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The thesis aims were twofold (1) to understand how qualitative approaches can inform Core Outcome Set (COS) development and (2) to compare the utility of three qualitative data collection methods for understanding which outcomes are important to patients. Firstly, a review examining the participation of patients in COS development and the use of qualitative research was conducted. Secondly, evidence from studies comparing the use of face-to-face and online focus groups was reviewed. Finally, the outputs of qualitative data collected from adult burns patients using (1) face-to-face focus groups (2) online focus groups, and (3) interviews, was compared according to the outcomes elicited, sample characteristics, depth of data and resource use. The first review demonstrates that whilst patients and carers participated in outcome elicitation for COS development, professionals were overly represented in prioritisation exercises. Of 10 qualitative papers identified only 3 were a clearly pre-designed component of the COS. The second review suggests that both face-to-face and online focus groups have advantages dependent on the context for their use. A similar range of outcomes relevant to adult burns patients were identified regardless of the qualitative data collection method. Whilst interviews produced more in-depth data, online focus groups used the least resource.

The aim of the research was to explore the effect of teaching sociology through transformational pedagogical practices on the student learning experiences in an English FE College as well as the experience of teachers making use of transformation teaching practices. The research project was grounded in literature on the critical theory of teaching and learning (Freire 1996, hooks 1994, Allman 2010, Amsler 2014, Canaan, 2010, McLaren 2006, Neary 2012, Roggero 2011). A key feature of transformational teaching practice and the social theory that underpins it is the emphasis on the power of human agency and the ability of individuals to transform their own historical and material conditions. The qualitative research methods used reflect the power of human subjectivity and included narrative life stories and semi-structured interviews. Twenty seven participants took part in the research consisting of 15 current, and 5 former Sociology Undergraduates and 7 teachers on the programme, including myself. This work was done at the HE Institution where I work as a lecturer. The research was written in an innovative, humanised style in order to reflect the on-going and developmental praxis associated with critical and transformational teaching practices.

A defining feature of cancer is the ability of malignant cells to invade and metastasise. Orchestrated changes in cell adhesion molecules (CAM) and proteolytic enzymes are associated with the onset of cell invasion in both physiological and pathological situations. The hypothesis is that (i) co-ordinated changes in Matrix Metalloproteinases (MMP) enzymes and E-Cadherin and integrin cell adhesion molecules (CAM) are important in the control of breast cancer invasion, (ii) a factor contributing to these changes is the tumour-fibroblast relationship, and (iii) re-establishing a more normal CAM profile or altering the tumour-fibroblast relationship would therefore inhibit tumour invasion. Breast carcinomas (114) were examined for expression of the MMP-2/TIMP-2/MT1-MMP and MMP-9/TIMP-1 systems using immunohistochemistry, in-situ hybridisation and zymography. All components are expressed by fibroblasts, but the level of tumour cell membrane MMP-2 and MT1-MMP correlates both with MMP-2 activity and the presence of lymph node metastases. MMP-9 expression is associated with the infiltrating lobular phenotype and with reduced E-Cadherin. Reduced 2, 3 and 1 integrin is related to loss of tumour differentiation, and expression of 6 and 4 integrin is associated with high tumour grade. Evidence from in-vitro studies confirms a relationship between cell adhesion, MMP expression and invasion. Lack of E-Cadherin in MDA-MB 231 and MDA-MB 468 cells is associated with MMP-9 expression and disrupting E-Cadherin in MCF-7 and T47D cells induces MMP-9. The high invasive capacity of MDA-MB 231 is 64 dependent, however, the redistribution of 64 to hemidesmosome-like structures is associated with a significant reduction in invasion and increase in both MMPs and TIMPs. Tumour cell-fibroblast co-culture enhances tumour cell invasion and is associated with up-regulation of MMP expression in both cell populations with increased net proteolytic activity. Introducing normal myoepithelial cells into this culture system inhibits tumour cell invasion and MMP expression in tumour cells and fibroblasts. These results indicate the importance of co-ordinate changes in MMPs and CAM in the process of invasion in-vivo and in-vitro, and identify a potential invasion-suppressor role for the myoepithelial cell.

In 2008 the school dropout rate in Central Appalachia was at 27% and the drug problem was epidemic. An investigation centered on a sample of Central Appalachian residents who had been discharged from the local outpatient clinic for opiate dependency revealed insights into their educational experiences and an understanding of drug dependency and the culture of the region. Bandura's social learning theory, Glasser's reality therapy, and Gay's concept of a culturally responsive curriculum served as the theoretical base of this inquiry. The research questions that guided the study addressed perceptions about educational backgrounds, influences, opportunities, challenges and goals. This study employed a qualitative methodology and 12 Central Appalachian residents served as a purposeful sample. The instrument used was a semistructured, in-depth interview of 12 open-ended questions. Data analysis employed the research questions to classify the data which allowed the categories to hold together in a significant way. Key findings indicate that Central Appalachian residents (a) quit school at 16 and do not value formal education, (b) are influenced by the culture of the region in regard to education, (c) find consolidation challenging, (d) find opiate dependency challenging and (e) have no formal educational goals for themselves or for their children. The results of this inquiry established a benchmark in regard to the meaning of formal education in this area and served to inform practitioners about the need for changes in pedagogical techniques that would be more culturally responsive to the needs of at-risk Central Appalachian students. The study outcomes imply that if these challenges are not addressed, Central Appalachian students will continue to be alienated, continue to struggle, and continue to fail. [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.]