The self-management abilities test (SMAT): a tool to identify the self-management abilities of adults with bronchiectasis

Bronchiectasis is an increasingly common chronic respiratory disease which requires a high level of patient engagement in self-management. Whilst the need for self-management has been recognised, the knowledge and skills needed to do so— and the extent to which patients possess these—has not been well-specified. On one hand, understanding the gaps in people’s knowledge and skills can enable better targeting of self-management supports. On the other, clarity about what they do know can increase patients’ confidence to self-manage. This study aims to develop an assessment of patients’ ability to self-manage effectively, through a consensus-building process with patients, clinicians and policymakers. The study employs a modified, online three-round Delphi to solicit the opinions of patients, clinicians, and policymakers (N = 30) with experience of bronchiectasis. The first round seeks consensus on the content domains for an assessment of bronchiectasis self-management ability. Subsequent rounds propose and refine multiple-choice assessment items to address the agreed domains. A group of ten clinicians, ten patients and ten policymakers provide both qualitative and quantitative feedback. Consensus is determined using content validity ratios. Qualitative feedback is analysed using the summative content analysis method. Overarching domains are General Health Knowledge, Bronchiectasis-Specific Knowledge, Symptom Management, Communication, and Addressing Deterioration, each with two sub-domains. A final assessment tool of 20 items contains two items addressing each sub-domain. This study establishes that there is broad consensus about the knowledge and skills required to self-manage bronchiectasis effectively, across stakeholder groups. The output of the study is an assessment tool that can be used by patients and their healthcare providers to guide the provision of self-management education, opportunities, and support.

STRAIN RATE–DEPENDENT BEHAVIOR OF UNCURED RUBBER: EXPERIMENTAL INVESTIGATION AND CONSTITUTIVE MODELING

ABSTRACT The strain rate dependence of uncured rubber is investigated through a series of tensile tests (monotonic, multistep relaxation, cyclic creep tests) at different strain rates. In addition, loading/unloading tests in which the strain rate is varied every cycle are carried out to observe their dependence on the deformation history. A strain rate–dependent viscoelastic–viscoplastic constitutive model is proposed with the nonlinear viscosity and process-dependent recovery properties observed in the test results. Those properties are implemented by introducing evolution equations for additional internal variables. The identified material parameters capture the experiments qualitatively well. The proposed model is also evaluated by finite element simulations of the building process of a tire, followed by the in-molding.

Reconsidering Teacher Presence and Community Building in an Online ESOL College Composition Course During the COVID-19 Pandemic

The pandemic of 2019 exposed considerable weaknesses in how teachers were present and communities were built in asynchronous, international, online ESOL composition classrooms. Although teachers put more time into their courses, students still felt disconnected from their educational experience. This study, through student surveys and teacher reflections, followed two teachers who devised innovative solutions to actively do “being present” as teachers and to thereby more compellingly draw students into the community-building process despite the limitations of the online space amidst an international crisis. Included are recommendations about specific ways to challenge traditional online instructional methods, to allow and promote student agency through unstructured and semi-structured activities, to create connections via strategic vulnerability, and more. Also discussed are key concepts for future research and general conclusions about the need for such teacher adaptability and the lessons from it, both for during the pandemic and beyond it.

British counterterrorism, the international prohibition of torture, and the multiple streams framework

After years of violating the basic principles of human rights in the name of counterterrorism, western democracies have begun to implement extraterritorial safeguards that extend protections under the Convention against Torture to foreigners abroad. The case of the UK and the development of the ‘Principles’ in 2019, however, presents a particular puzzle to policymaking research, as it challenges traditional hypotheses regarding the opening of problem windows within the multiple streams framework. Accordingly, the UK presents an interesting case in which a powerful state willingly engaged in self-restraint, despite little electoral pressure to do so and a persistently high terrorist threat. Drawing on theory-building process-tracing, this article addresses this gap using data from semi-structured interviews with British policy experts to present a refined hypothesis, which can also be applied to policy fields of little public interest and processes of foreign policymaking.

The Identity Question Regarding the Macedonian Nation and Minorities

This chapter intends to outline the place of Macedonia in the nation-building process that took place in South-East Europe with the disintegration of the Ottoman Empire. Macedonia became the place where national aspirations converged and came into conflict with each other. This gave it a special role in the national narratives of Bulgaria, Serbia, and Greece both internally and in foreign politics. The (federal) Macedonian state that emerged after WWII sought to carve out its own trajectory in a space that was already occupied physically and ideologically by its neighbours. This led to a conflict that lurked under the surface for most of the Cold War but came out in the open with the dissolution of Yugoslavia. The chapter seeks to clarify some of the central issues related to Macedonian nationality and minorities in the Balkan and European context.

Understanding the Reasons for Transition from Iranian Constitutional State to Authoritarian State: an Analysis in the Framework of Laclau and Mouffe’s Discourse Theory

Throughout the history, the formation of the constitutional state has been the first experience of the modern state in Iran. The change in power relations and the restriction of authoritarian power were among the most important issues of constitutional state. The current study aims at investigating the reasons for transition from Constitutional state to an authoritarian bureaucratic state by adopting Laclau and Mouffe’s framework to political discourse analysis. Research methodology is descriptive-analytical conducted by library–based data. The results showed that the constitutional revolution transformed the power structure and traditional state, but the constitutional revolution failed to create a new order. Despite legal provisions such as the formation of the parliamentary system and the constitution, the constitutional state was unable to exercise its legal power. The co-existence of traditional and reactionary components such as the Khānins, tribal leaders, tribal populations and owners in line with modern elements, intellectuals and the heterogeneity of the ruling political elites made the constitutional revolution incapable of producing profound politico-social changes. As a result, a number of internal and external factors such as financial crisis, tribal power, the imperialist treaty of 1907,disillusionment of political elites, the formation of centrifugal forces, insecurity and global chaos and development of neighboring countries, diversity of ideological in line with geopolitical points of view have been the most important factors in the transition to the authoritarian bureaucratic state of Pahlavi and the failure of the nation – building process and the collapse of politico-constitutional system in Iran.

Students’ multimodal knowledge sharing in school: Spatial repertoires and semiotic assemblages

In a world ‘flooded’ with data, students in school need adequate tools as Visual Analytics (VA), that easily process mass data, give support in drawing advanced conclusions and help to make informed predictions in relation to societal circumstances. Methods for how the students’ insights may be reformulated and presented in ‘appropriate’ modes are required as well. Therefore, the aim in this study is to analyse elementary school students’ practices of communicating visual discoveries, their insights, as the final stage in the knowledge-building process with an VA-application for interactive data visualization. A design-based intervention study is conducted in one social science classroom to explore modes for students presentation of insights, constructed from the interactive data visualizations. Video captures are used to document 30 students’ multifaceted presentations. The analyses are based on concepts from Pennycook (2018) and Deleuze and Guattari (1987). To account for how different modes interact, when students present their findings, one significant empirical sequence is described in detail. The emerging communicative dimensions (visual-, bodily- and verbal-) are embedded within broad spatial repertoires distributing flexible semiotic assemblages. These assemblages provide an incentive for the possibilities of teachers’ assessments of their students’ knowledge outcomes.