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Purpose - Social marketing has been criticised for mainly focusing on the individual and not the wider environmental impacts. Collins, Tapp and Pressley (2010) began the process of tackling this issue by introducing the Social Ecological Framework (SEF). The SEF is based on Bronfenbrenner's (1977) Ecological Theory, but it utilises his first iteration. This thesis has enhanced the framework by incorporating Bronfenbrenner's (2005) Person-Process-Context- Time Model. Design/methodology/approach - The study utilises a mixed methods approach with a single case study: examining why individuals living with diabetes chose to attend (or not) a structured education course in England. It examines the attitudes of the patients, healthcare professionals and administrators of the NHS. Findings - The research identified that there was a large disparity in the types of services provided by the various PCTs. Many patients were unaware of the courses and that they should have been offered a place: the key driver, which dictated the types of services provided by the NHS was money. The patient's decision to attend or not was influenced by a variety of factors that were correlated to wider environmental issues, or more specifically Bronfenbrenner's PPCT model. Research implications/limitations - Utilising Bronfenbrenner's PPCT model within the SEF has positive implications to the process. Researchers and practitioners will now have a new way of addressing social marketing issues. The study's scope was limited to a 'health' social marketing review, further research will be required to confirm it relevance across the wider social marketing domain. Practical implications - Diabetes is a growing chronic condition that accounts for approximately 11% many nation health service providers' budgets. Diabetes structured education is proven to empower patients and reduce costs but many of these patients are failing to engage with the process. The enhanced SEF that this research is providing may solve the issue. Originality/value - The study provides an example of social marketers having to deal with multiple complex behaviour changes. It also addresses a concern that is continually raised by the social marketing fraternity: researchers tend to focus on the individual.

Voluntary aided schools exhibit a unique combination of characteristics including; responsibility for admissions, employment of staff (including the right to prioritise on the basis of faith), control of the RE curriculum, ownership of the premises, and funding from and being part of Local Authorities. This thesis investigates how headteachers of voluntary aided schools perceive their leadership role across the range of small/large, urban/rural and different faith schools of this type and whether they demonstrate similar leadership styles. The paradigmatic approach for this research is that of realism which acknowledges the benefit of both quantitative and qualitative data to generate a broad empirical picture of educational practices, patterns and institutional outcomes. This approach is particularly appropriate for this research as there is a real world of school regulations and requirements imposed externally by central and local government that affect how voluntary aided schools are organised. However, within schools it may be that individual perceptions and priorities distort the image of the external reality and affect how headteachers lead and manage their schools. Mixed methods were utilised comprising an on-line Likert-style questionnaire containing rating scales which provided the opportunity to determine quantitative frequencies and correlations. This was combined with open ended questions which provided the freedom to fuse measurement with opinions, quantity and quality. In addition, a purposive sample of 12 semi-structured interviews provided rich qualitative data conveying the views and perceptions of headteachers of voluntary aided schools in 12 different Local Authorities. This thesis has made a significant original contribution to the body of knowledge in this field by presenting an overview of the perceptions held by headteachers of 450 such schools throughout England (over 10% of the total number) from different phases of education, sizes of school, types of location and denominations. It has addressed the current gap in existing research, supported the findings of several previous smaller-scale studies, identified the distinctive ethos in voluntary aided schools, highlighted the pivotal role of personal faith for these headteachers, produced a new model of ‘ethotic leadership’ and presented suggestions for future research and training.

This thesis describes studies directed towards the preparation of new oxo compounds of the early transition metals with a view to delineating some of the complex factors which govern their stability and reactivity. For a number of the types of compound studied, the work has also been extended to analogous sulphide systems in order to provide a contrast with another chalcogenide element and further aid an understanding of the bonding and reactivity of both of these elements in a transition metal enviroment. Chapter 1 highlights the areas of transition metal oxo chemistry of relevance to the general theme of the thesis. Chapter 2 describes the use of the commercially available reagents Me(_3)SiYR (R = alkyl, SiMe(_3); Y = O, S), for rapid, convenient, solution syntheses of transition metal oxohalide and sulphidohalide compounds of molybdenum, tungsten, niobium and tantalum. In addition, this methodology allows the preparation of mixed oxosulphidohalide materials and, in certain cases, intermediate alkoxo(siloxo) halide compounds have been isolated. Chapter 3 describes the synthesis, characterisation and reactivity of a series of mononuclear mono-oxo complexes of molybdenum and tungsten including M(O)(OAr)(_4) [M=W, Ar=2,6-Me(_2)C(_6)H(_3) (DMP), 2,4,6-Me(_3)C(_6)H(_2) (TMP), 2,6-Pr(^i)C(_6)H(_3) (DIPP); M=Mo, Ar=(DMP)], M(_2)(O)(_3)(DMP)(_6) and Mo(O)C1(_2)(DMP)(_2). Attempts to synthesise related mononuclear complexes containing the cis di-oxo moeity are also discussed. Chapter 4 describes the synthesis and reactivity of seven coordinate oxo and sulphidohalide derivatives of niobium and tantalum which exhibit the phenomenon of bond-stretch isomerism. Compounds prepared include Nb(O)Br(_3)(PMe(_3))(_3), Nb(S)X(_3)(PMe(_3))(_3) (X=C1, Br) and Ta(S)C1(_3)(PMe(_3))(_3). The latter three have been characterised by X-ray crystallography. Chapter 5 describes the synthesis and reactivity of half-sandwich oxo compounds of niobium and tantalum. Some of the derivatives prepared include[CpNbC1(_3)](_2)(µ(_2)-O), [CpTaC1(_3)](_2)(|µ(_2)-O) and [Cp*TaC1(_3)](_2)(µ(_2)O). The stability of [Cp*Ta(O)Cl(_2)](_2) has been investigated and the X-ray structure of the trinuclear decomposition product Cp*(_3)Ta(_3)O(_4)C1(_4) is described. Chapter 6 describes the use of alkali metal aryloxides as intercalating agents and the preparation of a series of novel intercalation compounds, of the type W(O)(_2)C1(_2)xM (M = Li, Na and K) which display the properties characteristic of tungsten bronzes. Chapter 7 gives experimental details for chapters 2 6.