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To identify women's sources of information about cervical cancer screening, information which women report receiving during Pap consultations, information they would like to receive, and the relationships between perceived information needs, personal characteristics and information sources.

Logistic regression analysis of questionnaire data obtained from 408 screen‐eligible women resident in east central UK.

Programme documentation and the Pap consultation represent the main sources of information, although a sizeable proportion rely on other sources (e.g. mass media). The range and frequency of information services which women report receiving during their Pap consultations are variable, and around one‐sixth of women report never receiving information. “Always wanting information” is predictable from subject characteristics, which do not map precisely, owing to the variation in frequency of information being supplied. Age and women's main sources of information are significant predictors of perceived information shortfall, and such shortfalls are associated with dissatisfaction with the screening programme.

Covers all aspects of women's attitudes towards satisfactory or unsatisfactory availability of external information in the matter of screening for cervical cancer in the UK.

Reports on the uncovering of a small‐firm reality where the self‐gratifying behaviour of the owner/manager threatens the survival of the organization. Takes a “middle‐range thinking” approach to mould ethnographic data, and demonstrates and develops, via a case study, models of change within organizations. Identifies the importance of power in such change‐resistant contexts, and draws conclusions from the work which suggest that in such contexts “second order” change is unlikely to be achieved and only “pseudo‐colonization” can be sustained in the long term. It is the authors’ view that this context is a common one and is worthy of further research since there may be far‐reaching implications for a whole range of stakeholders associated with such an organization.

Questioning gender is about taking an active, critical role in the technological design of our daily behaviour. It is a deconstruction of the oppositions that exist in the discourses of Ambient Intelligence designers, the ICT industry and computer scientists. What underlies the assumption that Ambient Intelligence will, by disappearing into our environment, bring humans both an easy and entertaining life? The gender perspective can uncover power relations within the promotion and realisation of Ambient Intelligence that satisfy an obvious wish for a technological heaven. The deconstruction of the promise of progress and a better life reveals what is overvalued, what is undervalued and what is ignored. This paper is a deconstruction of the view, currently prevalent in the discourses of Ambient Intelligence; a view of humans and the way they live. A view that will influence the way women and men will be allowed to construct their lives.

This chapter aims to present and critically question the work undertaken with a group of children as experts in a transdisciplinary research project, ‘Exploring the way to and from school with children: An interdisciplinary approach of children’s experiences of the third place’. The project is funded by the Swiss National Science Foundation.¹ A partnership was established between the research team and a group of 10 children (11–12 years old). The children were actively involved as co-researchers to provide the research team with expertise regarding their experiences of the school journey. Their roles as co-researchers included refining the research questions and methodological tools, analysing data, and drafting final recommendations. In this chapter, the authors outline the different stages of this transdisciplinary partnership with children as co-researchers, whilst addressing some key issues encountered during the process, including: What is expertise? When, and under what conditions, can children genuinely be co-researchers? What ethical aspects should be considered? The authors commence with an outline of the project’s theoretical framework before detailing how the participatory process enabled children to actively take part and give their views on the research. The authors address a specific focus on the ethical challenges encountered as part of the complexities of conducting research with children. They conclude with some reflections on the benefits of involving children as co-researchers and, in doing so, offer a critique of the notion of ‘expertise’ in research with children.