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Santer, Miriam. "Heavy menstrual bleeding : who suffers, who consults and why?" Thesis, University of Edinburgh, 2005. http://hdl.handle.net/1842/25155.
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Aims: To ascertain the prevalence in the community of heavy periods and period pain, and of judging periods to be a ‘problem’; To model reporting of ‘problem’ periods and consulting in terms of socio-demographic, other non-menstrual health factors and menstrual symptoms; To investigate self care, informal and formal help-seeking amongst women with heavy menstrual bleeding. Methods: Questionnaires were sent to 4610 women aged 25 to 44 sampled through general practice lists with a response rate of 61.5% after one reminder. Results: Of women who had menstruated in the past six months, 30% reported heavy periods, a further 5% very heavy periods and 15% severe period pain. Only 22% reported their periods as a marked or severe problem. Multivariate logistic regression showed ‘problem’ periods to be associated with reported use of non-hormonal or no contraception, longstanding illness, heaviness and pain. Severe pain was at least as strongly associated with ‘problem’ periods as very heavy loss. Qualitative findings suggested that many women spoke with uncertainty about judging ‘heaviness’, referring to a variety of factors including personal norm, degree of difficulty in coping with blood loss or pattern of loss. Judging ‘problem’ periods seemed more straightforward focusing largely on impact on everyday life. Consulting about periods in the last six months was reported by 15% of all women and 23% of women reporting heavy or very heavy loss. Multivariate analysis showed that, amongst those reporting heavy periods, consulting in the last six months was associated with reporting ‘very heavy’ loss, resting most periods, shorter duration of symptoms and reporting periods as a ‘problem’. Conclusions: The emphasis on self care and informal information-seeking, together with the sometimes limited knowledge of treatments available, suggests the need for greater communication with women, both through dissemination of health education materials and through the popular media.
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Razaq, Issa M. M. Abdel. "Who is what and what is who : the morpho-syntax of Arabic WH." Thesis, Queen Mary, University of London, 2012. http://qmro.qmul.ac.uk/xmlui/handle/123456789/2531.
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This thesis advances a micro-parametric analysis for the variation in wh-dependencies in a number of modern Arabic dialects, especially, Iraqi, Lebanese and Jordanian. It will be shown that although these dialects have much in common, there are certain differences in the strategies used in the formation of wh-questions. At a narrower level, it will also be shown that argument wh-phrases such as ‘who’ and ‘what’ in these dialects display asymmetric behaviour in the various wh-questions. In this thesis, I argue that cross-linguistic variation can only be accounted for in terms of morpho-syntactic properties of individual wh-phrases. As far as the Arabic dialects investigated here are concerned, I propose that wh-expressions such as Iraqi meno ‘who’ and Lebanese ˇsu ‘what’, unlike what has been assumed, are copular wh-phrases and, as such, have internally complex structures. It is this internal complexity, I argue, that directly affects their external syntax. To put the findings in perspective, this thesis examines the possibilities that Universal Grammar offers languages in terms of building wh-dependencies ranging from topicalisation and variable binding to relativisation and equation. The thesis, departs away, however, from mainstream approaches to cross-linguistics variation couched in the P&P framework (Chomsky 1981, 1986, 1995), such as LF-movement and binding, on the grounds that they are too rigid to capture the variation observed here. Instead, the thesis supports, and makes a contribution to, novel approaches to cross-linguistic variation, such as the Nanosyntax framework (Starke 2010, 2011), which take syntax to operate on (sub)-morphemic levels. Overall, the analysis has implications for the syntax of wh-constructions in general and the interaction at the morphology-syntax interface in particular.
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DelConte, Matthew T. "Who speaks, who listens, who acts a new model for understanding narrative /." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1055173633.
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Thesis (Ph. D.)--Ohio State University, 2003.<br>Document formatted into pages; contains x, 217 p. Includes bibliographical references (p. 210-217). Abstract available online via OhioLINK's ETD Center; full text release delayed at author's request until 2006 June 3.
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Schmautzer, Dirk. "Cross-border bank mergers: who gains and why?" Frankfurt, M. Berlin Bern Bruxelles New York, NY Oxford Wien Lang, 2007. http://d-nb.info/989362116/04.
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Kaplan, Michelle S. "Collaboration: Who, When, and Why to Work Together." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7822.
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This study looked at how individuals choose whom to work with when a task necessitates collaboration. Prior research done on collaborative environments as well as outcomes of collaboration suggests that who you collaborate with will depend on two primary factors: the individuals from which you have to choose and the circumstances surrounding the task. In the proposed study, these factors will be explored. This thesis identified the lack of literature on informal collaboration, addressing the gap in the literature regarding processes that individuals use when choosing collaborators. This research focused on the influencing factors of similarity and expertise involved in this decision processes. Furthermore, this study aimed to understand how individuals choose collaborators under differing conditions of difficulty, novelty, and interdependence necessitated by the task.
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Alton, Borgelin Teresa. "Who I Am and Who You See." Thesis, Konstfack, Ädellab, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-7804.
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Now and then other people’s comments and/or behaviour reminds me that I look different and that my external features are connected to something beyond my Swedish identity. My black hair, dark brown eyes and my brownish skin color talk about something else. My appearance is connected to an identity, cultural identity and a country I have little knowledge of and a language I do not master. But still the way I look is a part of my heritage, a part of who I am and a part of me which I am proud of. It makes me wonder what actually makes up an identity and the power we all possess in deciding what or who another person is based on appearance. What do we become in the eyes of the beholder? Personal experiences from being Swedish, and adopted from another country, becomes the starting point for my investigation where the color of the skin leads to questions about norms, categorisations and the power of labelling another person. Living in the western world, my skin color automatically place me outside the norm. In a way that amazes me, that a single color can determine so much. As a jeweller maker in this degree project I make brooches. I use them as a method and as tools to both investigate the relationship between personal and social identity and to shed light on how structures in society and other peoples gazes push us into categories consciously and unconsciously. I use my objects as conversations pieces to reflect on history, present and future, from my perspective. There is always a beginning, but it is in the middle of the process it all comes alive. This is where I explore material, techniques and methods and where the brooches are born. They all have a history and part of it is public. At first sight you see the surface. But the brooches are like our bodies, they also have an inside/backside which creates an intimate relationship with the wearer. The brooches are more than ornamented pins, I want them to raise awareness of diversity, different perspectives, care and their ability to communicate as they move through various places attached in different ways to the body. My degree project, Who I am and who you see, touches upon questions and emotions about belonging, inclusion and exclusion and the state of being in-between. What makes up an identity? What different parts make up a whole? Which layers are added and which are peeled off? All these questions triggers my curiosity and search for more knowledge about the human being and being human.
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Bravell, Fredrik. "Taiwans relation till FN och WHO : bakgrund och konsekvenser av dagens läge." Thesis, Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-166422.
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This is a study about Taiwan and its relation to the United Nations and the World Health Organization. The study is inspired by today’s global situation regarding the Covid-19 pandemic and Taiwan’s exclusion from UN and WHO. The purpose of the study is to understand the exclusion of Taiwan from these global organizations and its consequences. That led to three research questions concerning Taiwan’s historical background to UN and WHO, the relations since 2009 until today, the different ways Taiwan and China argue for their respective position on the “Taiwan issue” and the consequences for Taiwan and its people being excluded from UN and WHO. In order to answer these questions a case study design has been used. Another method has been argumentation analysis. The international relations theory realism has been used together with the argumentation analysis to identify the relevant arguments from both sides of the Taiwan Strait and to improve the understanding of those arguments. The results show that Taiwan’s relations to the UN and WHO has changed substantially over time, that party politics in Taiwan influence China’s approach, that there is a disagreement and different interpretation of historical events between China and Taiwan, and that the consequences of the exclusion are for Taiwan mainly related to health issues and its political status.
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Kang, Esther. "'Who knows what' vs. 'who knows who'| Strategic content seeking in social media." Thesis, State University of New York at Buffalo, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3714618.
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<p> The ubiquity of social media has enhanced consumers’ ability to stay in touch as well as save and access information about others at will. This easy access to information on social media has the potential to change the way consumers seek and remember information. This dissertation sheds light on how information accessibility on social media shapes users’ cognitions. Using a professional social network context, we examine two types of information that consumers pay attention to – content (i.e., ‘who knows what’) and connections (i.e., ‘who knows who’) and how different types of social media influencers (content generators vs. content diffusors) strategically seek information under specific contingencies - when they are vs. are not connected to others (i.e., when information accessibility is high vs. low). We also suggest that individual differences in executive attention moderate this type of content seeking. Results across five studies reveal that content generators tend to focus on others’ content when they are not linked (vs. linked) but content diffusors tend to demonstrate the opposite, i.e., increased focus on content when they are linked (vs. not linked). Alternatively, when it comes to information about connections, content diffusors tend to focus on it when they are not linked (vs. linked) while content generators demonstrate no such active information seeking behavior. Interestingly, selective content seeking manifests only in users who rank high in working memory capacity – a factor that determines strategic attention control. Overall, this research shows that strategic content seeking happens on account of attention control processes and its outcome depends upon users’ social media roles. This thesis contributes to the emerging social media literature in marketing by outlining a new phenomenon, strategic content seeking, explicating its underlying cognitive mechanism and delineating relevant social and cognitive moderators.</p>
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Mann, Hershbinder. "Who Moves Whom? : Electors, Parties and Left-Right Shifts." Thesis, University of Essex, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522088.
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Franklyn-Stokes, Brenda Arlene. "Suspension from school : who? why? and with what consequences?" Thesis, University of Bristol, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.329882.
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Carnevale, Jessica Jane. "The Who, When, & Why of Self-Control Failure." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1435232873.
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Gentry, Caleb Francis. "Dr Who?" Thesis, University of Iowa, 2011. https://ir.uiowa.edu/etd/968.
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Dr... who?
I use common materials to make fantastic scenes/objects that are from another time and place. The work is transparent, both in how the construction is gone about and in the general likeness of the forms to the insides of machines. I hope this transparency hides something all the more mysterious because it is plainly shown. Absurd and nonsensical, the substance of my work arises from the convergence of things, elements and attributes, which seem incompatible; these separate elements combine into a mutant.
If you ever played computer games in the 80s then you might recognize a similarity with my work in the hieroglyph like forms that these digital worlds are comprised of. Forms like the arrangement of colorful toy blocks stacked up against a wall in shallow relief; multi-tiered like the cross section of a building, elevators, fire escapes, plumbing and all. This blockiness is symptomatic of my low-tech aspiring to be hi-tech aesthetic.
Failed utopias and painting centric worlds of the 20th century I hope to tap into to enrich the creation of my own alternate universe. I am interested in the flatness of abstract paintings; I always felt they were opining up something out of the every day world, another dimension with its own physics rebuilt from the bottom up. Strange fantastical realms are my passion. Maybe, I seek to know my own strangeness. Being in the world plainly, I stare into my naval and behold...why its... Dr... Who!??
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Gaunt, Hailey Kathryn. "Who knew." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001812.
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This book of poems ranges in style from narrative to condensed lyric moment, and shifts in perspective from observation to introspection. Thematically, these poems explore everyday life through its many manifestations – memory, nature, marriage, faith and death – with an emphasis on finding meaning in absolutely ordinary things. Though their tone is often vulnerable and tender, even when it is more distant the poems are always searching.
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Abdy, Justin Gordon. "Higher education in Wales : who goes and who gains?" Thesis, University of Sheffield, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531192.
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Tikkanen, Sofia. "Who´s who? : Kreativitet, personlighet och att arbeta kreativt." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-24620.
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I dagens samhälle blir kreativitet och nytänkande allt viktigare för företags överlevnad och konkurrenskraft. Därmed har även behovet av kreativa personer på arbetsplatsen ökat. Studiens syfte var att undersöka om kreativitet, genom Runcos ideational scale, kunde kopplas till något personlighetsdrag i Big Five samt till hur pass kreativt en person arbetar. Detta undersöktes genom en enkät med 66 frågor i 3 delar. Enkäten lämnades ut i både pappersform och som webenkät till ett stort antal företag. Resultaten av totalt 152 enkäter, som analyserades med hjälp av korrelationer och regressioner, bekräftade alla hypoteser utom en; samvetsgrannhet har en negativ korrelation med kreativitet. Även oväntade kopplingar kunde dras, såsom att det fanns en positiv korrelation mellan vänlighet och hur pass kreativt en person arbetar. Studien resulterade i slutsatsen att vissa personlighetsdrag har betydelse för hur kreativ en person är samt hur pass kreativt en person arbetar.<br>Sofia Tikkanen
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Tully, Jennifer Anne. "Tax breaks in U.S. agriculture : who benefits, who loses?" Thesis, Massachusetts Institute of Technology, 1986. http://hdl.handle.net/1721.1/78065.
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Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 1986.<br>MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH<br>Bibliography: leaves 54-56.<br>by Jennifer Anne Tully.<br>M.C.P.
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Nuesser, Andrea. "Who leads? Who follows? Political representation and opinion formation." Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/62078.
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To understand political representation and opinion formation, we need to comprehend the dynamics between political parties and voters: Who leads? Who follows? The comparative representation literature assumes that voters lead and parties follow. Representation is understood as a principal-agent relationship in which citizens elect parties to act on their behalf. Most studies assume that voters have fixed issue opinions and regularly engage in policy voting. Conversely, the increasingly dominant view within the American public opinion literature is that parties lead and voters follow. Focussing on cognitive processes, these works suggest that the correspondence between policy preferences and party choice is not the product of policy-oriented evaluation, but of other psychological forces—mainly persuasion and projection—and conditional on partisanship. As almost all the evidence comes from the US, we know little about the impact of parties in multiparty systems, where voters are naturally pressed to think of governing coalitions. In the US, both processes have become more prevalent during the current era of polarization. To the extent that polarization animates the last twenty years of American scholarship, what is the story in Europe? A handful of single-country studies claim the opposite trend: depolarization. What is missing is systematic evidence from multiple countries and longer periods.
This dissertation bridges the gap between European and American scholarship and makes important contributions to the literature. First, it fills a Europe-wide gap on polarization and depolarization, suggesting that both movements occur and that both are functionally linked. While depolarization is the dominant trend on the general Left-Right dimension, polarization best describes party movement on European unification and multiculturalism. Second, the dissertation demonstrates that an increase in sophistication is required to deal with aggregate notions of leading and following. It shows that depolarization is an under-theorized concept that should not be mistaken for simply the opposite of polarization. Third, using advanced estimation techniques, this thesis provides realistic assessments of leading and following. The results suggest that leading is much less prevalent in Europe than commonly assumed. Instead, there is solid evidence that European voters follow, conditional on partisanship.<br>Arts, Faculty of<br>Political Science, Department of<br>Graduate
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Andersson, Thomas, and Mikael Wickelgren. "Who is colonizing whom? : Intertwined identities in product development projects." Högskolan i Skövde, Institutionen för teknik och samhälle, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-3314.
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Despite the considerable number of studies on workplace identities in the organizational literature, the project management area of research is relatively de-personalized. In seeking to develop this research, this qualitative, longitudinal study of a product development project in the automotive industry focuses on how individuals use the project as a resource for their own identity construction while at the same time the project colonizes their identities. The study reveals that the identity construction processes of the project leaders and of the project are closely intertwined and co-constructed. The project leaders face a paradoxical situation: their identities are colonized, regulated, and controlled by their company (or car, or project), and yet they believe they make their choices voluntarily. However, the core values of projectified society are ‘hidden’ in the identity work that an automobile company consciously uses to develop cars associated with specific emotions and values.
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Hender, Kim. "Self-selection of self-development reading : who reads and why? /." Title page, table of contents and abstract only, 1996. http://web4.library.adelaide.edu.au/theses/09HS/09hsh495.pdf.
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Mattes, Kyle Alvarez R. Michael. "When candidates attack : who goes negative and why it works /." Diss., Pasadena, Calif. : California Institute of Technology, 2008. http://resolver.caltech.edu/CaltechETD:etd-05302008-130905.
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Castillo, II Ramon Francisco. "Higher Education in Native American Communities: Who Graduates and Why?" BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2664.
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In this case study, I examine the graduation patterns of students attending Chief Dull Knife College located on the Northern Cheyenne Reservation in Lame Deer, Montana. While comparing the characteristics of students attending this college with that of two-year colleges nationally and tribal schools throughout the nation, we begin to understand the unique situation that this community faces. With the use of logistic and linear regressions, I explored the characteristics of those who graduate and ask the question, who graduates and what makes them unique? This study found that the credits attempted per semester, the number of credits they earned divided by the number of credits they attempted, and the number of semesters enrolled were the most significant factors. Using the information collected from the literature review, this study then used linear regressions to explore the effects of the initial variables on these three significant variables.
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Sullivan, Thomas Joseph. "Professionals who sexually abuse the children with whom they work." Thesis, University of Birmingham, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532284.
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The term 'professional perpetrators' was used to describe child abusers employed in professions working with children whom they subsequently sexually abused. A demographic review of professional perpetrators indicated that only 7.5% claimed they were unaware of their sexual arousal to children at the time they became employed in the profession where they molested children. Over 50% said they chose their profession to facilitate their access to children to abuse. In psychometric comparisons professional perpetrators were found to have fewer justifications and thinking errors than other child abusers, suggesting that they might be more keenly focused on society's disapproval of sexual contact with children. This, combined with institutional child protection procedures, might also suggest professional perpetrators would need to be more discriminating and discerning in their targeting, manipulation and sexual abuse of children. In an attempt to answer some of the issues raised in the earlier parts of the study a qualitative approach was adopted to explore the evolving offending patterns of this group in greater depth and to determine the degree to which their professional roles inhibited or augmented the abuse process. Early life experiences were found to be formative in the professional perpetrator's spiral into sexual abuse of children. These experiences influenced their perceptions, beliefs, sexual interests and behaviour. They used distortions and abuse supportive thinking to manage any guilt or fear they experienced and spoke of the significance of using masturbatory fantasy to enhance and reinforce their desires for sexual contact with children. Participants in the study all indicated that they believed fantasy played a significant part in driving and shaping their developing pattern of sexual abuse of children. Three key themes emerged from the accounts of the participants: • Functions of fantasy • Features of fantasy Themes in fantasy content. Given the link between the beliefs that arise from early life experiences and the distortions and abuse supportive cognitions it was anticipated that fantasy could also reflect the underlying belief system which participants had developed. The use of often complex grooming to facilitate their abuse was also a feature and focused primarily on manipulating perceptions, creating opportunities to abuse and preventing suspicion, disclosure or detection of the abuse. Identifying the manipulation styles employed by professional perpetrators was most helpful in understanding the nature of their behaviour. Accessibility and vulnerability of the victim were considered more important factors than perceived attractiveness in choice of victim.
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Janson, Amelie, and Caroline Lindqvist. "Working in a Highly Automated Truck - Who, What and Why?" Thesis, KTH, Integrerad produktutveckling, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-218025.
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The society is becoming more and more dependent on automated solutions. Automation in the transport and logistic sector is accelerating and highly automated trucks, with level four on the SAE scale, are expected to be commercial in the near future. Although it is a common notion that automation leaves humans idle and hence redundant, history proofs the contrary. Technology has always yielded more jobs than it has replaced, though it has resulted in a bigger need for workers to acquire new skills fast. With the development of highly automated trucks, the driver will have the possibility to shift focus from the road during automated driving and hence being able to do other activities. This thesis work has investigated which activities the truck drivers can perform, to create value for the hauliers. It has also investigated what kind of persons that will fit for the changed work tasks. A theoretical study was made where the changing truck industry and humanautomation interaction overall were investigated. Other professions subject to automation in general, and the aerospace and train industry in particular, were also studied in order to forecast how the automation of trucks can affect the role of the driver. An empirical study was made where ten hauliers, four drivers and two pilots were interviewed. Further, a focus group was conducted with six drivers and a survey was sent out to be answered by drivers. The identified value bringing activities were in brief; administrative work, time-saving activities, activities that enhance the drivers' well-being as well as activities of the drivers' own interests. Further, the insights resulted in four personas of potential future truck drivers, which all had different levels of work experience and worked for road carriers that differed in size, from small family business to large international companies.<br>Samhället blir mer och mer beroende av automatiska system och utvecklingen går snabbt. Inom transportsektorn har utvecklingen av lastbilar med avancerade automatiska funktioner accelererat och lastbilar med nivå fyra på den internationella SAE-skalan beräknas vara ute på marknaden inom en snar framtid. Trots den allmänna uppfattningen om att automatisering av vissa sysslor ersätter människan och lämnar henne sysslolös, så bevisar historien motsatsen. Ny teknik har alltid resulterat i mer jobb än det har ersatt, dock har det ställts högre krav på att människan skall införskaffa sig nya färdigheter snabbt. Genom utvecklingen av lastbilar med avancerade automatiska funktioner så kommer föraren kommer att ha möjligheten att skifta fokus ifrån vägen under automatiserad körning och kommer alltså kunna ägna sig åt annat än att köra. Detta examensarbete har undersökt värdeskapande aktiviteter för åkeriägare, som förare av fjärrbilar kan ägna sig åt under automatiserad körning. Det har också undersökt vilka personer som kommer passa för dem förändrade arbetsuppgifterna. En teoretisk studie genomfördes där den föränderliga lastbilsindustrin samt interaktionen mellan människa och automatisering undersöktes. Vidare undersöktes även andra yrken som påverkats av automatisering, då särskilt tåg- och flygindustrin, för att förutspå hur automatisering av lastbilar kan påverka förarens roll. En empirisk studie genomfördes där tio åkeriägare, fyra förare och två piloter intervjuades. Vidare hölls en fokusgrupp med sex lastbilsförare samt att en enkät skickades ut för att samla in ytterligare uppgifter ifrån lastbilsförare. De identifierade värdeskapande aktiviteterna är i korthet; administrativt arbete, tidssparande aktiviteter, aktiviteter som ökar förarnas välmående samt aktiviteter av förarnas egna intressen. Vidare så resulterade insikterna i fyra persona av potentiella framtida lastbilsförare, som alla hade olika mycket arbetserfarenhet samt arbetade för åkerier som varierade i storlek, ifrån mindre familjeföretag till större internationella företag
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Bretherton-Furness, J. "Phonological encoding in adults who clutter and adults who stutter." Thesis, University of Reading, 2016. http://centaur.reading.ac.uk/68308/.
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Background: Stuttering and cluttering are related but contrasting disorders of fluency. Whilst stuttering has received a great deal of attention in the research literature over the last 100 years, cluttering has remained relatively neglected. There is ongoing debate regarding whether there is a language/phonological component to cluttering or whether it is solely a motoric and/or rate-based disorder. The following thesis aims to investigate the phonological encoding skills of both adults who stutter (AWS) and adults who clutter (AWC) in contrast to fluent controls. Method: Three groups were used, comprising 14 AWS, 14 AWC and 15 matched controls. A variety of phoneme monitoring and syllable detection tasks designed to eliminate possible motor influences were used. Results: It was found that AWS and AWC performed in a similar manner; they were both less accurate in detecting phonemes in real words than controls and in detecting phonemes in silent picture naming. There were no differences (between AWS, AWC and controls), however, in syllable detection accuracy or in time taken to make judgments on monitoring for phonological differences, nor were there any differences in phoneme monitoring in non-words or in the accuracy of phoneme monitoring in silent reading. Discussion: Findings lend some support to the notion that phonological encoding may be impaired in both AWS and AWC. Findings are discussed in relation to phonological theories such as the covert repair hypothesis. Alternative interpretations, wider implications and the impact on participants accuracy of factors such as the type of phoneme being monitored for and the length of the word used are all discussed in greater depth.
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Rich, Mary. "Women who gamble." Click here for text online. The Institute of Clinical Social Work Dissertations website, 1998. http://www.icsw.edu/_dissertations/rich_1998.pdf.
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Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 1998.<br>A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy. Includes bibliographical references.
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Faseeh, Saleem. "WHO ARE YOU?" Thesis, Högskolan i Borås, Institutionen Textilhögskolan, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-20832.
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The sculptural forms produced on a knitting machine reveal the existence of human body. The installation induces sensation, questions the sense of absence, though differentiating between the Male and Female identity. The work evokes the evolution of human life exposing the secret of unborn, the journey of gender origin. No doubt we are born with gender specific features, but still one is constrained to investigate the individuality.<br>Program: Master Programme in Fashion and Textile Design
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Crutchfield, C., and Theresa McGarry. "Who Did It?" Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5467.
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Book Summary: Unsure of how to include creativity and project-based learning in grammar lessons? The 2nd edition of this best-selling book includes updated activities and new contributions that cover a wide range of teaching techniques -- from introducing a specific grammar point to providing meaningful, contextualized practice. Enable your students to internalize new material with engaging and motivating lessons they are sure to enjoy. The lessons are broken down by topic including: Noun Phrases; Comparatives and Superlatives; Relative and Adverb Clauses; Verb Tenses; Reported Speech and Questions: Interrogative and Embedded; Conditionals; Modal Verbs; Verb Complementation and more!
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Buck, Isaac D. "GENOCIDE: WHO CARES?" Miami University Honors Theses / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1146013539.
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Schmidt, Elena Stankova. "DETERMINANTS OF BEGINNING TEACHER CAREER OUTCOMES: WHO STAYS AND WHO LEAVES?" Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/444779.
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Urban Education<br>Ph.D.<br>Beginning teacher attrition is a problem that exacerbates the inequity of opportunities for all students, especially for those in schools that are already challenged by poverty. This study makes use of the Beginning Teacher Longitudinal Survey (covering the period between 2008 and 2012) and U.S. Census data to identify which teachers leave and to explain why. Beyond that, it also offers a look into the characteristics of those teachers who stay at the same school for five years. The empirical investigation is embedded in a conceptual framework that draws from motivation and identity theories and brings in insights about the importance of geography and of neighborhood effects from works on poverty and education. The study utilizes a dataset with survey responses from approximately 1,800 full-time teachers from a sample designed to represent the overall population of beginning teachers in the United States. By combining individual-level longitudinal data with information about communities, it makes an important contribution to the study of new teacher placement, attrition, and retention. The evidence is presented using a variety of descriptive and inferential statistics, and the analysis includes factor analysis and logistic regression models. The results show that indicators of leaving the profession before the fifth year become apparent early on, as factors measured at the end of year one have significant effects on early career outcomes. Most prominently, higher degrees of burnout reported by teachers, which includes factors such as decreased enthusiasm and increased fatigue, are associated with increased risks for leaving the profession without the prospect to return to it and with transferring to a different school district. Several other factors on the individual and school-level emerge as relevant to career outcomes. Teachers who have Highly Qualified Teacher credentials and report a supportive school climate are at less risk to leave the profession. On the other hand, teachers with alternative certification and master’s degrees are more likely to move to a different school or districts in the first five years. In terms of socio-geographic factors that help explain teacher retention and attrition, the only significant variable in the regression models used in the analysis is the percentage of White residents at the Census tract of the Year 1 school. When everything else is held constant, decreasing this percentage from 100 to 0 increases the predicted probability of leaving the profession by approximately 20%. Considering that a vast majority of beginning teachers both in the sample and in the overall population are White, this findings fits in with theories about “the pull of home” and cultural habitus. The magnitude and significance of this finding suggest that it warrants further exploration, as racial composition of the communities is likely a measurement proxy for complex processes of inequality.<br>Temple University--Theses
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Hill, Emma. "Somali voices in Glasgow city : who speaks? who listens? : an ethnography." Thesis, Heriot-Watt University, 2017. http://hdl.handle.net/10399/3356.
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Somali people have lived continuously in Glasgow since the early 2000s. Having faced the challenging circumstances of Dispersal, subsequent social inequalities, and a fast changing political climate, the population is now part of Scotland's multicultural society. However, despite this success, many Somali people do not feel that the population 'has voice' in Glasgow. As seventeen-year-old Duniya comments, 'it's like we're hidden down, under the table, we are seen, but nobody knows what we're about'. Based on two years' of ethnographic fieldwork with Somali groups and individuals in Glasgow, this thesis considers the extent to which Somali people (do not) 'have voice' in Glasgow. It finds that Somali people's communicative experiences are strongly grounded in practices and infrastructures of community, and often a combined result of 'internal' and 'external' approaches to the concept. First, considering the contribution of Somali cultures of 'voice' to Somali people's experiences in the city, I argue that, due to the particular way in which a Somali community has developed in Glasgow, people's vocal experiences have been characterised by a complex combination of cohesion and fragmentation. Second, considering the impact of 'external' approaches to 'voice' in Scotland upon Somali experiences, I identify three areas - 'community development' infrastructure, the news-media and constructions of public spaces - which place limitations on Somali people's belonging, citizenship and 'voice' in Scotland. Moreover, I suggest, the impact of these 'external' approaches to 'voice' on 'internal' vocal practices serve only to compound existing communicative inequalities. In the context of the current political climate, in which concern for people's citizenship, belonging and voices is particularly heightened, I echo Somali people's calls for increased dialogue between communities to consider the communicative inequalities that have so far been unaddressed.
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Schmidt, Elena S. "Determinants of Beginning Teacher Career Outcomes| Who Stays and Who Leaves?" Thesis, Temple University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10265327.
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<p> Beginning teacher attrition is a problem that exacerbates the inequity of opportunities for all students, especially for those in schools that are already challenged by poverty. This study makes use of the <i>Beginning Teacher Longitudinal Survey</i> (covering the period between 2008 and 2012) and U.S. Census data to identify which teachers leave and to explain why. Beyond that, it also offers a look into the characteristics of those teachers who stay at the same school for five years. The empirical investigation is embedded in a conceptual framework that draws from motivation and identity theories and brings in insights about the importance of geography and of neighborhood effects from works on poverty and education.</p><p> The study utilizes a dataset with survey responses from approximately 1,800 full-time teachers from a sample designed to represent the overall population of beginning teachers in the United States. By combining individual-level longitudinal data with information about communities, it makes an important contribution to the study of new teacher placement, attrition, and retention. The evidence is presented using a variety of descriptive and inferential statistics, and the analysis includes factor analysis and logistic regression models. </p><p> The results show that indicators of leaving the profession before the fifth year become apparent early on, as factors measured at the end of year one have significant effects on early career outcomes. Most prominently, higher degrees of burnout reported by teachers, which includes factors such as decreased enthusiasm and increased fatigue, are associated with increased risks for leaving the profession without the prospect to return to it and with transferring to a different school district. Several other factors on the individual and school-level emerge as relevant to career outcomes. Teachers who have Highly Qualified Teacher credentials and report a supportive school climate are at less risk to leave the profession. On the other hand, teachers with alternative certification and master’s degrees are more likely to move to a different school or districts in the first five years.</p><p> In terms of socio-geographic factors that help explain teacher retention and attrition, the only significant variable in the regression models used in the analysis is the percentage of White residents at the Census tract of the Year 1 school. When everything else is held constant, decreasing this percentage from 100 to 0 increases the predicted probability of leaving the profession by approximately 20%. Considering that a vast majority of beginning teachers both in the sample and in the overall population are White, this findings fits in with theories about “the pull of home” and cultural habitus. The magnitude and significance of this finding suggest that it warrants further exploration, as racial composition of the communities is likely a measurement proxy for complex processes of inequality.</p>
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Larsson, Andreas. "Engineering know-who : why social connectedness matters to global design teams /." Luleå : Luleå University of Technology, 2005. http://epubl.luth.se/1402-1544/2005/19.
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Basu, Sandip. "Corporate venture capital : towards understanding who does it, why and how /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/8828.
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Simpson, Martha Jane 1959. "Professional nursing practice in hospitals: Those who stay, and those who leave." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/291808.
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The purpose of this two-group, cross-sectional descriptive study was to compare self-reported professional practice indices and work satisfaction of hospital staff nurses who remained continuously employed within the institution ("stayers"; n = 127) and staff nurses who voluntarily terminated employment ("leavers"; n = 44). The data used for this secondary analysis were collected for the Differentiated Group Professional Practice in Nursing project (#U01-NR02153). Stayers reported significantly (p ≤ 0.05) higher organizational commitment, control over nursing practice, satisfaction with nurse-to-nurse interactions, satisfaction with professional status, and autonomy. Significant differences (p ≤ 0.05) in age, intent to remain within the community, employment status, and length of organizational tenure were also found. Discriminant analysis using indices of professional practice and work satisfaction was utilized to differentiate between stayers and leavers. Stayers were predicted with 92% accuracy and leavers with 33% accuracy. Investigation of misclassified leavers (n = 29) revealed no identifiable common personal or employment characteristics.
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Sova, Melodee Lynn. "Who Knows Their Bedroom Secrets? Communication Privacy Management in Couples Who Swing." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc149665/.
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Swinging is a lifestyle choice where members of a couple seek out other couples or sometimes singles, with whom to engage in sexual activity. Swinging is a lifestyle associated with the 1960s and 1970s, but Americans still engage in swinging activities today. Because of stigmas associated with this practice, swinging couples often keep their lifestyle concealed from family and friends. These couples have a unique lifestyle that requires strong communication and boundary management styles. Scholars use communication privacy management theory to examine how individuals or couples disclose private information and how this private information is then co-owned by both parties. The purpose of this study was to understand whom swinging couples disclose their lifestyle to, and what risks the couple experienced from the disclosures. The swingers disclosed to friends in most cases and were concerned about risks of stigma, privacy, and relationship termination. In this exploratory study I showed that swingers’ privacy management seems to align with the components of CPM in concealing or revealing their lifestyle to others. However the findings also indicate that swingers utilize self-disclosure for recruitment into the lifestyle, and that the disclosures seem to be more spontaneous then strategic. Future research should look further into the privacy management of swingers, as well as other ways in which they manage their stigmatized identities.
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Wilkening, Friederike. "Who is J.W.T. Allen?" Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-91820.
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At a first glance it may seem strange that a man who probably was the European scholar of Swahili with the longest association with the Swahili Coast should have had so little impact on the field of Swahili studies, at least regarding his reception in the literature of the discipline. Obviously there must be something marginal to his position in the academic world of both his and our days, which appears to draw mainly from two factors. On the one hand, John Allen spent most of his professional life `on location`in the Swahili sphere and some other parts of the Muslim world, but hardly ever was present in Europe and its academic institutions or publications so that he was simply physically outside the central circles of scholarly discourse. On the other hand, his main interest was a subject rather marginal within European Swahili studies, dealing with the traditional literature, moreover in a philological approach.
Alien`s love of literature was also an important impetus for his long involvement in language development - especially as he regarded it in the first place in terms of art and only secondly in terms of `information´ about cultural or historical matters. As a promoter of Swahili literature, especially in connection with the East Aftican Swahili Committee, he probably got more widely known than for his contributions to research. However, this practical dimension of Allen`s work can not be separated from his studies in literature, and the mutuality of the two fields of activity is to be shown in this article which can hardly more than touch upon central aspects of his work and its significance for the discipline.
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Lam, Ka-yan. "Underprivileged students who succeed." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B35522483.
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Lam, Ka-yan, and 林家欣. "Underprivileged students who succeed." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B35522483.
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Moran, Renee Rice. "Who is in Charge?" Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3598.
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Michiels, Inez. "Who am I today?" TUDpress, 2019. https://tud.qucosa.de/id/qucosa%3A36714.
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One of the main problems with dementia is a failing communication ability, creating misunderstandings between the experiential and emotional world of the person with dementia and the guidance by the care providers in a neuro clinic or in a residential care facility. Secondly, the emotional heaviness and depression that accompanies the illness is an additional burden for people with dementia and their loved ones. These two aspects: communication failure about the emotional life and the depressing forces of the disease, are addressed in the present design. Who am I today? is a set of badges depicting a range of characters representing emotions. The intention is that persons with dementia express their feelings and state of mind by selecting a suitable badge. Thus making an opening to gain insight into their emotional world in a humorous yet respectful way so care providers can respond better to the experiences of the people suffering from dementia, with well-being as a result.
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thor, Straten Jonas Emil. "Who are these 'refugees'?" Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23268.
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AbstractThis study aims at investigating how refugees are discursively represented in twelve articles written by the Danish online newspaper 'Den Korte Avis'. The main question aimed at answering being “Which power relations are established discursively by how refugees are positioned, represented and potentially subjected to stereotypical representations through discourses in the articles and what are the potential consequences of these representations?” The research applies a social constructivist approach to answer the main question and the research questions.The study has been conducted using Norman Fairclough's three-dimensional framework for critical discourse analysis (CDA), which has provided theory and methods for critically analysing media texts. Beyond that, Stuart Hall’s perception of representation has been used to provide the research with a clear theoretical background for understanding how representations work, both in production and consumption. Moreover, Hall’s paper “The Spectacle of ‘the other’” has been used to dig deeper into the representation of other cultures or minority groups of society. Within this, Hall's notions on stereotyping through representations have been used in analysis of the news articles.The research found four predominant discourses about refugees, which all exclusively represented them negatively. In the articles, refugees are represented as a cultural or terror threat, an economic burden and as migrants. Within these discourses, refugees are often subjected to stereotypical representations. Similar for all four discourses was the fact that they drew on an understanding of Denmark being under threat from the refugees and the asylum influx, and that border control would be a way of countering this threat. It is, thereof, concluded that 'Den Korte Avis' carry a nationalist bias in their articles. It is, moreover, concluded that 'Den Korte Avis', in their coverage of refugees, reproduce unequal power relations between the Danes and the refugees, as a clear scenario of 'us versus them' is established frequently, wherein refugees are positioned as not being able to fit into Danish society because they are 'too different'. Thereby, a cultural hegemony is also established in the articles. It is argued in this thesis that the mainly negative representations of refugees in the news media, could have consequences both culturally/societally and politically, some of which we may be seeing already.
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Nealon, Brian J. "The Man Who Disappeared." Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1092187621.
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Hedeman, Jacquelin. "The Ones Who Left." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492179111391546.
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Fletcher, Allan John. "Who serves the survey?" Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/30868.
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Who Serves the Survey? is an intimate contemplation on the art history survey. In it, I
examine art history's flagship books and courses through their capacity to structure knowledge.
Fastening first on what, borrowing from Foucault, might instructively be termed the "art-function"
and the "story-function", I cogitate on the capacity of each ("serving under" and
"serving up" the survey) to constrict, constrain and contain conceptions of vision, visualization,
visual representation and visual comprehension. From there, I delve into the beginnings of the
modern art history survey and probe a number of points where it (the survey) both produces and
is, in turn, produced by the national, the archival, the financial, the social, the pedagogical, the
professional/professorial and (tangentially) the psychological. The last section is analytical and
prescriptive in that it poses questions inspired by the advent of visual culture/visual studies as an
alternative and an intervention. Key among these, is the vital theoretical and pedagogical query:
How might visual material be introduced and studied otherwise? In my judgment, visual cultural
studies, growing out of two mutually influential tendencies in Britain: critical art history and
cultural studies, provides the best option for reconceiving the study and teaching of visual
representations. It has two distinct advantages. Unlike the comparatively rigid methodology of
art historical surveys, visual studies refuses to impose a predetermined method or system,
choosing instead, to affirm the inquiry process itself by allowing the researcher/bricoleur to track
down, cook up and cobble together whatever methodologies fit the task at hand.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate
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Thomas-Long, Roslyn. "Graduate assistantships, who gets them, how and why : implications for graduate education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ63224.pdf.
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O'Donnell, Aisling Therese. "Who is watching you, and why? : a social identity analysis of surveillance." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/90698.
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The underlying theme that draws together all the chapters presented in this thesis is that surveillance, like any feature of our social world, is not imposed in a vacuum; and that information pertaining to the origin and purpose of surveillance is vital in determining how it will be perceived and evaluated (and how it will then impact on behaviour). The key aims of this thesis are, first, to demonstrate how a social identity approach can account for varying reactions to surveillance originating from different sources; second, to investigate how various contextual features exert their impact, resulting in the disparate perceptions of surveillance that exist in our society; and finally, to demonstrate how the imposition of surveillance can itself impact on the broader social context, including the relationship that is understood to exist between those watching and those being watched. These aims are broken down into ten research questions that are addressed in seven chapters. Chapter 1 reviews the literature on perceptions of surveillance and that on social identity, and attempts to illustrate how they may be theoretically combined, resulting in the advancement of both fields. In Chapter 2, we present two studies which demonstrate a negative relationship between shared identity and the perception of surveillance as an invasion of privacy. This relationship was mediated by perceptions that the purpose of surveillance was to ensure safety. In Chapter 3, two studies demonstrate how level of surveillance moderates followers’ responses to leaders with whom they either share identity, or not. Imposing high surveillance where identity was shared with a leader undermined perceptions of the leader as a team member and affected willingness to work for the group, reducing levels to that of leaders without a shared identity. Chapter 4 presents a study that aimed to investigate the role of social identity and surveillance in affecting both discretionary behaviour and task performance. High surveillance led to higher productivity on a task, but this was associated with lower quality of work. Additionally, when identity was shared with the person in charge, helping this person was detrimentally affected by high, as opposed to low, surveillance; whereas no such differences were found where identity was not shared. Chapter 5 presents two studies which showed that framing surveillance as targeting the in-group led to outcomes such as increased privacy invasion, lower acceptability of surveillance, and reduced levels of trust in the implementers of surveillance, as compared to when surveillance was framed as targeting an out-group. However, a third study failed to replicate these results. In Chapter 6, we address how level of threat in the environment can affect evaluations of surveillance. Two studies showed that high levels of threat led to surveillance being seen as less privacy-invading, more necessary, and as having a safety purpose. Finally, in Chapter 7, we review and integrate our findings, discuss the limitations of the research, and consider the implications it has, both theoretically and practically. We conclude that, overall, the findings presented in this thesis support the notion that the source of surveillance and the perceived purpose for it are integral to the perception and interpretation of the surveillance.
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Munywoki, Patrick Kiio. "Transmission of respiratory syncytial virus in households : who acquires infection from whom?" Thesis, Open University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607465.
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Households represent a setting of frequent and intense contacts and hence are conducive to the spread of respiratory viruses, such as respiratory syncytial virus (RSV). Infants are most vulnerable to severe RSV disease but a vaccine is oat yet available hence the need to explore alternate strategies of protecting them, Such strategies would require better understanding of who infects the infants. During the RSV season of200912010, we undertook a prospective study in rural Kenya involving 493 members of 47 households each with a child born after the preceding RSV epidemic and at least one elder sibling. Throughout the epidemic a nasopharyngeal swab (NPS) was collected every 3-4 days irrespective of symptoms, from all household members, and tested for a range of respiratory viruses including RSV using a molecular diagnostic assay. Partial sequencing of the attachment protein (G) gene from positive swabs was used to compare RSV strains within the household. In addition, once-a-week a specimen of oral fluid (OF) from around the gums was co11ected for RSV -specific antibodies screening and for assessment of sensitivity of the OF in detection of RSV using molecular diagnostics. This is the first prospective study to investigate introduction and transmission of RSV in families using molecular techniques over a complete RSV season. Analysis of RSV infection data is reported in this thesis with particular interest to identifying from where infants derive !.heir infection, estimating the duration of RSV shedding and identify factors influencing the recovery rates, and estimating parameters of RSV susceptibility and transmission probability. In addition, data on diagnostic performance of OF in detection of RSV by molecular methods is presented. A total of 16,924 NPS were collected, representing 86% of planned. RSV was detected in 40 (85%) households and 179 (36%) of the participants. In 28 of the 44 households with complete data, there was transmission of RSV to the infants experiencing their first epidemic. The probable source of RSV infection of the naive infants was a household member in at least 54% of the cases. Co-primary infection between a household member and the RSV -naive infant was ascribed in 4 of the cases. Older children were assigned the primary case for 11 (39%) of the infant cases and 10 (91 %) of these were attending school. The infants appeared to play a role transmitting the introduced infections to the other members of the household including to the mothers. These findings support vaccination strategies that target school age children and pregnant women. Both of these vaccination strategies can have profound benefits to RSV naive infants directly by augmenting neutralizing antibodies against RSV (immunization of the pregnant women) and indirectly by reducing transmission from siblings to RSV-naive infants. Results from this study provide increased confidence in the rationale for RSV vaccination of individuals who are not the key targets for protection
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Fleetwood, Katherine. "Preventing anxiety disorders in children and adolescents : who, what, why and how?" Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.510419.
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Yuen, Chi-chung Laurence, and 袁志聰. "Complaints against Hong Kong police: who are the complainees and why complained?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31979208.
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Lindqvist, Gunilla. "Who Should do What to Whom? : Occupational Groups´Views on Special Needs." Doctoral thesis, Högskolan Dalarna, Pedagogik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-22582.
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The overall aim of this thesis is to increase our knowledge of different occupational groups´ views on work with children in need of special support. This is explored in four separate studies. The first study investigates the views of occupational groups in preschools and schools in one municipality. A questionnaire was handed out to all personnel (N=1297) in the municipality in 2008 (72.5 % response rate). The second study explores the views of educational leaders (N=45) in the same municipality. Questionnaire # 2 was distributed in 2009. All the educational leaders responded to the questionnaire. The third study describes the views of different occupational groups concerning special educational needs coordinators´ (SENCOs) role and work. This was highlighted by comparing responses from questionnaire #1 and # 2. Responses concerning SENCOs´ work were also added using a third questionnaire. This questionnaire was handed out in 2006 to chief education officers (N=290) in all municipalities in Sweden. The response rate was 90.3%. Finally, the fourth study presents five head teachers´ descriptions of their work with special needs issues. Study four was a follow-up study of questionnaire # 2. These head teachers were selected because of their inclusive values and because they seemed to be effective according to certain criteria. They were interviewed in January 2012. The results reveal a number of interesting findings. For example, there are both similar and different views among the occupational groups concerning work with children in need of special support. A majority of the respondents in all groups state that children´s individual deficiencies is one common reason why children need special support in preschools/schools. Differences between the occupational groups become especially visible regarding their views of SENCOs‟ work. Critical pragmatism (Cherryholmes, 1988) is applied as a theoretical point of departure. Skrtic´s (1991) critical reading and analysis of special education relative to general education is specifically used to interpret and discuss the outcome of the studies. Additionally, Abbott´s (1988) reasoning concerning the “division of expert labor” is used to discuss the occupational groups´ replies concerning “who should do what to whom”. The findings in the studies are contextualized and theoretically interpreted in the separate articles. However in the first part of this thesis (in Swedish: Kappa), the theoretical interpretations of the empirical outcome are discussed in more detail and the results are further contextualized and synthesised. Inclusion and premises for inclusive education are also discussed in more depth in the first part of the present thesis.