Growing Well-beings: the Positive Experience of Care Farms

Objectives: Care farms enable people who are in some way vulnerable to engage with agricultural places and farming activities. This study investigates how this impacts on the health and well-being of service users and explores associated processes and outcomes. Design: A mixed methods design was adopted that allowed for the integration of quantitative measurements of change with qualitative descriptions of this change. A pragmatic approach provided sufficient flexibility to support the investigation of complex contexts. Methods: A total of 216 service users completed an initial questionnaire, and 137 (63%) of this number provided comparative data in a follow-up questionnaire. Questionnaires contained multiple choice and open-ended questions alongside standardized health and well-being measures requiring Likert-format responses. Semi-structured interviews with 33 service users allowed personal experiences to be detailed. Results: Statistical analysis of well-being measure scores identified significant positive relationships with the length of time people had been attending the care farm. Questionnaire and interview data presented health benefits as being enabled by the farm environment, the positive experience as supporting personal development, and associated social interactions as becoming increasingly influential as time progressed. Conclusions: The health and well-being outcomes that result from participating at a care farm influence multiple elements of the human condition and apply amongst vulnerable people with a wide range of personal needs. Care farms have access to a potentially unique range of resources that can support many service users in becoming happier and healthier individuals.

Strategisk kompetensutveckling : En organisations strategiska förhållningssätt till kompetensutveckling

I denna fallstudie undersöks hur en kompetensbaserad personalstrategi ter sig inom en organisation. Då det är ett brett område har en avgränsning gjorts och det är enbart kompetensutveckling som berörs. Syftet är att skapa förståelse för det strategiska förhållningssättet till kompetensutveckling inom en organisation. Inom ramen för våra forskningsfrågor undersöks också de verktyg och metoder som en organisation använder sig av för att utveckla rätt kompetens samt de hinder och utmaningar som finns. Det har av tidigare forskning framkommit att ett strategiskt förhållningssätt är avgörande för en organisations överlevnad och framgång. Det finns en samstämmighet kring att organisationer vid valet av kompetensutvecklingsinsatser behöver utgå från verksamhetens behov, kundkrav och framtida mål för att bli gynnsamma. Syftet för insatserna blir därmed avgörande och en central del i det strategiska förhållningssättet till kompetensutveckling. Studien utgår från en fenomenologisk ansats och insamling av data har skett med hjälp av sju semi-strukturerade intervjuer med öppna frågor som utgått från tydliga teman. Studiens intervjuer har genomförts i en politiskt styrd organisation med cirka 5000 anställda och analysen av dessa intervjuer har skett enligt en femstegsmodell där vi avsett att synliggöra de mest väsentliga beståndsdelarna av fenomenet. Studien har tydliggjort hur organisationens strategiska förhållningssätt ser ut och också tydligt påvisat faktorer som gör det svårt att upprätthålla. De verktyg och metoder organisationen använder sig av är exempelvis webbaserad utbildning, ständiga förbättringar, nätverk, händelsehanteringssystem, en utbildningsplattform samt ett formulär för utbildningsförfrågningar. De hinder och utmaningar som synliggjorts är exempelvis utomstående faktorer, ekonomi, ansvarsfördelning och samverkan. Vår studie har också bidragit till en insikt i hur viktigt det är att noga överväga vilken metod som bör användas vid olika typer av kompetensutvecklingsinsatser. Det är viktigt att inte låta fokus hamna på att genomföra det minst kostsamma, utan låta valet av metod syfta till att ge det mest effektiva lärandet. Det är viktigt att i varje skede göra strategiska avvägningar som inte enbart har sin grund i ekonomiska perspektiv vad gäller besparingar och minskade kostnader. Ett intressant område till vidare forskning ser vi i chefsperspektivet. Vi finner detta intressant då det både genom tidigare forskning och genom vår egen studie tydligt har framgått att chefer har en nyckelroll och det finns därför ett intresse att närmre undersöka den roll som chefer delegeras i kompetensutvecklingsinsatser och vilka möjligheter de har i arbetet med dessa frågor.

Long-term antidepressant use: patient perspectives of benefits and adverse effects

Long-term antidepressant treatment has increased and there is evidence of adverse effects; however, little is known about patients’ experiences and views of this form of treatment.This study used mixed methods to examine patients’ views and experiences of long-term antidepressant treatment, including benefits and concerns. Data from 180 patients, who were long-term users of antidepressants (3–15 years), were extracted from an anonymous online survey of patients’ experiences of antidepressants in New Zealand. Participants had completed rating scales about the effectiveness of antidepressants, levels of depression before and during antidepressant use, quality of life, and perceived adverse effects. Two open-ended questions allowed participants to comment on personal experiences. The majority (89.4%) reported that antidepressants had improved their depression although 30% reported moderate-to-severe depression on antidepressants. Common adverse effects included withdrawal effects (73.5%), sexual problems (71.8%), and weight gain (65.3%). Adverse emotional effects, such as feeling emotionally numb (64.5%) and addicted (43%), were also common. While the majority of patients were pleased with the benefits of antidepressant treatment, many were concerned about these adverse effects. Some expressed a need for more information about long-term risks and increased information and support to discontinue.

Arquitetura e dança: uma práxis criativa no âmbito da disciplina Formação em Contexto de Trabalho do 1º ano do curso de Intérprete de Dança Contemporânea do Balleteatro Escola Profissional

Relatório Final de Estágio apresentado à Escola Superior de Dança, com vista à obtenção do grau de Mestre em Ensino de Dança.

Perspective of nurses involved in an action-research study on the changes observed in care provision: results from a focus group

Background According to the Nursing Role Effectiveness Model, the structural components (nurses, patients, organizational variables) may directly BMC Health Services Research 2016, Volume 16 Suppl 3 Page 41 of 132 or indirectly influence the care outcomes through the process (actions developed by the nurses). Objectives: To identify the changes that, from the nurses' perspective, occurred during the provision of care to patients with peripheral venous catheters (PVCs) between the first and the second phase of the Action-Research (AR) study, and the components that influenced these changes. Methods During the second phase of the AR study (December, 2011), a focus group composed of six nurses was held at a medicine unit of a central hospital. A script was used with six open-ended questions. All ethical procedures were followed. Results Positive changes in nursing care provision to patients with PVCs were identified related to the type of dressing used, patient monitoring, aseptic care, and infusion rate. The nurses believed that some variables of the organizational component influenced those changes, such as the centralization of the material used for catheterization or the availability of materials, such as transparent dressings. The nurses also valued the following aspects: knowledge of the research findings of the first phase; training sessions on the topic; and, above all, the nurses' engagement throughout the process of change in care provision. Conclusions Considering the model of analysis used, we found that the changes identified in nursing care resulted from several factors, with the engagement of the professionals themselves in the change process being considered a key aspect.

Connecting: the use of information and communication technologies by older adults in a retirement community

This is a long-term study of the use of information and communication technologies by 30 older adults (ages 70–97) living in a large retirement community. The study spanned the years of 1996 to 2008, during which time the research participants grappled with the challenges of computer use while aging 12 years. The researcher, herself a ‘mature learner,’ used a qualitative research design which included observations and open-ended interviews. Using a strategy of “intermittent immersion,” she spent an average of two weeks per visit on site and participated in the lives of the research population in numerous ways, including service as their computer tutor. With e-mail and telephone contact, she was able to continue her interactions with participants throughout the 12-year period. A long-term perspective afforded the view of the evolution, devolution or cessation of the technology use by these older adults, and this process is chronicled in detail through five individual “profiles.” Three research questions dominated the inquiry: What function do computers serve in the lives of older adults? Does computer use foster or interfere with social ties? Is social support necessary for success in the face of challenging learning tasks? In answer to the first question, it became clear that computers were valued as a symbol of competence and intelligence. Some individuals brought their computers with them when transferred to the single-room residences of assisted living or nursing care facilities. Even when use had ceased, their computers were displayed to signal that their owners were or had once been keeping up to date. In answer to the second question, computer owners socialized around computing use (with in-person family members or friends) more than, or as much as, they socialized through their computers in the digital realm of the Internet. And in answer to the third question, while the existence of social support did facilitate computer exploration, more important was the social support network generated and developed among fellow computer users.

The relationship between personal cognition, social context, and knowledge sharing in global communities of practice

The purpose of this study was to identify the structural pathways of personal cognition and social context as they influence knowledge sharing behaviors in communities of practice. Based on the existing literature, ten hypotheses and a conceptual model built on the basis of the social cognitive theory were developed regarding the interrelationships of the five constructs: self-efficacy for knowledge sharing, outcome expectations, sense of community, leadership of a community, and knowledge sharing. The data were collected through an online questionnaire from the employees who have participated in communities of practice in a Fortune 100 corporation. A total of 438 usable questionnaires were collected. Overall, three analyses were conducted in order to prove the given hypotheses: (a) hypothesized measurement model fit, (b) relational and influential associations among the constructs, and (c) structural equation model analysis (SEM). In addition, open-ended responses were analyzed. The results presented that (a) hypothesized measurement models were valid and reliable, (b) personal cognitive factors, self-efficacy and outcome expectations for knowledge sharing, were found to be significant predictors of community members’ sense of community and knowledge sharing behaviors, (c) sense of community had the most significant impact on the knowledge sharing, (d) as the perceived social context, sense of community mediated the effects of personal cognition on knowledge sharing behaviors, and (e) personal cognition and social context jointly contributed to knowledge sharing. In brief, all of the hypotheses were positively supported. A conclusive summary is provided along with contributive discussion. Implications and contributions to HRD researchers and practitioners are discussed, and recommendations are provided.

Giving the benefit of the doubt: the role of vulnerability in the perception of Dark Triad behaviours.

The 'Dark Triad' of socially aversive personality traits (Machiavellianism, Narcissism, and Psychopathy) is typically associated with grandiosity, callousness, and exploitation. Despite this, people with such traits can be very successful in life, especially in the occupational context. This study investigated the characteristics of individuals who enable and abet people high on Dark Triad traits (e.g. through tolerating unpleasant behaviours, not challenging unethical conduct, etc.). High Dark Triad individuals may be able to identify individuals who are susceptible to social manipulation and who are therefore less likely to challenge their behaviours. This study used a 20-item Vulnerability Scale to capture the characteristics of individuals who fall victim to people high on the Dark Triad traits. Cronbach's alpha for the Vulnerability Scale was .80. Pearson's correlation between total vulnerability scores and each of the Big Five personality traits revealed that predictors of vulnerability to social manipulation include low extraversion, low conscientiousness, high neuroticism, and high agreeableness. The vignette method was used to elicit perceptions of Dark Triad behaviours from those who are found to demonstrate signs of social vulnerability. Differences in response styles on Likert-type statements and open-ended questions were found between the high and low vulnerability groups.

An evaluation of a sketching interface for interaction with concatenative sound synthesis.

This paper presents the evaluation of morpheme a sketching interface for the control of sound synthesis. We explain the task that was designed in order to assess the effectiveness of the interface, detect usability issues and gather participants’ responses regarding cognitive, experiential and expressive aspects of the interaction. The evaluation comprises a design task, where partici-pants were asked to design two soundscapes using the morpheme interface for two video footages. Responses were gathered using a series of likert type and open-ended questions. The analysis of the data gathered revealed a number of usability issues, however the performance of morpheme was satisfactory and participants recognised the creative potential of the interface and the synthesis methods for sound design applications.

The challenge of sales competitions.

Universities in the United Kingdom do not make provision to deliver sales-ready graduates to the economy. One means of delivering sales education is participation in university sales competitions that bring together commercial sponsors, the higher education establishment and those students who may be interested in embarking upon a sales career. This paper explores the views of a sample of Edinburgh Napier University undergraduate students who completed a survey, with both multiple choice and open-ended questions, that detailed their experience in taking part in the Russ Berrie Institute (RBI) Sales Challenge competition between 2009-2014 at the Cotsakos Business Faculty of William Paterson University, New Jersey, in the United States. Ten categories of questions were asked relating to students' sales working experience, sales education, sales jobs, skills and knowledge, their preparation for the sales challenge competition process, observations during the event, post-competition reflection, and overall benefits of taking part in the sales competition process. The findings suggest that there are multiple benefits to students, business and universities from sales challenge competitions, which deliver an overall win-win-win outcome for all stakeholders.

The Role of College Students' Perceptions of Effort Source on Self-Evaluations of Academic Ability

In the present studies I investigated whether college students’ perceptions of effort source influenced their perceptions of the relation between levels of their own effort and ability in mathematics. In Study 1 (N = 210), I found using hypothetical vignettes that perceptions of task-elicited effort (i.e., effort that arises due to the subjective difficulty or ease of the task) led to perceptions of an inverse relation between one’s effort and ability, and perceptions of self-initiated effort (i.e., effort that arises due to one’s own motivation or lack of motivation) led to perceptions of a positive relation between one’s effort and ability, consistent with my hypotheses and prior research. In Study 2 (N = 160), participants completed an academic task and I used open-ended questions to manipulate their perceptions of effort source. I found that participants in the task-elicited condition endorsed no overall relation between effort and ability, and participants in the self-initiated condition endorsed an overall inverse relation, which is inconsistent with my hypotheses and prior research. Possible explanations for the findings, as well as broader theoretical and educational implications are discussed.

Sonic Movie Memories: Sound, Childhood, and American Cinema

Though the trend rarely receives attention, since the 1970s many American filmmakers have been taking sound and music tropes from children’s films, television shows, and other forms of media and incorporating those sounds into films intended for adult audiences. Initially, these references might seem like regressive attempts at targeting some nostalgic desire to relive childhood. However, this dissertation asserts that these children’s sounds are instead designed to reconnect audience members with the multi-faceted fantasies and coping mechanisms that once, through children’s media, helped these audience members manage life’s anxieties. Because sound is the sense that Western audiences most associate with emotion and memory, it offers audiences immediate connection with these barely conscious longings. The first chapter turns to children’s media itself and analyzes Disney’s 1950s forays into television. The chapter argues that by selectively repurposing the gentlest sonic devices from the studio’s films, television shows like Disneyland created the studio’s signature sentimental “Disney sound.” As a result, a generation of baby boomers like Steven Spielberg comes of age and longs to recreate that comforting sound world. The second chapter thus focuses on Spielberg, who incorporates Disney music in films like Close Encounters of the Third Kind (1977). Rather than recreate Disney’s sound world, Spielberg uses this music as a springboard into a new realm I refer to as “sublime refuge” - an acoustic haven that combines overpowering sublimity and soothing comfort into one fantastical experience. The second half of the dissertation pivots into more experimental children’s cartoons like Gerald McBoing-Boing (1951) - cartoons that embrace audio-visual dissonance in ways that soothe even as they create tension through a phenomenon I call “comfortable discord.” In the final chapter, director Wes Anderson reveals that these sonic tensions have just as much appeal to adults. In films like The Royal Tenenbaums (2001), Anderson demonstrates that comfortable discord can simultaneously provide a balm for anxiety and create an open-ended space that makes empathetic connections between characters possible. The dissertation closes with a call to rethink nostalgia, not as a romanticization of the past, but rather as a reconnection with forgotten affective channels.

Tempo para aprender vs tempo para brincar

Relatório de Estágio apresentado à Escola Superior de Educação de Paula Frassinetti para a obtenção de grau de Mestre em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico

The organization, form and function of intermediate care services and systems in England: results from a national survey

This paper reports the results of a postal survey of intermediate care co-ordinators (ICCs) on the organization and delivery of intermediate care services for older people in England, conducted between November 2003 and May 2004. Questionnaires, which covered a range of issues with a variety of quantitative, ‘tick-box’ and open-ended questions, were returned by 106 respondents, representing just over 35% of primary care trusts (PCTs). We discuss the role of ICCs, the integration of local systems of intermediate care provision, and the form, function and model of delivery of services described by respondents. Using descriptive and statistical analysis of the responses, we highlight in particular the relationship between provision of admission avoidance and supported discharge, the availability of 24-hour care, and the locations in which care is provided, and relate our findings to the emerging evidence base for intermediate care, guidance on implementation from central government, and debate in the literature. Whilst the expansion and integration of intermediate care appear to be continuing apace, much provision seems concentrated in supported discharge services rather than acute admission avoidance, and particularly in residential forms of post-acute intermediate care. Supported discharge services tend to be found in residential settings, while admission avoidance provision tends to be non-residential in nature. Twenty-four hour care in non-residential settings is not available in several responding PCTs. These findings raise questions about the relationship between the implementation of intermediate care and the evidence for and aims of the policy as part of NHS modernization, and the extent to which intermediate care represents a genuinely novel approach to the care and rehabilitation of older people.

Newly qualified teachers’ needs of support for professional competences in four European countries: Finland, the United Kingdom, Portugal, and Belgium

The first few years in the teaching profession are usually demanding. Although initial teacher education forms an essential foundation for teachers’ work, it cannot fully prepare new teachers for the complexities of working life. This study focuses on investigating the need for professional development support among newly qualified teachers to determine what their professional learning needs are and how these needs differ among teachers from four different countries: Finland, the United Kingdom (England), Portugal and Belgium (Flanders). The research data was collected via a questionnaire from 314 teachers, each with less than five years of teaching experience, and both closed and open-ended questions were included. The quantitative data was analysed using descriptive statistics and factor analysis to identify the latent variables associated with their needs. Answers to the open-ended questions were used to gain deeper insight into the newly qualified teachers’ situation. The results indicate that new teachers need support, especially regarding conflict situations and in differentiating their teaching. In addition, when analysing the profiles of eight support-need latent variables, all of the teachers in the different countries viewed supporting students’ holistic development as the most important area. Although the results of this study cannot be generalised, they provide an important overview of new teachers’ learning needs that should be taken into account when planning and organising support for them. (DIPF/Orig.)