and c) Scaffolding and Mediation - (Schaffer, 1996; Tharp and Gallimore, 1988). It has also been possible to identify a number of emergent categories from the data namely: teacher gesticulation, the use of visual stimulus such as laminates; the use of visual stimulus such as film; interactions related to managing pupils' poor behaviour; making use of existing products; making graphics equipment available; showing examples of pupils design work; pupil gesticulation and the teacher exemplifying the generation and development of design ideas. In addition findings show that pupils and their teacher valued the experience gained through undertaking a design without make assignment.

This thesis examines the rationale and debate of the ‘Fresh Start’ schools policy introduced by the New Labour government in 1997 as a vehicle for improvement in schools that historically had been classified as failing. Underpinning the policy is the assumption that Fresh Start can act as a catalytic agent of positive change to performance, school cultures and the school community. The literature review examines school improvement in schools with challenging circumstances (where many Fresh Start schools are based) and includes the theoretical framework underpinning school improvement. It examines the recent political context that has driven school improvement, the role of inspection in identifying failing schools, the development of Fresh Start policy and alternative routes available to schools failing their OFSTED inspection. The case study traces the transformation process and outlines the profile of the first Fresh Start Primary School in England with a population of 40% Travellers on the school roll. It includes an early evaluation of a number of initiatives associated with catalytic change and school improvement that have been employed in the case study school, in other Fresh Start Primary Schools in England and in socio-economically disadvantaged schools around the world. It looks particularly at the impact of breakfast clubs, a school-wide literacy scheme, ‘Success for All’, and community education based in the school. The impact of these initiatives is considered within the context of the school, the school community and government policy. The research findings conclude that Fresh Start together with the initiatives have been effective strategies for improvement in the case study school, and may provide a good model for other schools in similar circumstances.