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Journal articles on the topic 'Interpretative programmes'
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Bell, Robin. "Concerns and expectations of students participating in study abroad programmes: Blogging to reveal the dynamic student voice." Journal of Research in International Education 15, no. 3 (October 10, 2016): 196–207. http://dx.doi.org/10.1177/1475240916669028.
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Study abroad programmes have become increasingly popular with university students and within academia. They are often seen as an experiential opportunity to expand student learning and development, including increases in global, international and intercultural competences. However, despite the increasing popularity of and participation in study abroad programmes, many student concerns and uncertainties remain. This research investigates initial pre-departure concerns and apprehensions of students undertaking a one-semester study abroad programme, and uses these as context for an examination of violated expectations of students during their programme. The research uses interpretative phenomenological analysis to interpret data collected from regularly updated blogs composed by students throughout their study abroad experience. The process of using blogs to collect data is less formalized than many other approaches of interpretative phenomenological analysis, enabling ‘in-the-moment’ feedback during the study abroad programme and lending greater depth to the understanding of student perceptions.
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Han, Areum, and Diane Brown. "Perspectives of caregivers and volunteers on Stepping Stones for people with dementia." Hong Kong Journal of Occupational Therapy 31, no. 2 (November 14, 2018): 86–96. http://dx.doi.org/10.1177/1569186118812948.
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Rationale: Current knowledge in experiences and potential benefits of group-based activity programmes on people with dementia and their caregivers is inconsistent, depending on the quality of interventions. Lacking standardisation in the programme’s content and structure, therefore, requires research in a structured group-based activity programme with more details. Objectives This study explored perspectives of spouses of people with dementia and older volunteers about Stepping Stones, involving a theme-based activity group and a support group. Methodology: Interpretative phenomenological analysis was used to analyse individual interview data with 12 people. Results Findings suggest that (1) Stepping Stones promotes participation of people with dementia in a happy, comfortable and accepting environment; (2) Stepping Stones fulfils a deep need of family caregivers; (3) Stepping Stones is well organised with a purpose and expertise and (4) The partnership between the community and the university makes the programme unique. Conclusion Programmes like Stepping Stones can be beneficial by promoting participation of people with dementia and fulfilling a need of caregivers. These findings contribute to evidence of group-based activity programmes, in which activities were well planned by a faculty and students in occupational therapy.
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Murtagh, Brendan, and Ken Sterrett. "Instrumental and Interpretative Methods in Evaluating Urban Programmes." Urban Policy and Research 24, no. 1 (March 2006): 83–96. http://dx.doi.org/10.1080/08111140600590999.
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Meegan, Samantha, and Toni Martin. "Exploring the experiences of student midwives completing the newborn infant physical examination." British Journal of Midwifery 28, no. 2 (February 2, 2020): 115–19. http://dx.doi.org/10.12968/bjom.2020.28.2.115.
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Background The newborn and infant physical examination (NIPE) is a screening programme now undertaken by specially trained midwives. It is increasingly a feature within pre-registration midwifery educational programmes. Objectives To explore the experiences of student midwives completing the theory and practice aspects of the NIPE within a pre-registration midwifery programme. Design A qualitative design was utilised to analyse data collected by semi-structured interviews. Method This study was conducted using interpretative phenomenological analysis (IPA). Findings Three superordinate themes were generated: learning by doing, mentorship and transition to qualification. The findings demonstrate the benefits of student midwife exposure to practical aspects of NIPE. Conclusions Findings indicate that standardisation is required with NIPE education and clinical practice. Preceptorship programmes must effectively prepare newly qualified midwives to undertake the NIPE role. Higher educational institutes must provide greater support to the midwives providing mentorship of student midwife NIPE practitioners. Further research should examine the maintenance of the NIPE role following qualification as a midwife.
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McKenzie, Chloe, and Emma Tarpey. "Exploring forensic service users’ experience of participating in a community life skills and work-readiness programme." Journal of Forensic Practice 22, no. 1 (November 11, 2019): 1–11. http://dx.doi.org/10.1108/jfp-05-2019-0020.
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Purpose The purpose of this paper is to provide insight into the experiences of individuals with a criminal history of participating in a community life skills and work-readiness programme. Design/methodology/approach Semi-structured interviews were conducted with seven individuals that have a criminal history who were participating, or had previously participated, in a community life skills and work-readiness programme. This data was analysed by interpretative phenomenological analysis. Findings Four superordinate themes emerged, these were: “need to change”, “changing identity”, “giving back to the community” and “a sense of belonging”. These themes are discussed in relation to desistance literature and the Good Lives Model. Practical implications This research identifies through the participants’ narratives that engaging with the programme appeared to facilitate the desistance process. The importance of community programmes that provide participants skills and social integration must be acknowledged. Originality/value There is limited research on the experiences of forensic services users’ experiences of community programmes, especially those that are not aimed specifically at ex-offenders. The results of this research can be used to enhance services and identify further research areas.
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Goblot, Vana. "The Television Archive on BBC Four." VIEW Journal of European Television History and Culture 4, no. 8 (December 30, 2015): 80. http://dx.doi.org/10.18146/2213-0969.2015.jethc095.
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Reusing audiovisual archive material is a growing trend on television and has many purposes, ranging for commercial to more ‘purely’ social and cultural ones. Focusing on the uses of the television archive on BBC Four, the BBC’s ‘custodian of archive’ and digital channel for arts, culture and ideas, this article examines a selection of archive rich programmes shown on the channel, in order to explore the ways in which the television archive is becoming indispensible in programme making. Based on interviews with BBC Four programme makers, the article further posits that memory, nostalgia, aesthetic and moral judgement and, crucially, self-reflexivity are at play in archive-based programme making, and propose three distinct production approaches – interpretative, interventional and imaginative – all of which contribute differently to the television archive’s being seen as a ‘creative tool’.
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Krčmáriková, Zuzana Ťulák, and Barbora Kováčová. "9. Evaluation of an Art Therapy Programme for Clients with Difficult Life Situations." Review of Artistic Education 12, no. 2 (March 1, 2016): 277–83. http://dx.doi.org/10.1515/rae-2016-0033.
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Abstract The paper evaluates selected art therapy programmes (NAT=19) that were realized by therapeutic pedagogues – art therapists in the years 2009-2014 as parts of research projects. The quantitative aspect of the research processes the fulfilment of the conditions of art therapy programmes. In the framework of interpretative phenomenological analysis, we processed the data of each category as a part of the qualitative aspect of the research and supplemented them with authentic statements of clients (NP=8). The quantitative and qualitative aspect indicates a narrower characterisation of art therapy programmes in the group of clients with difficult life situations.
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Rahman, Md Mostafizur. "Empirical Understanding of Social Protection Programmes in Southwest Coastal Areas of Bangladesh: A Postmodern Perspective." European Journal of Social Science Education and Research 5, no. 2 (August 1, 2018): 233–45. http://dx.doi.org/10.2478/ejser-2018-0051.
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Abstract Social protection programmes in Bangladesh aimed at reducing the vulnerability of the poor has become exceptionally challenging because of high exposure to weak institutional governance, and frequent natural disasters. As a matter of fact, both the coverage and the types of social protection programmes have been expanded to support the extremely poor households in Bangladesh over the last decade. However, the boundaries between ‘protection approach’ associated with risk reduction and ‘promotion approach’ regarded as the pathways to raise incomes and employment opportunities of the poor have remained understated in policy discourse. This paper addresses how an Interpretivist methodology can be used in exploring the current complexities of social protection programmes in extremely poor households with reference to disaster-affected areas in southwest coastal Bangladesh, giving a particular attention to the interpretation of the beneficiaries as well as service providers. This paper employs an interpretative framework for collecting qualitative data because of its ability to make sense of the complex situations of social protection programmes by generating multicontextual information provided by the beneficiaries of social protection programmes. During the initial fieldwork of the research, the research participants pointed out that there exist strong prevalence and dominance of local politics considered as ‘underlying issues’ in the delivering process of social protection programmes, which is further associated with power-relation between the rich and poor class of the society. However, the current policy discourses of social protection programmes have overlooked those highly pertinent phenomena both in local and national context. This paper argues that the aspects of availability, accessibility and utilisation of social protection programmes is not straightforward as each aspect is further associated with social relations and complex social understanding. An interpretive methodology along with illustrative data collection and analysis techniques can become effective to explore those complex societal understanding related with social protection programmes. Finally, within the adopted interpretive framework, the integrated view related with availability, accessibility and utilisation aspects of social protection programmes need to be addressed while creating a sense of meaning and understanding of overall situation of social protection programmes.
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Cheng, Irene N. Y., Lewis T. O. Cheung, Alice S. Y. Chow, Lincoln Fok, and C. C. Cheang. "The roles interpretative programmes in supporting the sustainable operation of the nature-based activities." Journal of Cleaner Production 200 (November 2018): 380–89. http://dx.doi.org/10.1016/j.jclepro.2018.07.293.
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Costello, Frances. "Taught resilience programmes: a case study from the perspective of employees of a large pharmaceutical company based in the UK." Continuity & Resilience Review 2, no. 2 (September 15, 2020): 111–29. http://dx.doi.org/10.1108/crr-05-2020-0019.
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PurposeResearch was undertaken to understand whether taught resilience programmes which highlight the protective factors of resilience would impact individual resilience outcomes. The research focussed on specific resilience dimensions, change agility, physical, emotional and mental resilience, purpose in life and recovery; in an attempt to bridge the gap in understanding whether it is possible through taught programmes to improve resilience through the creation of new habits.Design/methodology/approachThe research was conducted using interpretative phenomenological analysis methods and used semi-structured interviews with 12 participants to understand participants lived experience of a one-day personal resilience programme, conducted within a private global manufacturing organisation.FindingsThe research found that all 12 participants interviewed 12–18 months post-programme made sustainable habits changes increasing personal resilience levels. Participants built new habits into their everyday lives, in the physical dimension exercising more regularly, taking breaks, changes in nutrition and creating better sleep patterns. Through increased understanding of emotional intelligence participants were able to react more favourably to adverse situations and through mental increased resilience focus achieve work and home priorities. In understanding the change journey participants found that they were able to move more quickly through the change cycle. Almost all participants found understanding their life purpose difficult and were not able to give a conclusive answer to what this might be, they found that attending the programme helped reflection in this dimension.Originality/valueThe paper includes an overview of previous resilience research but differs in its examination of the impact of a specific taught resilience programme in a large private sector organisation using IPA methodology.
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Bussolati, G., and E. Leonardo. "Technical pitfalls potentially affecting diagnoses in immunohistochemistry." Journal of Clinical Pathology 61, no. 11 (March 6, 2008): 1184–92. http://dx.doi.org/10.1136/jcp.2007.047720.
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Result of the immunohistochemical reactions routinely used in diagnostic surgical pathology should be properly interpreted, since false results, related to technical and interpretative pitfalls may lead to incorrect diagnosis. The main sources of such pitfalls are reviewed, analytically described and related to different steps (fixation, tissue processing and embedding, decalcification, antigen retrieval) which may affect the accuracy of immunohistochemistry. In addition, the presence of endogenous enzyme activity, improper binding of avidin to endogenous biotin, incorrect use of antibodies, chromogen and detection systems, as well as incorrect interpretation may produce unreliable data. The high frequency and extension of such pitfalls make mandatory the use of internal and external controls and adoption of cross-validation programmes. The present study, supported by an extensive review of the related literature, is intended as a guideline leading to proper interpretation of immunohistochemical data, an essential component of the diagnostic process. Experience on the antigen retrieval procedures for different antigens is also presented.
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Messer, Ellen. "International Conference on Rapid Assessment Methodologies for Planning and Evaluation of Health Related Programmes: Interpretative Summary." Food and Nutrition Bulletin 13, no. 4 (December 1991): 1–6. http://dx.doi.org/10.1177/156482659101300412.
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Peltonen, Katariina. "How can teachers’ entrepreneurial competences be developed? A collaborative learning perspective." Education + Training 57, no. 5 (July 13, 2015): 492–511. http://dx.doi.org/10.1108/et-03-2014-0033.
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Purpose – The purpose of this paper is to explore the role of collaborative learning in the development of teachers’ entrepreneurial competences in the school context at primary, secondary and vocational levels of education. Design/methodology/approach – The research is based on an interpretative and collaborative learning approach to teachers’ entrepreneurial competence development. The empirical work relies on teachers’ written learning reflections collected during the chosen training programme and applies an Interpretative Phenomenological Analysis (IPA) method to analyze the data. Findings – The findings demonstrate that collaborative learning can help teachers to adopt a more entrepreneurial teaching approach. The findings highlight that social interaction and collegial support are important “drivers” for building self-confidence, further showing that conceptual and pedagogical renewal leads to an in-depth understanding of the work role and its meaning in society. Research limitations/implications – The study is of an explorative nature and bound to a specific contextual setting in Finland. Therefore further empirical research is needed to affirm the study’s suggestions on the effects of other collaborative learning interactions. Practical implications – The research findings provide new insights for teacher trainers and policy makers on how to enhance entrepreneurial teaching competences. The study concludes with new directions for designing and managing teacher training programmes. Originality/value – The paper enhances the understanding of teachers’ entrepreneurial competences, the role of collaborative peer learning in this process and thus bridges the gap between teacher research and entrepreneurial competence literature.
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Tierney, Aisling, Hannah Tweddell, and Chris Willmore. "Measuring education for sustainable development." International Journal of Sustainability in Higher Education 16, no. 4 (July 6, 2015): 507–22. http://dx.doi.org/10.1108/ijshe-07-2013-0083.
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Purpose – The purpose of this paper is to explore how education for sustainable development (ESD) was measured in the taught curriculum at the University of Bristol (UoB), providing comparison to other methods of measurement and how measurements were used to engage academics in considering the visibility of the penetration of sustainable development into their teaching. Design/methodology/approach – The process of designing a quantitative and comparative method of reviewing ESD utilising a reflective process at the UoB is considered, which can be applied by other institutions. The UoB decided on an in-house method of assessment using the Unit and Programme Catalogue, a list of all taught units. Initially this revealed that some information relating to ESD was not clearly articulated. A school ESD review refined the data along with the release of key information set data, a nationally published data set which identifies mandatory, typical and optional diets taken by students on programmes. Findings – Text-based methods of assessing ESD penetration into programmes of study have limited use as direct measures of sustainability visibility in programmes, but can be improved by using interpretative methodologies. The combination of quantitative and qualitative methodologies can produce data, which is a useful catalyst for academic reflection. Most importantly, it provides a tool for engagement while also enabling the targeting of resources and support. The UoB has avoided the pitfalls of manipulatable text count methods, and shown that comparative methods can be combined effectively with real engagement with academics and students for a measurement method that showcases good practice. Originality/value – Increasingly, universities and the higher education sector more widely are looking to embed ESD. To assess progress, systems of measurement and monitoring are required. This case study shares a replicable methodology combining quantitative and qualitative methods developed at the UoB which has been used by academics as a reflective tool to change their practice.
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Mantle, Melissa Jane Hannah. "How different reflective learning activities introduced into a postgraduate teacher training programme in England promote reflection and increase the capacity to learn." Research in Education 105, no. 1 (May 25, 2018): 60–73. http://dx.doi.org/10.1177/0034523718775436.
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Student teachers in England are expected to learn from experience in order to become reflective practitioners and to achieve Qualified Teacher Status. This study is a qualitative project studying whether and how different reflective learning activities introduced into a postgraduate teacher training programme promote reflection and increase the capacity to learn. It takes an interpretative approach, generating qualitative data on the reflection of students and the most effective learning methods. The study took place over a one-year period in one teacher training institution. The data arose from Post Graduate Certificate of Education student teacher responses to different reflective learning activities and subsequent interviews followed by an evaluation of the effectiveness of the overall learning strategy. Of the four activities used to promote reflective learning (discussion groups, action learning sets, journals and interviews), the action learning sets had the most impact on the student teachers’ ability to reflect. The implication for initial teacher training programmes is that providers need to recognise the importance of oral reflection within a communal setting.
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Murphy, John. "The Historical Development of Indonesian Social Security." Asian Journal of Social Science 47, no. 2 (June 7, 2019): 255–79. http://dx.doi.org/10.1163/15685314-04702005.
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Abstract Indonesia’s National Social Security System (SJSN) aspires to universal coverage of insurance for health, retirement, and occupational benefits, such as employment injury. This article surveys the successive layers of policy development since the 1960s, in pensions and health benefits for some, and in social assistance programmes for the poor in the Reformasi era. Clarifying the nature of prior developments helps to understand the challenges facing the SJSN. These initiatives are assessed in terms of the literature on welfare regimes, applied as an interpretative tool, rather than in the expectation Indonesia fits the often-rigid categories of welfare typologies.
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Baker, Felicity A., and Sarah Yeates. "Carers’ experiences of group therapeutic songwriting: An interpretive phenomenological analysis." British Journal of Music Therapy 32, no. 1 (September 4, 2017): 8–17. http://dx.doi.org/10.1177/1359457517728914.
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Supporting carers of people living with dementia to live happy and healthy lives is of international importance. This study aimed to explore carers’ experiences of participating in a creative group songwriting process. Four carers (2 male and 2 female) of people living with dementia participated in four therapeutic group songwriting sessions. Facilitated by two music therapists and support staff, the participants co-created a song that reflected their carer experiences allowing positive and negative perspectives to be represented in the song. Interpretative phenomenological analysis was used to analyse interviews with the four carers at the end of the programme. A cross-case analysis was performed to identify recurring themes and subthemes. Findings highlight that carers’ experience of the programme went beyond their expectations. They found the collaborative component of co-creating songs was meaningful, and subsequently, the song held meaning for the group. Carers experienced the songwriting process as empowering, having a voice that was heard by genuinely attentive listeners and that they learned about themselves, each other, and the carer journey through the process. This study provides preliminary indications that group songwriting in carer programmes is a worthwhile experience, but further research is needed to understand its impact on wellbeing.
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ElKaleh, Eman. "Leadership curricula in UAE business and education management programmes." International Journal of Educational Management 33, no. 6 (September 9, 2019): 1118–47. http://dx.doi.org/10.1108/ijem-10-2016-0220.
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Purpose The purpose of this paper is to investigate leadership curricula in UAE business and education management programmes and examine the extent to which they are derived from and linked to students’ cultural and Islamic values using Habermas’ critical theory. Design/methodology/approach The study employs a mixed methods approach that takes classical pragmatism as its philosophical foundation and critical theory as a theoretical lens. Data are collected in four sequential phases using critical discourse analysis of course materials, class observations, student survey and faculty interviews. Results are integrated at the interpretative level and abductive reasoning is used as the logic of justification. Findings Results show that despite the increasing efforts to incorporate cultural and Islamic values into the curriculum, it is still mainly dominated by Western theories and models of leadership, especially in the leadership courses offered by business schools, mainly because of accreditation requirements and the lack of English resources and theories on UAE and Islamic models of leadership. Research limitations/implications The study is limited to leadership curricula in the UAE. Researchers may extend and broaden the scope of the study by investigating leadership curricula in the Gulf and/or the Middle East. Future studies may also look at other theoretical frameworks recommended by other management scholars such as Mezirow’s transformational learning and the socio-constructivist approach (Hotho and Dowling, 2010). This study aims to open an ongoing debate and further investigation on the topic. Practical implications The results of the current study may inspire faculty members and programme coordinators to develop critical and culturally relevant curricula that are informed by Habermas’ critical theory and best teaching practices. Originality/value The study adds to the current knowledge base through its research design and approach that address an under-investigated topic. None of the current studies empirically investigated leadership curricula in the UAE. The theoretical framework and research findings can be used to develop culturally relevant and value-oriented leadership curricula that reflect indigenous and Western perspectives of leadership.
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Ingram, Errol, Pat Dorsett, and Kym Macfarlane. "Exploring the lived experience of acquiring life skills with congenital total blindness: An interpretative phenomenological analysis." British Journal of Visual Impairment 37, no. 3 (June 13, 2019): 227–39. http://dx.doi.org/10.1177/0264619619856649.
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This phenomenological study explored how individual young adults understood their lived experience of acquiring life skills with congenital total blindness (CTB). Four young adults with CTB, and five parents of the young adults, participated in the study. In depth, semi-structured interviews were used to gather information from the research participants. The interviews were analysed using interpretative phenomenological analysis (IPA). Five superordinate themes emerged from the IPA: (1) life skills acquisition as ‘a means to an end’, (2) appraising life skills acquisition, (3) acquiring disability-specific skills, (4) reaching adulthood with life skill gaps, and (5) making sense of independence. The findings revealed that the young adults had reached adulthood with significant gaps in their acquisition of basic life skills. This indicates that more needs to be done, to improve the efficacy and meaning of life skill acquisition programmes provided in childhood and adolescence, to young people living with CTB.
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Santos, Marcandra Nogueira Almeida, Antonia Margareth Moita Sá, and Juarez Antonio Simões Quaresma. "Meanings and senses of being a health professional with tuberculosis: an interpretative phenomenological study." BMJ Open 10, no. 8 (August 2020): e035873. http://dx.doi.org/10.1136/bmjopen-2019-035873.
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ObjectiveThe aim of the study was to analyse and understand meanings and senses of living with tuberculosis for health professionals.Method/designThis is an interpretative phenomenological study conducted from in-depth interviews to analyse how health professionals understand their personal experience of tuberculosis.ScenarioTwo reference health institutions for tuberculosis diagnosis and treatment located in a municipality of the Eastern Brazilian Amazon.ParticipantsIntentional sample of 15 health professionals with the disease or with a recent history of tuberculosis.ResultsRegarding the personal experience of tuberculosis of the participating health professionals, four superordinate themes were identified: (1) experiencing tuberculosis, (2) experiencing the diagnosis of tuberculosis, (3) facing the treatment of tuberculosis and (4) signifying tuberculosis.ConclusionThis study verified that health professionals live the experience of tuberculosis similar to other people: with fear, anguish, frustration, prejudice and health needs not always met by the services and programmes for the control of the disease. The lived experience has an important impact on the health professionals’ ways of understanding the kind of empathic and sensitive care that should be provided to people with tuberculosis. In addition, it is concluded that specific governmental strategies are needed for tuberculosis prevention, diagnosis and treatment among health professionals.
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Haegele, Justin A., Patrick B. Wilson, Xihe Zhu, and T. Nicole Kirk. "The meaning of youth physical activity experiences among individuals with psoriasis: A retrospective inquiry." European Physical Education Review 25, no. 2 (November 9, 2017): 374–88. http://dx.doi.org/10.1177/1356336x17740143.
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The purpose of this study was to examine the meaning that individuals with psoriasis ascribed to their youth physical activity experiences. This qualitative, retrospective inquiry was based on an interpretative phenomenological analysis. A purposive sample of six participants (ages 20–46; four female, two male) residing in the United States were included. Semi-structured, audio-taped telephone interviews and reflective field notes acted as sources of data for this study. Thematic development was undertaken using a four-step interpretative phenomenological analysis process and themes identified across participants were summarized, presented as results, and discussed concurrently. Based on the data analysis, three interrelated themes were constructed from the participant transcripts: (a) “I just stopped signing up”: the impact of physical discomfort; (b) “kids started calling me ‘Flake’”: embarrassment, social anxiety, and bullying; and (c) “I felt like he was calling me out”: disclosing psoriasis to stakeholders. These three constructed themes provide unique insight into the embodied experiences of those with psoriasis, and fill a previous gap in the extant literature. Practitioners aiming to increase physical activity engagement among this population can use these findings to design more effective programmes and strategies that address the needs identified in this investigation.
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Carr, John. "'Letting them eat cake': Narrative templates in current affairs/news journalism." Pacific Journalism Review : Te Koakoa 15, no. 2 (October 1, 2009): 54–70. http://dx.doi.org/10.24135/pjr.v15i2.984.
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This article explores the role of narrative templates in a core domain of public communication, describing a series of narrative structural patterns that underlie the scripting of news and current affairs ‘reports’. From an initial account of the nature of narrative templates and their relation to audience expectations and interpretative regimens, a number of specific story-styles that are employed recurringly in news programmes are described, examining their use and impact for capturing and maintaining audience attention. The process of telling the audience the stories it wants to hear is critiqued in terms of the capacity to subvert the quality of public communication and in terms of enduring concerns within discursive theory.
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Maturana Patarroyo, Liliana Maria. "Teaching English in Times of the National Bilingual Program in some State Schools: Linguistic and pedagogical factors." Colombian Applied Linguistics Journal 13, no. 2 (November 14, 2011): 74. http://dx.doi.org/10.14483/22487085.3770.
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This mixed-interdisciplinary study was conducted in four state schools in Medellin-Colombia with the participation of 12 teachers and 111students from 3rd, 4th and 5th grades. Data gathering techniques used were a semi structured interview administered to the 12 teachers anda battery of six psycholinguistic tests administered to the students. This paper addresses qualitative data from the interview and discusses,from a reflective and interpretative perspective, linguistic and pedagogical factors that affect the English teaching and learning processes for a12-primary-teacher group. These factors emerged essential for the establishment of pedagogical relationships amongst teachers, students andthe English language; likewise, the necessity of informed and continuous teacher professional development programmes as part of linguisticpolicies becomes manifest
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Zandamela, Horacio, and Matuku Mphahlele. "Local Government Capacity Development: A Case Study of a South African District Municipality." Journal of Public Administration and Governance 11, no. 2 (April 19, 2021): 156. http://dx.doi.org/10.5296/jpag.v11i2.18373.
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Bojanala Platinum District Municipality (BPDM), in the North West Province is endowed with the extractive economy. The District experiences challenges of capacity development of service delivery structures and programmes. It is in this context that this paper explains how local government responses to challenges of capacity development in the District Municipality. In addition, the paper explores ways in which they can be overcome for enhanced service delivery. The purpose of this study is to examine challenges related to the use of capacity development structures and programmes related to service delivery and explores how to overcome them. The study examines the structures and programmes, facilitators and inhibitors of skills development and performance initiatives within the context of local government capacity development. This study develops a theoretical framing incorporating scholarship on human capital and performance improvement in the context of local government. This framing is premised on the scholarly evidence that capacity development is an enabler of service delivery, influenced by skills development and municipal performance improvement. The research is a single case qualitative case study approach and employs an interpretative paradigm. The paper employs senior managers in the municipalities as the unit of analysis. That study reveals that there are difficulties associated with skills retention and organisational relations. In conclusion, political abandonment, poor communication and stakeholder engagements contribute to weakened inter-municipal co-operation and inadequate use of resources. The interface between learning and skills development contributes to the body knowledge.
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Helgøy, Kjersti Velde, Jens-Christian Smeby, Tore Bonsaksen, and Nina Rydland Olsen. "Research-based occupational therapy education: An exploration of students’ and faculty members’ experiences and perceptions." PLOS ONE 15, no. 12 (December 21, 2020): e0243544. http://dx.doi.org/10.1371/journal.pone.0243544.
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Introduction One argument for introducing research in bachelor`s degree in health care is to ensure the quality of future health care delivery. The requirements for research-based education have increased, and research on how research-based education is experienced is limited, especially in bachelor health care education programmes. The aim of this study was to explore how occupational therapy students and faculty members experienced and perceived research-based education. Methods This qualitative, interpretative description consisted of three focus group interviews with occupational therapy students in their final year (n = 8, 6 and 4), and three focus group interviews with faculty members affiliated with occupational therapy programmes in Norway (n = 5, 2 and 5). Interviewing both students and faculty members enabled us to explore the differences in their experiences and perceptions. Results Five integrative themes emerged from the analysis: “introducing research early”, “setting higher expectations”, “ensuring competence in research methods”, “having role models” and “providing future best practice”. Research was described as an important aspect of the occupational therapy bachelor program as it helps ensure that students achieve the necessary competence for offering future best practice. Students expressed a need to be introduced to research early in the program, and they preferred to have higher expectations regarding use of research. Competence in research methods and the importance of role models were also highlighted. Conclusions Undergraduate health care students are expected to be competent in using research. Findings from our study demonstrated that the participants perceived the use of research during training as important to ensure future best practice. Increasing the focus on research in the programme’s curricula and efforts to improve students’ formal training in research-specific skills could be a starting point towards increased use of research in the occupational therapy profession.
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Gołębniak, Bogusława Dorota. "Konstruktywistyczna edukacja do konstruktywistycznego nauczania. Redefinicja relacji teorii i praktyki w akademickim kształceniu nauczycieli." Problemy Wczesnej Edukacji 51, no. 4 (December 31, 2020): 32–46. http://dx.doi.org/10.26881/pwe.2020.51.03.
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In this article, I discuss adult learning models and their implications in the field of academic didactics addressed to teacher candidates, which seem adequate to thinking about teaching (learning) in school inspired by constructivist-interpretative paradigms (Klus-Stańska 2018). Referring to David Guile’s (2005b) typology of approaches to professional education, which takes into account the criterion of the adopted theories of learning (a monological approach based on cognitivism, a dialogical/participatory approach, rooted in the model of cognition situated in context, and a trialogical approach corresponding to the theory of activity along with social constructivism), I compare the implications of the differentiated re/defining of the theory and practice relations in the programmes of the pedagogical component of studies constructed in accordance with the identified approaches.
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Zirima, Herbet, and Elliott Nkoma. "Perspectives of psychology graduates on the registration of psychologists in Zimbabwe." Global Journal of Psychology Research: New Trends and Issues 8, no. 3 (September 29, 2018): 97–106. http://dx.doi.org/10.18844/gjpr.v8i3.3262.
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This study sought to explore the views of psychology graduates on the process of registration as a psychologist in Zimbabwe. Specific areas of interest to the researchers were the views of psychology graduates on the academic qualifications required for registration, the post graduate internship programme, continuing professional development and the board examinations. An interpretative phenomenological analysis (IPA) was done by conducting semi-structured in-depth interviews to twelve purposely selected psychology graduates. All participants had a master’s degree of which five were registered psychologists and the rest were not registered. Three major themes were generated from the analysis of the participants’ interviews and these were: academic qualifications for registration, post graduate internship, board examinations and continuing professional development. Generally, the results reveal lack of choices at masters’ degree programmes resulting in participants embarking on counselling and community psychology degrees. They also showed dislike on the continuing professional development points due to barriers such as localisation of workshops and lack of time to do research. The board of examination was viewed positively. The study recommends that the Allied Health Practitioners Council of Zimbabwe needs to collaborate with universities, psychology interns and registered psychologists in the best way forward in registration and practice of psychologists.
Key Words: Registration; Internship; Psychologist; Qualification; Board Examination
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Hill, Sophie. "Threshold concepts in prosthetics." Prosthetics and Orthotics International 41, no. 6 (November 24, 2016): 548–55. http://dx.doi.org/10.1177/0309364616679317.
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Background:Curriculum documents identify key concepts within learning prosthetics. Threshold concepts provide an alternative way of viewing the curriculum, focussing on the ways of thinking and practicing within prosthetics. Threshold concepts can be described as an opening to a different way of viewing a concept. This article forms part of a larger study exploring what students and staff experience as difficult in learning about prosthetics.Objectives:To explore possible threshold concepts within prosthetics.Study design:Qualitative, interpretative phenomenological analysis.Methods:Data from 18 students and 8 staff at two universities with undergraduate prosthetics and orthotics programmes were generated through interviews and questionnaires. The data were analysed using an interpretative phenomenological analysis approach.Results:Three possible threshold concepts arose from the data: ‘how we walk’, ‘learning to talk’ and ‘considering the person’.Conclusion:Three potential threshold concepts in prosthetics are suggested with possible implications for prosthetics education. These possible threshold concepts involve changes in both conceptual and ontological knowledge, integrating into the persona of the individual. This integration occurs through the development of memories associated with procedural concepts that combine with disciplinary concepts. Considering the prosthetics curriculum through the lens of threshold concepts enables a focus on how students learn to become prosthetists.Clinical relevanceThis study provides new insights into how prosthetists learn. This has implications for curriculum design in prosthetics education.
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Hardwick, Robert J., James E. Truscott, William E. Oswald, Marleen Werkman, Katherine E. Halliday, Rachel L. Pullan, and Roy M. Anderson. "Individual adherence to mass drug administration in neglected tropical disease control: A probability model conditional on past behaviour." PLOS Neglected Tropical Diseases 15, no. 1 (January 22, 2021): e0009112. http://dx.doi.org/10.1371/journal.pntd.0009112.
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We present a general framework which describes the systematic (binary) scenario of individuals either taking treatment or not for any reason, over the course of mass drug administration (MDA)—which we refer to as ‘adherence’ and ‘non-adherence’. The probability models developed can be informed by observed adherence behaviour as well as employed to explore how different patterns influence the impact of MDA programmes, by the use of mathematical models of transmission and control. We demonstrate the interpretative value of the developed probability model employing a dataset collected in the TUMIKIA project, a randomised trial of deworming strategies to control soil-transmitted helminths (STH) by MDA conducted in coastal Kenya. We stratify our analysis by age and sex, although the framework which we introduce here may be readily adapted to accommodate other stratifications. Our findings include the detection of specific patterns of non-adherence in all age groups to varying extents. This is particularly apparent in men of ages 30+. We then demonstrate the use of the probability model in stochastic individual-based simulations by running two example forecasts for the elimination of STH transmission employing MDA within the TUMIKIA trial setting with different adherence patterns. This suggested a substantial reduction in the probability of elimination (between 23-43%) when comparing observed adherence patterns with an assumption of independence, with important implications for programmes. The results here demonstrate the considerable impact and utility of considering non-adherence on the success of MDA programmes to control neglected tropical diseases (NTDs).
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ALmegewly, Wafa, Dinah Gould, and Sally Anstey. "Hidden voices: an interpretative phenomenological analysis of the experience of surviving breast cancer in Saudi Arabia." Journal of Research in Nursing 24, no. 1-2 (November 12, 2018): 122–32. http://dx.doi.org/10.1177/1744987118809482.
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Background Women with breast cancer often have difficulties in making sense of and understanding their experiences, specifically the ways in which cultural sensitivities impact on and shape their lifeworlds. Aims The aim of this study is to explore the experience of being a breast cancer survivor in Saudi Arabia. Methods Qualitative, in-depth, semi-structured interviews were conducted with 18 Saudi breast cancer survivors aged between 30 and 50 years who had finished treatment 6–47 months before data collection. The data were transcribed verbatim, translated from Arabic into English and analysed using interpretative phenomenological analysis. Results Three themes emerged: the meaning of cancer; hidden survival; and the cultural meaning of survival. For women in Saudi, breast cancer has a cultural stigma linked to death. It changes the sense of self and of society, leading some women to hide their diagnosis from the public and their families. The meaning of survival in a Muslim context has a cultural and religious base, linked to God's will, normality and resumption of activities. Conclusions The study helps give Saudi women a ‘voice’ through the understanding of their experiences of surviving breast cancer. The unique cultural perspectives provide new insights, which can guide healthcare practice and inform the development of programmes to support women who survive breast cancer.
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Whiting, Jack Robert, Sam Wickham, and Darren Beaney. "Medical student mentors in widening access to medicine programmes: 'we're lighting fires, not filling buckets '." Widening Participation and Lifelong Learning 22, no. 2 (July 1, 2020): 205–24. http://dx.doi.org/10.5456/wpll.22.2.205.
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Background: Widening Access to Medicine (WAM) supports nontraditional applicants throughout application to study medicine and beyond. Many WAM programmes use medical student mentors, however, there is a paucity of research into what makes a good WAM mentor and what qualities they require. This research helps fill a gap in the literature about WAM scheme mentors and provides context for recruitment/training.<br/> Methodology: Purposive sampling was used to select three year 9 mentees, four year 9 mentors, four year 12 mentees and four year 12 mentors. No limitations were placed on gender or ethnicity. Thirty-minute semi-structured interviews were recorded, transcribed and analysed qualitatively, drawing on an interpretative phenomenological analysis approach. This study received ethical approval from the Brighton and Sussex Medical School (BSMS) Research Governance and Ethics Committee.<br/> Results: Four main themes were identified: mentor – mentee relationship, mentor background and attitudes towards WAM, qualities and behaviours of mentors and differences between year 9 and year 12 mentors.<br/> Discussion and conclusions: The results are discussed within the context of the existing literature. This research identifies the requirements for WAM mentors from both mentors and mentees' perspectives. This will inform future WAM schemes run at BSMS and may provide a basis for future research and improvement of WAM mentors nationwide.
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Lonargáin, Diarmaid Ó., Suzanne Hodge, and Rachael Line. "Service user experiences of mentalisation-based treatment for borderline personality disorder." Mental Health Review Journal 22, no. 1 (March 13, 2017): 16–27. http://dx.doi.org/10.1108/mhrj-04-2016-0008.
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Purpose Previous research indicates that mentalisation-based treatment (MBT) is an effective therapeutic programme for difficulties associated with borderline personality disorder (BPD). The purpose of this paper is to explore service user experiences of the therapy. Design/methodology/approach Seven adults (five female and two male), recruited via three NHS trusts, were interviewed. Participants were attending intensive out-patient MBT for BPD between 3 and 14 months. Data were analysed using interpretative phenomenological analysis. Findings Participants experienced the group component of MBT as challenging and unpredictable. They highlighted developing trust as key to benefitting from MBT. This was much more difficult to achieve in group sessions than in individual therapy, particularly for those attending MBT for less than five or six months. The structure of MBT generally worked well for participants but they identified individual therapy as the core component in achieving change. All participants learned to view the world more positively due to MBT. Practical implications Enhanced mentalisation capacity may help address specific challenges associated with BPD, namely, impulsivity and interpersonal difficulties. MBT therapists are confronted with the ongoing task of creating a balance between sufficient safety and adequate challenge during MBT. Potential benefits and drawbacks of differing structural arrangements of MBT programmes within the UK are considered. Originality/value Learning about service user perspectives has facilitated an enhanced understanding of experiences of change during MBT in addition to specific factors that may impact mentalisation capacity throughout the programme. These factors, in addition to implications for MBT and suggestions for future research, are discussed.
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Abukari, Abdulai, and Solomon David. "Quality assuring the professional doctorate." Quality Assurance in Education 27, no. 3 (July 1, 2019): 304–19. http://dx.doi.org/10.1108/qae-08-2017-0052.
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PurposeThis paper aims to critically examine the quality of professional doctorates (PDs) from the perspective of programme supervisors in terms of how quality assurance provisions have to meet their expectations.Design/methodology/approachThe study employed an interpretative approach, using semi-structured interviews and online semi-structured questionnaire to generate data from 25 programme supervisors across universities in the UK. Data analysis and interpretation were carried out using the interactive data analysis approach (Miles and Huberman, 1994), the “bottom–up” approach to data analysis (Creswell, 2012) and the interpretative strategy recommended by Mason (2002). Four themes emerged from the data that encapsulated programme advisors’ perspectives: characteristics of supervisors; opportunities in institutional quality assurance provision; challenges in quality assurance process for PDs; and supervisors’ views on how quality assurance in PD can be enhanced.FindingsQuality assurance provisions have not adequately provided for the unique characteristics of PDs owing to a number of issues including lack of clarity on the philosophy and focus of PDs and conflicting perspectives among PD supervisors relating to what should ideally constitute a quality assurance process for PDs. This paper argues that to develop a relevant and robust quality assurance provision for PDs, it would be essential to ensure that the PD fundamental philosophy and focus are coherently explained. In addition, it is crucial to ensure that quality assurance provisions cover not only the academic rigor of higher level learning but also the value and potential impact of outcomes on practice and the professions. The paper also highlights a list of useful suggestions from supervisors on how to enhance quality assurance.Research limitations/implicationsThe research identifies a number of issues confronting quality assurance in PDs and the need for academics and policymakers to work together to deal with these to achieve the full value in PDs. As the research was based on a sample of 25 supervisors in a conference, it would be difficult and unsustainable to generalise. Hence, further research using large sample sizes of supervisors and other stakeholders based on whole programmes would be useful to achieve a sustained understanding of how quality assurance provisions of PDs have to meet expectations of the professions and professional contexts.Practical implicationsTo get the practical value and benefits of PDs, all stakeholders (academics, policymakers and professionals) would need to work together to ensure that appropriate quality assurance processes are developed to reflect the unique nature of the programmes.Originality/valueThe paper provides a critical perspective to the current debate on quality assuring PDs from the perspective of PD supervisors who have generally been left out. It highlights issues related to quality assuring PDs, the misalignment between quality assurance provisions and the philosophy and expectations of PDs, and suggests ways through which these can be appropriately addressed to enhance quality assurance in PDs. The main contribution from this research is that it brings to the fore what supervisors, who are a part of the major players in the PD process, think about the current state of quality assurance and what can be done to make it more effective.
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Howie, Patricia, Darren Johnson, and Angela Taylor. "Substance related offending behaviour programme (SROBP): exploring male prisoner’s experiences of treatment and application of learning." Journal of Criminological Research, Policy and Practice 7, no. 3 (August 9, 2021): 197–208. http://dx.doi.org/10.1108/jcrpp-06-2020-0042.
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Purpose Cognitive-behavioural interventions, such as the substance related offending behaviour programme (SROBP), are being implemented across forensic contexts in an attempt to address the detrimental economic, social and personal impacts of substance use and offending. Whilst support exists for the effectiveness of such treatment, there remains to be limited knowledge of offenders’ experiences of treatment and factors that promote treatment efficacy and support desistance. This study aims to develop an idiographical understanding of those processes. Design/methodology/approach Six prisoners who had completed the SROBP were interviewed via a semi-structured schedule to collate their individual experiences of engaging in treatment. Interviews transcripts were analysed by the lead researcher using interpretative phenomenological analysis, and external auditing analysis was conducted by the research supervisors. Findings Three superordinate themes resulted: “Therapeutic processes and relationships,” “Therapeutic outcomes” and “Threats to post treatment recovery.” Participants identified factors which facilitated the effectiveness of treatment and were effective in meeting their needs, although there were other factors that required improvement. Practical implications The important role of motivation at various stages of treatment as this engenders commitment to treatment aims and longer-term recovery. Treatment efficacy is linked with perceived relevance and value of treatment outcomes in supporting desistence from substance use. Pro-social peer relationships are important for effective application of learning and recovery. Attentiveness to participants specific needs is required. The lack of post-programme support has the potential to threaten therapeutic alliances and reinforce experiences of rejection and abandonment. The management of the exit phase from programmes is critical. Originality/value Results are discussed in light of their implications for future working practices in supporting therapeutic processes and rehabilitative culture.
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Gaillard, Desireé, and Kate Hughes. "Key considerations for facilitating employment of female Sudanese refugees in Australia." Journal of Management & Organization 20, no. 5 (September 2014): 671–90. http://dx.doi.org/10.1017/jmo.2014.49.
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AbstractThis research is a pilot study on identifying the social initiatives that could potentially provide employment opportunities for female Sudanese refugees settled in western Sydney, Australia. An interpretative ethnographic approach was employed to analyse academic literature, government information and data gathered through in-depth interviews with a not-for-profit organisation working with this community. The outcome of this research emphasises three fundamental questions that relate to community value, customer need and opportunity risk that need to be considered with respect to the limitations that are framed by the social initiatives identified in relation to reducing unemployment for these women. This study revealed an interesting observation: programs that make use of existing skills create new opportunities in the employment market, whereas programmes that provide new skills or a combination of new and existing skills, were more inclined to link to existing opportunities in the employment market.
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Verma, Chhaya V., Sujata Yardi, Vinita Puri, and Tanvee Vora. "Patients’ perception of quality of life after traumatic brachial plexus injury – a qualitative study." Hand Therapy 24, no. 2 (May 23, 2019): 55–61. http://dx.doi.org/10.1177/1758998319832326.
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Introduction Advancements in reconstructive surgery for traumatic brachial plexus injury explain the need for better rehabilitation programmes. Therefore, an understanding of an individual patient’s perception through their journey of treatment for a traumatic brachial plexus injury is needed. Methods Thirteen patients with traumatic brachial plexus injury were selected using non-probability purposive sampling. Data were collected in the form of in-depth face-to-face interviews in a clinic setting of a tertiary government hospital using an explorative qualitative method. An interview guide comprising open-ended, nondirective semi structured questions was used and data were analyzed using an interpretative phenomenological approach. Results Eleven subthemes under the overarching theme of patient perception were identified. These subthemes illustrate perception of each individual participants’ journey of treatment for traumatic brachial plexus injury. Conclusion Our study following a qualitative approach throws light on the impact of injury and an adult individual’s perception and may thereby help to develop a more comprehensive and holistic approach towards patient care.
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Stokes, Peter, and Christine Urquhart. "Profiling information behaviour of nursing students: part 2: derivation of profiles." Journal of Documentation 71, no. 1 (January 12, 2015): 52–79. http://dx.doi.org/10.1108/jd-07-2013-0091.
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Purpose – The purpose of this paper is to develop information behaviour profiles for nursing students, to help inform information literacy programmes. Design/methodology/approach – The methods include further analysis of quantitative findings (previously reported in part 1), together with qualitative research data collection and analysis. Critical incident type interviews with 11 students were transcribed and analysed using an interpretative categorisation method that used dendrograms for data display and analysis. From the regression analysis of the quantitative data, the micro-processes for information seeking were linked to learning styles, and then to personality traits to generate information seeking profiles. Integration of the qualitative findings led to development of a task-based information search model. Findings – The start list of seven categories for qualitative analysis (derived from a literature review) was refined (one category added, one removed, with some relabelling). The quantitative data analysis revealed seven profiles (deep adventurer, deep identifier, deep investigator, strategic all-rounder, strategic collector, surface co-ordinator, surface skimmer, each linked to a particular learning style, personality trait, and preferred information seeking micro-processes). Research limitations/implications – The data were collected at only one university and the profiles and the model need to be validated with data from other groups of nursing students. The findings on micro-processes consolidate and extend previous research. Practical implications – The profiles should inform information literacy programmes as they show that information search profiles may be more varied than assumed. The information search model extends previous task-based information search models. Originality/value – The information search profiles have not been identified previously.
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Renner, Lorna Awo, and Deborah McGill. "Exploring factors influencing health-seeking decisions and retention in childhood cancer treatment programmes: perspectives of parents in Ghana." Ghana Medical Journal 50, no. 3 (October 12, 2016): 149–56. http://dx.doi.org/10.4314/gmj.v50i3.6.
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Background: Developing countries such as Ghana have very poor childhood cancer survival rates. There is a need to determine reasons for late presentation and treatment abandonment which are major causes of poor survival. Understanding these issues could inform effective strategies for childhood cancer control in resource-constrained settings.Aim: To explore factors influencing parental decision-making for children with cancer in Ghana with regard to health seeking and retention in treatment, in order to provide information that will guide Public Health interventions for childhood cancer control.Method: This exploratory qualitative study was conducted based on an interpretative epistemology using a social constructionist approach. Purposive sampling of parents attending the Paediatric Oncology Unit, Korle Bu Teaching Hospital in Accra, Ghana was undertaken. Twelve semi-structured moderate interviews and two small focus group discussions with a total of seven participants were undertaken. Data analysis was through thematic content analysis.Results: Five major themes emerged. Knowledge and perceptions revealed a total lack of appropriate knowledge prior to diagnosis. Health-seeking behaviour was determined by interplay of individual and environmental factors. Orthodox medical treatment was largely perceived favourably. The impact of cancer on parents and children included psychological, physical and socioeconomic effects. Financial, spiritual and psychosocial support helped in coping. Parents recommended public education and health financing to address the major barriers.Conclusion: Broad social determinants and experiences influence parental decision making for children with cancer. This implies Health Promotion strategies with multi-sectorial involvement will be required for effective implementation of the National Strategy for Cancer Control.Funding: Funded by authorsKeywords: Childhood cancer, parent perspectives, Ghana
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HELMAN, SARA, and ASA MARON. "Episodes of Translation and Network Resilience: Lessons from Israel's Attempted Institutionalisation of Workfare." Journal of Social Policy 48, no. 1 (May 16, 2018): 63–82. http://dx.doi.org/10.1017/s0047279418000284.
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AbstractThe translation perspective explores the travel of policy ideas, programmes and practices across international boundaries, focusing on the process through which interpretative agents introduce and adjust borrowed policy items to a new policy context. Current research emphasises the significance of local networks’ support for translation's efficacy. However, we know little about how such networks are maintained and stabilized over time or how changing configurations and capacities may affect translation's prospects. This paper explores the case of Israel's attempted institutionalisation of workfare – an enduring international policy fashion – from 1998 to the present day. We follow the stabilization and destabilization of the local translation network across different levels and sites of policy design and implementation, analysing emerging conflicts and agreements at each site. We use the metaphor ‘episodes of translation’ to explore translation's value as a concept accounting for local policy change. In order for translation-led policy change to maintain legitimacy and actualisation in contested domains, ongoing engagement of existing and emerging policy actors is essential. This case demonstrates how when networks become destabilized, translation-led policy change may come to a halt.
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Nevinskaitė, Laima. "“Why are you interrupting me?” Change of overlaps and interruptions in talk programmes 1960–2011." Taikomoji kalbotyra, no. 8 (February 2, 2017): 265–91. http://dx.doi.org/10.15388/tk.2016.17514.
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The article deals with one of the features of media discourse connected to conversationalization—speaking at the same time, i.e. speech overlaps and interruptions. The article focuses on overlaps and interruptions in talk programmes in Lithuanian radio and television in 1960–2011. Theoretically, overlaps are treated as an objective (audible) category, while interruptions are regarded as an interpretative category that can be analysed in terms of the talk sequence analysis or from the perspective of participants on the basis of their comments on interruptions (metadiscourse). In the empirical part of the article, the data of radio and television corpus were used to compare the change of overlaps and interruptions over three periods (Soviet, transitional and present-day).The quantitative analysis has shown that the number of overlaps increased considerably with every new period. The analysis also reveals an increased variety of situations where overlaps and interruptions occur. In the Soviet period overlaps and interruptions were associated with neutral and collaborative functions; in the transitional period they started to be used as turn-competitive device; in the present-day period, overlaps and interruptions are strongly competition- and power-oriented and also reflect the commercial nature of the media (entertainment function, interruptions for commercial breaks). These trends are also reflected in metadiscourse. In the present-day period there are relatively fewer apologies for interruptions but more verbal defence of one’s right to speak. This means that the competition for turn and the right to interrupt is taken as a norm. The identified changes should be interpreted not as a shift, but as an increase of variety, since in later periods programmes with many overlaps and new functions of overlaps and interruptions appear as an additional feature, without making the earlier types of programmes and functions of overlaps and interruptions disappear.The change of overlaps and interruptions can be associated with more general changes in media discourse, e.g. increased dialogicality. These changes were brought about by political changes in the public sphere, and changes in radio and television (shift to the commercial model of broadcasting). In the late present-day period changes must be also influenced by global (Western) trends of media development.
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Tamming, Teisi, and Yuko Otake. "Linking coping strategies to locally-perceived aetiologies of mental distress in northern Rwanda." BMJ Global Health 5, no. 7 (July 2020): e002304. http://dx.doi.org/10.1136/bmjgh-2020-002304.
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IntroductionHow and why people in a particular setting turn to a specific coping strategy for their distress is pivotal for strengthening mental healthcare and this needs to be understood from a local point of view. Prior research in northern Rwanda documented common local concepts of distress for the population that cannot receive assistance despite severe adversities; however, the locally-perceived causes, manifestation and coping strategies and their associations are still unclear.MethodsThe qualitative study in the Musanze district, northern Rwanda, was informed by Interpretative Phenomenological Analysis. In-depth interviews were conducted with people with lived experience and those in close contact with people with lived experience of distress. Ethnographic observation was conducted and the analyses were complimented by an earlier ethnography in the same village.ResultsStudy participants (n=15) included community members with lived experience of mental distress and/or those with close friends or family with lived experience. The perceived manifestations of the mental distresses were diverse and the causal attributions shifted from more social, concrete and explainable (eg, loss) towards magical, more abstract and unexplainable (eg, poisoning). Finally, participants sought coping strategies in accordance with their causal attribution in ways that made sense to them.ConclusionThe coping strategies were chosen according to the perceived aetiology of the symptoms and they were perceived to be effective for their distress. Local coping strategies that match people’s help-seeking patterns should therefore be supported in policy and programmes. In Rwanda this requires a mutual training of medical professionals and traditional healers and establishing co-treatment within two parallel systems. This also requires the support for programmes and initiatives that strengthen positive interactions and change in circumstances.
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Verhagen, Evert, Marit Warsen, and Caroline Silveira Bolling. "‘I JUST WANT TO RUN’: how recreational runners perceive and deal with injuries." BMJ Open Sport & Exercise Medicine 7, no. 3 (September 2021): e001117. http://dx.doi.org/10.1136/bmjsem-2021-001117.
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Running injuries impact the health gains achieved through running and are linked to drop-out from this otherwise healthy activity. The need for effective prevention is apparent, however, implementation of preventive measures implies a change in runners’ behaviour. This exploratory qualitative study aimed to explore Dutch recreational runners’ perception on injuries, injury occurrence and prevention. An interpretative paradigm underpins this study. We conducted 12 individual semistructured interviews with male (n=6) and female runners (n=6). Through a constant comparative data analysis, we developed a conceptual model to illustrate the final product of the analysis and represent the main themes’ connection. We present a framework that describes the pathway from load to injury and the self-regulatory process controlling this pathway. Runners mentioned that pain is not necessarily an injury, and they usually continue running. Once complaints become unmanageable and limit the runner’s ability to participate, an injury was perceived. Based on our outcomes, we recommend that preventive strategies focus on the self-regulation by which runners manage their complaints and injuries—providing information, advice and programmes that support the runner to make well-informed, effective decisions.
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Raftery, James, Steve Hanney, Trish Greenhalgh, Matthew Glover, and Amanda Blatch-Jones. "Models and applications for measuring the impact of health research: update of a systematic review for the Health Technology Assessment programme." Health Technology Assessment 20, no. 76 (October 2016): 1–254. http://dx.doi.org/10.3310/hta20760.
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BackgroundThis report reviews approaches and tools for measuring the impact of research programmes, building on, and extending, a 2007 review.Objectives(1) To identify the range of theoretical models and empirical approaches for measuring the impact of health research programmes; (2) to develop a taxonomy of models and approaches; (3) to summarise the evidence on the application and use of these models; and (4) to evaluate the different options for the Health Technology Assessment (HTA) programme.Data sourcesWe searched databases including Ovid MEDLINE, EMBASE, Cumulative Index to Nursing and Allied Health Literature and The Cochrane Library from January 2005 to August 2014.Review methodsThis narrative systematic literature review comprised an update, extension and analysis/discussion. We systematically searched eight databases, supplemented by personal knowledge, in August 2014 through to March 2015.ResultsThe literature on impact assessment has much expanded. The Payback Framework, with adaptations, remains the most widely used approach. It draws on different philosophical traditions, enhancing an underlying logic model with an interpretative case study element and attention to context. Besides the logic model, other ideal type approaches included constructionist, realist, critical and performative. Most models in practice drew pragmatically on elements of several ideal types. Monetisation of impact, an increasingly popular approach, shows a high return from research but relies heavily on assumptions about the extent to which health gains depend on research. Despite usually requiring systematic reviews before funding trials, the HTA programme does not routinely examine the impact of those trials on subsequent systematic reviews. The York/Patient-Centered Outcomes Research Institute and the Grading of Recommendations Assessment, Development and Evaluation toolkits provide ways of assessing such impact, but need to be evaluated. The literature, as reviewed here, provides very few instances of a randomised trial playing a major role in stopping the use of a new technology. The few trials funded by the HTA programme that may have played such a role were outliers.DiscussionThe findings of this review support the continued use of the Payback Framework by the HTA programme. Changes in the structure of the NHS, the development of NHS England and changes in the National Institute for Health and Care Excellence’s remit pose new challenges for identifying and meeting current and future research needs. Future assessments of the impact of the HTA programme will have to take account of wider changes, especially as the Research Excellence Framework (REF), which assesses the quality of universities’ research, seems likely to continue to rely on case studies to measure impact. The HTA programme should consider how the format and selection of case studies might be improved to aid more systematic assessment. The selection of case studies, such as in the REF, but also more generally, tends to be biased towards high-impact rather than low-impact stories. Experience for other industries indicate that much can be learnt from the latter. The adoption of researchfish®(researchfish Ltd, Cambridge, UK) by most major UK research funders has implications for future assessments of impact. Although the routine capture of indexed research publications has merit, the degree to which researchfish will succeed in collecting other, non-indexed outputs and activities remains to be established.LimitationsThere were limitations in how far we could address challenges that faced us as we extended the focus beyond that of the 2007 review, and well beyond a narrow focus just on the HTA programme.ConclusionsResearch funders can benefit from continuing to monitor and evaluate the impacts of the studies they fund. They should also review the contribution of case studies and expand work on linking trials to meta-analyses and to guidelines.FundingThe National Institute for Health Research HTA programme.
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Jalloh, Mohamed F., Benjamin Hickler, Lauren E. Parmley, Roberta Sutton, Shibani Kulkarni, Anthony Mansaray, Oliver Eleeza, et al. "Using immunisation caregiver journey interviews to understand and optimise vaccination uptake: lessons from Sierra Leone." BMJ Global Health 6, no. 5 (May 2021): e005525. http://dx.doi.org/10.1136/bmjgh-2021-005525.
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Quantitative and qualitative assessments have revealed diverse factors that influence the uptake of childhood immunisation services and shed light on reasons for vaccination delays and refusals. UNICEF and partner organisations developed the Immunisation Caregiver Journey Framework as a novel way to understand caregiver experiences in accessing and receiving immunisation services for children. This framework aims to help immunisation programmes identify vaccination barriers and opportunities to improve vaccination uptake by enhancing the overall caregiver journey in a systems-focused manner, using human-centred design principles. In this paper, we adapt the framework into a flexible qualitative inquiry approach with theoretical guidance from interpretative phenomenology. We draw from the implementation experiences in Sierra Leone to inform methodological guidance on how to design and implement the Immunisation Caregiver Journey Interviews (ICJI) to understand the lived experiences of caregivers as they navigate immunisation services for their children. Practical guidance is provided on sampling techniques, conducting interviews, data management, data analysis and the use of data to inform programmatic actions. When properly implemented, the ICJI approach generates a rich qualitative understanding of how caregivers navigate household and community dynamics, as well as primary healthcare delivery systems. We argue that understanding and improving the caregiver journey will enhance essential immunisation outcomes, such as the completion of the recommended vaccination schedule, timeliness of vaccination visits and reduction in dropouts between vaccine doses.
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Brink, Sophia. "The accounting treatment of credit card rewards programmes: a South African perspective (Part 1)." Journal of Economic and Financial Sciences 10, no. 1 (June 6, 2017): 107–24. http://dx.doi.org/10.4102/jef.v10i1.8.
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Credit card rewards programmes are a common phenomenon in the South African market. On 1 July 2007 the International Accounting Standards Board (IASB) issued IFRIC 13 Customer Loyalty Programmes to give specific guidance to suppliers on the accounting treatment of customer loyalty programme transactions. Although credit card rewards programmes are specifically included in the scope of this Interpretation, in practice not all credit card rewards programmes currently account for award credits under the revenue deferral model (IFRIC 13). During May 2014 the IASB and the United States Financial Accounting Standards Board (FASB) published IFRS 15 Revenue from Contracts with Customers intended to replace six existing Standards and Interpretations, including IFRIC 13. Currently there is uncertainty whether or not a credit card rewards programme transaction falls within the scope of IFRS 15. Despite concerns raised the Boards decided against providing any additional guidance to credit card rewards programmes and indicated that they leave it up to management
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Brink, Sophia. "The accounting treatment of credit card rewards programmes: a South African perspective (Part 2)." Journal of Economic and Financial Sciences 10, no. 2 (November 6, 2017): 206–34. http://dx.doi.org/10.4102/jef.v10i2.14.
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Most credit card issuers offer their card holders participation in a customer loyalty programme. On 1 July 2007 the IASB issued IFRIC 13 Customer Loyalty Programmes to give specific guidance to suppliers on the accounting treatment of customer loyalty programme transactions. Despite the fact that credit card rewards programmes are specifically included in the scope of this Interpretation, in practice not all credit card rewards programmes currently account for award credits under the revenue deferral model (IFRIC 13). These divergent practices make one question the relevance of the current guidance provided in IFRIC 13 to credit card rewards programmes; otherwise what is the reason behind credit card rewards programmes accounting for these transactions differently? During May 2014 the IASB and the United States Financial Accounting Standards Board (FASB), published IFRS 15 Revenue from Contracts with Customers intended to replace six existing Standards and Interpretations, including IFRIC 13. The aim of IFRS 15 is to streamline accounting for revenue across all industries and to correct inconsistencies in existing Standards and practices. Credit card rewards programme respondents raised many queries and uncertainties based on the proposed model but despite these concerns the Boards decided against providing any additional guidance to credit card rewards programmes. They indicated that they leave it up to management
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BURNARD, PAMELA, and GARY SPRUCE. "Editorial." British Journal of Music Education 28, no. 2 (June 6, 2011): 115–16. http://dx.doi.org/10.1017/s0265051711000027.
Full textAbstract:
In this issue, we witness different ways in which to illuminate the complexities of music teachers and music teaching processes and the conditions through which students learn and teachers embody different and contested images of professional ideals, ideologies and practices. In studies drawn from as far afield as New Zealand, Australia, Republic of Ireland and the UK, authors locate current debates about practice and offer careful analysis, insights and compelling ideas for change that range from teacher professionalism and accountability to community engagement and government policy. There are a range of theoretical frameworks incorporated (including cognitive psychology, constructivism, interpretative phenomenology, and sociocultural theories of situated learning, zone of proximal learning, and concept formation) and the authors' work relates to a range of contested areas. The articles move between teacher thinking and classroom practice to key factors in students’ learning and achievement and music learning in the ‘third age’. All are concerned with the ways in which beliefs, values and identities, structural and curriculum reforms, informal and formal learning sites, and pre-service and continuing professional development, shape and affirm the importance in building understandings of students and teachers' musical lives and how particular practices get embodied in particular contexts. The sites of practice include secondary school music, conservatoire research, university programmes, music communities and local government sectors. The articles draw on diverse data generated via in-depth interview methods, questionnaires, document analysis, observation and accounts of musical experiences.
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Wyn Roberts, Gwilym. "Advancing new approaches to learning and teaching – introducing appreciative inquiry to a problem‐based learning curriculum." Journal of Applied Research in Higher Education 2, no. 1 (January 1, 2010): 16–24. http://dx.doi.org/10.1108/17581184201000002.
Full textAbstract:
Problem‐based learning (PBL) focuses on organising the content of the curriculum around problem scenarios rather than subjects or disciplines. Under the guide of academic tutors (facilitators), students work in groups to creatively solve or manage problems. The traditional approach to PBL is to look for the problem, carry out a diagnosis, and aspire to a solution. Since the primary focus is on what is wrong or dysfunctional, students often emphasise and amplify the problems. In response, this research proposes introducing appreciative inquiry (AI) as a dimension within PBL. A qualitative phenomenological approach was adopted using semi‐structured interviews and interpretative phenomenological analysis (IPA) to make sense of the tutors’ “lived experiences”. Purposive samples of 18 academic staff that facilitate PBL on occupational therapy programmes in English universities were recruited. Findings show that the problem solving focus of PBL may inhibit creativity in students’ thinking and learning, and lead to the adoption of a rational approach. AI involves looking for what works first by using an appreciative eye. What PBL has as a limitation, AI offers as its strength; the two appear to be naturally complementary. The development of transferable skills through this newly proposed model may enhance the learning experience and clinical practice of students. As there have been limited studies into the implementation of AI within PBL, further action research is recommended to evaluate the perspectives of both tutors and students on its application, synthesis and practice.
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PREOBRAZHENSKII, Boris G. "An analysis of tools to assess the effectiveness of government development programmes at the meso-level." Regional Economics: Theory and Practice 19, no. 7 (July 15, 2021): 1204–30. http://dx.doi.org/10.24891/re.19.7.1204.
Full textAbstract:
Subject. This article analyzes the effectiveness of government-sponsored schemes. Objectives. The article aims to analyze the use of tools to assess the effectiveness of public programmes in the management of regional development and assess the preference for the use of certain analytical tools. Methods. For the study, I used a comparative analysis, and the systems, logical and structural, and descriptive approaches. Results. The article classifies the prerequisites for monitoring the implementation of public programmes, performs a content analysis of methodological approaches to assessing the effectiveness of State (regional) programmes, and presents an interpretation of the results of their comparison. Conclusions. A comprehensive assessment of the quality of programme implementation management should correspond to the development goals of the modern management paradigm; when evaluating the effectiveness and efficiency of programme implementation, it is necessary to take into account the individual nature of meso-economic systems. Adjusting the trajectory of programme implementation involves taking into account the principle of derivation when making preventive decisions at different levels of the management hierarchy.
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Bond, Natalie, and Linda Gemmell. "Experiences of prison officers on a Lifer Psychologically Informed Planned Environment." Therapeutic Communities: The International Journal of Therapeutic Communities 35, no. 3 (September 2, 2014): 84–94. http://dx.doi.org/10.1108/tc-03-2014-0010.
Full textAbstract:
Purpose – Psychologically Informed Planned Environments (PIPEs) provide a pathway facility for offenders with complex needs, such as personality disorder; to maintain and develop the progress made on offending behaviour programmes (Ministry of Justice and Department of Health, 2012). The purpose of this paper is to explore the experiences of prison officers who work on a PIPE in a Lifer prison. Design/methodology/approach – Interpretative Phenomenological Analysis was used to explore the experiences of five prison officers working on a PIPE in a Lifer prison. Findings – Main themes identified were labelled “Role Conflict”, “Growth”, “Relationships” and “Impact”. A rich and detailed account of the experience of the “voyage of discovery” and the personal challenges, costs and rewards of the PIPE work was achieved. Research limitations/implications – Limitations include the small number of participants, limited focus of the researchers, both Forensic Psychologists, and the uniqueness of the context, a Lifer prison. Limitations might be addressed by future research that could expand on the current findings. Implications for future research include further exploration of the psychological impact of the work, dynamics within the PIPE and the value of attachment theory in work with personality disordered offenders. Implications for future policy and practice concern training, support and the development of new PIPEs. Originality/value – The research adds a rich account of what it is like for these prison officers to work on a PIPE in a Lifer prison. The experiences shared reveal the personal challenge, costs and rewards of the work through which ideas to develop the staff, residents and the PIPE model emerged.