Dissertations / Theses: 'Deliberate'

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Ross, Jason D. "Defending critical infrastructure against deliberate threats and non-deliberate hazards." Thesis, Monterey, California: Naval Postgraduate School, 2014. http://hdl.handle.net/10945/43989.

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Approved for public release; distribution is unlimited
This study determines how to invest limited resources to increase the resilience of an infrastructure system against both non-deliberate and deliberate events. We propose an optimization model that seeks the best defensive investment for a weighted combination of deliberate and non-deliberate events. We formulate the general problem and conduct numerical analysis using a specific infrastructure system as a concrete example. We perform parametric analysis on the combined model in order to explore the way in which different solutions depend on the distributed weights and yield insight into the best investment decisions.

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Uslu, Hasan Faruk. "Flexicurity: A Deliberate Ambiguity?" Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609753/index.pdf.

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The aim of this thesis is to focus on the concept of flexicurity, accepted as the new labour market model balancing the needs of employers for greater flexibility in order to adapt to market forces, and the need of employees for security, which has recently been one of the most popular concepts of the debate on labour market reforms in the European Union. While doing so, this thesis discusses the position of key European institutions, especially of the Commission of the European Communities. The main argument is that the concept is still very open to alternative interpretations at the European Union level. Related to this openness is the fact that the Commission has deliberately instrumentalized the concept&rsquo
s ambiguity in order to absorb all the main actors into the debate in line with its own policy preferences.

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de, Haast Chloe. "Gender differences and deliberate self-injury." Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/370413/.

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Self-injurious behaviours are associated with long-term negative consequences for social, emotional and physical wellbeing. As such, and in order to inform the development of both treatment plans and preventive approaches, it is necessary to develop a comprehensive understanding of the a etiological factors associated with self-injury. In the first instance, literature assessing the prevalence of self-injury in adolescents was systematically assessed in order to determine the presence of gender differences. This was in response to a lack of clarity within the self-injury field as to whether there are gender differences in the prevalence of self-injurious behaviours. Thirty seven studies were included in the final review and were grouped according to the exclusion of suicidal intent and the assessment method of self-injury. Common methodological limitations across all studies are discussed, including the variation in definition and assessment of self-injury. Results suggested that female adolescents were significantly more likely to report engaging in self-injurious behaviour than males. However, it is unclear whether this finding reflects a gender bias in how self-injury is assessed, or whether there is a true difference in self-injury rates. Gender differences were also reported in both the method and function of self-injury. Recommendations are offered with respect to future research and regarding ‘gold standard’ methods of assessment. In an empirical study, we aimed to improve our understanding of the risk factors and potential functions of self-injurious females and, specifically, whether these differed by gender. Based on previous literature it was hypothesised that an insecure attachment style, either anxious or avoidant, may result in deficits in effective emotion regulation skills. As such, these individuals may become reliant on maladaptive strategies such as self-injury. Three hundred and seventy adults completed measure of attachment style, emotion dysregulation, alexithymia and self-injury. Results suggested a lifetime prevalence of 50.8%, which was notably higher than previous research findings. Furthermore, and contrary to previous research, there were no significant gender differences in prevalence. With respect to the proposed model of mediation, in females there was clear evidence to suggest that emotion dysregulation mediates the relationship between attachment insecurity and self-injurious behaviour. This has important implications for the development of effective preventative and treatment approaches for self-injury in females. In contrast, no such relationship was demonstrated in males. This suggests the need for future research efforts directed at understanding the origins and function of self-injury in males.

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Ferworn, Alexander. "The reflexive instructor with deliberate apprentice architecture." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0014/NQ30607.pdf.

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Crawford, Michael Joeph. "The psychosocial management of deliberate self harm." Thesis, Imperial College London, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313055.

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Lees-Warley, Gemma T. "Deliberate firesetting by adults with developmental disabilities." Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5180/.

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This thesis is submitted in partial fulfilment to the requirements for the degree of Doctor of Clinical Psychology at the University of Birmingham and comprises two volumes. Volume I of the thesis contains the research component and is presented in the form of three papers related to deliberate firesetting by people with low intellectual functioning. The first paper is a systematic review of the literature in which the existing evidence has been critically examined to determine what is known about adults with low intellectual functioning who deliberately set fires. The second paper is an empirical research paper which utilised Interpretative Phenomenological Analysis (IPA) to qualitatively explore the experiences of deliberate firesetting by seven adult men with mild intellectual disabilities detained in a secure forensic learning disability service. The third paper is a public domain briefing paper which summarises the main findings of the systematic review and empirical paper and has been produced for distribution to wider audiences and for the individuals who agreed to participate in the empirical research study. Volume II of the thesis comprises the written clinical component and consists of five Clinical Practice Reports (CPR) which relate to work completed during five training placements.

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McAlaney, John, M. Fyfe, and M. Dale. "A specialist adolescent deliberate self harm service." Royal College of Nursing, 2009. http://hdl.handle.net/10454/2820.

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Kolk, Martin. "Deliberate Birth Spacing in Pre-transitional Sweden." Thesis, Stockholms universitet, Sociologiska institutionen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-60272.

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Fertility in 19th century Europe has traditionally been described as high, unregulated andstable for the most of the century followed by a surprisingly geographically uniform decline inthe last decades. This thesis will give an example of a partly conflicting pattern from 19thcentury Northern Sweden, a remote part but at the time economically dynamic frontier region,using micro level data from parish records. The area was characterized by very high fertilityand experienced rising and not falling fertility in the second half of the century. Most previousresearch in historical demography has focus on parity specific forms of fertility control. Thisthesis will instead focus on circumstances that affect birth spacing and motivate parents toaim for shorter or longer birth intervals in pre-transitional Europe. Using event historytechniques there is evidence of parents controlling the timing of their next child to a higherdegree than what has usually been assumed, responding both consciously and quickly when itwas advantageous for the parents.

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Payne, Hannah Austin. "Deliberate self-harm in mental health inpatient settings." Thesis, University of Warwick, 2008. http://wrap.warwick.ac.uk/2992/.

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Deliberate self-harm is a significant phenomenon amongst people in the general community, and is particularly prevalent amongst patients being treated in mental health inpatient settings. Views that staff hold towards patients who self-harm could have an impact upon the care and interventions that are delivered. The focus of this thesis was deliberate self-harm within inpatient mental health settings. The literature review presented in Chapter I provides an overview of previous reviews of studies that have evaluated psychological interventions for deliberate self-harm. All recent relevant evaluative studies of psychological interventions predominantly aimed at reducing deliberate self-harm, or treating self-harm as part of the symptomatology of Borderline Personality Disorder, arnongst inpatient enviromnents are then critically reviewed. The results of this are discussed along with clinical implications for practitioners working in mental health inpatient settings and recommendations for future research. The focus moves to staff attributions towards deliberate self-hann in inpatient settings in Chapter 2. This chapter presents empirical findings, reporting on adaptations of attributional and knowledge measures, and analyses of responses to these measures provided by qualified and unqualified nursing staff participants working in an inpatient setting. Questions regarding training needs were also posed, and participants were given the opportunity to comment on working with people who self-harm. Chapter 3 presents a reflective paper, incorporating references from literature, poetry and music, providing reflections on producing the first two chapters of the thesis, and on the overall experience of completing research for the clinical psychology doctorate course.

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Jones, James H. "Detecting hidden computer processes by deliberate resource exhaustion." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3385.

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Thesis (Ph.D.)--George Mason University, 2008.
Vita: p. 259. Thesis director: Kathryn B. Laskey. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Computational Sciences and Informatics. Title from PDF t.p. (viewed Mar. 17, 2009). Includes bibliographical references (p. 255-258). Also issued in print.

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Coughlan, Edward. "How experts learn : the role of deliberate practice." Thesis, Liverpool John Moores University, 2016. http://researchonline.ljmu.ac.uk/4591/.

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The aim of this thesis was to examine how experts learn using the theory of deliberate practice. Expert and intermediate Gaelic football players practiced kicking, with their learning being assessed between a pre-test and retention test. A novel method to measure the tenets of deliberate practice during the activity, as opposed to retrospectively, was used throughout the thesis. Findings support previous research on the mechanisms and strategies engaged in by experts as they aim to improve performance and how they differ to lesser-skilled individuals. In line with the theory of deliberate practice, in Chapter 2 and 3 the experts rated practice higher for effort and lower for enjoyment, as well as practicing a more relevant skill in Chapter 2, when compared to intermediates. Moreover, they improved kicking accuracy between pre-test and retention test, whereas the intermediate group did not. In addition, the thesis identified differences between the cognitive mechanisms of experts and intermediates that underpin their respective performance. Expert groups engaged in greater cognitive processing during (Chapter 2 and 3) and between (Chapter 3) practice sessions when compared to intermediates. Chapter 4 examined the impact of applying these expert cognitive processes to the deliberate practice and performance of a youth intermediate group. A training group practiced kicking with an intervention designed to increase cognitive processing, whereas a control group practiced kicking without intervention. Findings support previous research by providing evidence of the outcome of such an intervention on deliberate practice. The training group demonstrated greater cognitive effort and less enjoyment during practice and greater improvements in accuracy after practice compared to the control group. Overall, findings in this thesis support the theory of deliberate practice and extend the research on the role of cognitive processing in effective skill acquisition.

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Alves, Ballón Tedesqui Rafael. "Personality, Deliberate Practice, and Expertise Development in Sport." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/38702.

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Conscientiousness-related personality traits are relevant predictors of many outcomes in achievement domains outside sport. They have also been associated with several outcomes in sport, however, their relative role on athletes’ deliberate practice (DP) and other criteria of expertise development has not been investigated. The overall aim of this dissertation was to examine the role of conscientiousness-related traits on sport expertise development. It had six specific purposes: (a) to examine the structural validity of conscientiousness-related measures; (b) to understand whether athletes’ DP amounts, skill level, and other criteria of expertise development could be predicted by these measures; (c) to identify the best personality predictor and combination of predictors that explained the maximal variance in different criteria of expertise development; (d) to examine whether grit facets predicted athletes’ practice engagement across a demanding sport season; (e) to explore coaches’ perspectives on the behavioural indicators of conscientious, gritty, and self-controlled athletes in training; and (f) to explore coaches’ views about how these personality traits may impact athletes’ quantity and quality of practice and development toward higher skill levels. The dissertation used a sequential explanatory mixed-methods design, wherein Phase 1 (Articles 1, 2, and 3) quantitatively pursued purposes (a) to (c), Phase 2 (Article 4) addressed (d), and Phase 3 (Article 5) qualitatively addressed (e) and (f). Article 1 tested the factor structure of the Brief Self-Control Scale in sport and showed distinct associations between self-control variables and (a) sport-specific practice amounts, (b) engagement in various practice contexts, and (c) threats to commitment to one’s sport, in a diverse sport sample. Article 2 conducted factor analyses of the Grit Scale in sport and examined a full latent variable model showing associations between grit variables and several criteria of expertise development. In particular, perseverance of effort associated with athletes’ weekly amounts of DP, engagement in different practice contexts, and skill level, while consistency of interests associated with athletes’ commitment to their sport. Article 3 comprised two studies. In Study 1, path analyses were used to assess the role of conscientiousness on criteria of expertise development. At the broad level, conscientiousness predicted athletes’ engagement in practice contexts and commitment to their sport; at the facet-level, achievement-striving was the best predictor of athletes’ weekly DP and engagement in practice contexts. The systematic test of the role of self-control (Article 1), grit (Article 2), and conscientiousness (Article 3, Study1) for key criteria of expertise development culminated with Study 2 of Article 3, which reported comparative analyses of the predictive ability of self-control, grit, and conscientiousness facets—which had shown to be significant predictors when assessed separately—for the criterion measures of sport expertise. Study 2 showed that (a) perseverance of effort was the best predictor of athletes’ weekly DP, engagement in mandatory practice, and the only predictor of higher skill level, (b) achievement-striving best predicted athletes’ engagement in optional practice, and (c) consistency of interests best predicted athletes’ commitment to their sport. Article 4 tested whether athletes’ self-reported levels of grit (broad and facets) were longitudinally associated with their coach-reported practice engagement throughout one sport season. Perseverance of effort was the grit variable most related to indicators of practice engagement, the only variable related to overall practice engagement across three time points, and the only variable marginally associated with athletes’ stability of practice engagement over time. Article 5 explored coaches’ views about the behavioural indicators of athletes’ conscientiousness, grit, and self-control in the daily training environment and how these traits impacted athletes’ training and development. Coaches described (a) conscientious athletes as systematic and detail-oriented, highly considerate of others, and highly engaged in self-regulation; (b) gritty athletes as those who persevere despite adversity and work hard in practice; and (c) self-controlled athletes as those who control impulses, resist temptations, and delay gratification. Coaches believe grit, conscientiousness, and self-control play important roles on athletes’ development toward higher skill levels, but results generally highlighted the preponderance of perseverance of effort. Potential mechanisms (e.g., conscientiousness—self-regulation—practice quality and conscientiousness—self-regulation—skill level) were highlighted to help explain the personality-expertise link found in Phases 1 and 2. This dissertation contributed to the literature on sport expertise by parsimoniously identifying conscientiousness-related personality traits that were associated with measures of athletes’ practice quantity, quality, and stability, commitment to sport, and higher skill level. Although several facets (i.e., perseverance of effort, consistency of interests, achievement-striving, self-discipline, and dutifulness) showed associations with practice and performance-related outcomes, this dissertation generally highlighted the role of grit facets. In particular, while perseverance of effort was the best predictor of athletes’ amounts of DP, the only grit variable associated with quality practice engagement over time, and the only predictor of higher skill level, consistency of interests was the best predictor of commitment variables. Furthermore, results based on coaches’ descriptions (a) provided behavioural indicators of conscientiousness-related traits that serve as reference points for practitioners aiming to help athletes develop desirable traits, (b) suggested that gritty athletes ‘work hard’ and conscientious athletes ‘work smart’, and (c) proposed mechanisms to explain the personality-expertise link found in the quantitative studies. Taken together, the results of this dissertation suggest that the tendency to persevere despite adversity and mindfully use self-regulated processes seems to be a powerful predisposition for athletes’ development toward expert levels of performance.

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Ye, Jun. "Deliberate Learning in the Frontlines of Service Organizations." Case Western Reserve University School of Graduate Studies / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=case1152113428.

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Griffiths, Jade. "Deliberate self-harm in adolescence : parenting and stigma." Thesis, University of Hull, 2011. http://hydra.hull.ac.uk/resources/hull:4922.

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The portfolio has three parts: a systematic literature review, an empirical study and a set of Appendixes. Part one is a systematic literature review in which empirical literature relating to the experiences of parenting a young person that engages in self-harm is reviewed and critically evaluated. It aims to present an understanding of parents' perceptions of self-harm, how it impacts themselves and others and the support available. Part two is an empirical paper which used qualitative methodologies to explore how young people that self-harm perceive stigma, how stigma impacts on them, and how they manage it. To achieve this, young people aged 14-17 attended a semi-structured interview with the main researcher which was analysed using Interpretive Phenomenological Analysis (IPA). The emerging themes are discussed at length and linked to previous research to identify theoretical implications. The clinical implications and methodological limitations are also discussed and areas requiring further research are identified. Part three comprises the Appendices to support the work in the first two parts and a reflective account of the research process.

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Wyder, Marianne, University of Western Sydney, College of Social and Health Sciences, and School of Applied Social and Human Sciences. "Understanding deliberate self harm : an enquiry into attempted suicide." THESIS_CSHS_ASH_Wyder_M.xml, 2004. http://handle.uws.edu.au:8081/1959.7/644.

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This study focused on the quantitative and qualitative aspects of suicidal behaviour of 90 people who had come to the attention of the Accident and Emergency Department of Westmead Hospital, Sydney, N.S.W., after an attempt to harm themselves. The risk factors identified in the study were combined with the circumstances and motive of attempt. Participants were regrouped according to whether the problems the respondent described were chronic (longstanding) or acute (pivotal). The participants were further classified according to the persistence of thoughts of self-harm ( impulsive or non-impulsive/deliberate) and the presence or absence of these feelings at the time of the interview (the resolution of the attempt) and the types of problems/situations and triggering events the person described as wanting to escape. By developing strategies and treatments for the problems as they were identified in this study and by raising the awareness that there is help available for these different issues, we may be able to reduce the pain which results in an attempt to self harm.
Doctor of Philosophy (PhD)

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Svece, Artis. "An analysis of the possibility of deliberate self-deception." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23177.pdf.

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Wyder, Marianne. "Understanding deliberate self harm an enquiry into attempted suicide /." View thesis, 2004. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20050831.165416/index.html.

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Thesis (Ph.D.) -- University of Western Sydney, 2004.
"A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy, School of Applied and Human Sciences, University of Western Sydney" Includes bibliography.

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Farmer, Rodger. "The role of life events in deliberate self-poisoning." Thesis, Queen's University Belfast, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328091.

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Seane, Warona. "O Kae? An Autoethnographic Dramaturgy Through A Deliberate Incommensurability." Master's thesis, Faculty of Humanities, 2018. http://hdl.handle.net/11427/32109.

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This study focuses on the erasure of the black woman from the mainstream theatre space of South Africa as a provocation towards the creation of a dramaturgical process that pivots around the notion of 'deliberate incommensurability' as a catalyst for exploration. 'deliberate incommensurability' is a term I have coined myself as it suggests an agency in the black woman as subject and object of study. I suggest the requirement for an autoethnographic inquest in carrying out the research, as the methodology used in the creation of the processes and products of the study was Practice as Research (PaR). The methodology uses the modes of translation and literary studies in order to unpack the myriad ways in which the representation of the black female has effectively been an erasure of her presence. I detail four points of origin for the study drawn primarily from Gayatri C. Spivak and Toni Morrison. In addition, the study interrogates the processes towards creating O Kae? - a performance installation that evaluates the importance of opacity towards the self-representation of the Other in an attempt to discover an alternative aesthetic and creative praxis for myself.

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Nilsson, Kenneth A. "Simulating Accidental Exposures to deliberate Intrusions in Pipe Networks." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1091122400.

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Goodman, David. "The phenomenology and causal attributions of deliberate self-harm." Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422771.

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Kinyanda, Eugene. "Deliberate self-harm in urban Uganda – a case-control study." Doctoral thesis, Norwegian University of Science and Technology, Department of Psychology, 2006. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-978.

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Background: Deliberate self-harm (DSH) is both a personal problem and a public health problem not only in the West but also in sub-Saharan Africa including Uganda. Generally however, there is an absence of suicide interventions on the continent and linked to this problem an absence of recent studies on suicidal behaviour from Africa. To partly address these shortcomings, this present project examined the demographic, social and psychological characteristics of deliberate self-harm in the urban environment of Uganda.

Methods of the study: One hundred cases of deliberate self-harm attending three general hospitals in the Ugandan capital of Kampala were compared with 300 non-DSH in-patient controls from the participating hospitals. Both the cases and controls were interviewed using a Luganda translated version of the modified European Parasuicide Interview Schedule I (EPSIS I; Kerkhof et al. 1989). Two study samples were constituted where sample 1 were the cases and sample 2 the controls. For purposes of DSH repetition part of the study, sample 1 was split into the ‘suicide repeaters’ and the ‘non-repeaters’. Data on; socio-demographics, methods of DSH, precipitating factors of present act of DSH, life events, psychological factors and DSH repetition was collected.

Analysis: The statistical package SPSS 8.0 was used both at data entry and analysis. Analysis involved the generation of frequencies, means and mean rank scores and cross-tabulations using Pearson’s Chi-square test, Fischer’s Exact test and the independent t-test. Multivariate analysis using logistical regression was used to determine the independent effect of various variables in suitably specified models. The level of significance was set at 0.05.

Results: Results revealed that DSH in urban Uganda in a hospital based population was predominantly a problem for male (63%), adolescents and young adults (50%). The predominant method of DSH used was by organophosphate poisoning (45%). The main psychiatric diagnoses associated with DSH in this population were; adjustment disorder (35%), acute stress reaction (18%) and depression (23%).

Disturbed interpersonal relationships (with a partner/lover, parent(s) or children) were a precipitant in 65% of the DSH cases. The number of negative life events in; Childhood (categories of parents, significant others, and personal), Later in life (category of partner), and Last year (category personal and the total number of life events) were significantly associated with DSH in this study. The psychological factors found to be associated with DSH were; global psychological distress, hopelessness and state anger but not depression, trait anger nor alcohol abuse. Suicidal intent was found to be independently correlated with both depression and hopelessness.

Twenty five percent of the DSH cases in this study were repeaters with the socio-demographic factors associated with repetition of DSH including; being single, having children and staying alone or with parents. Other factors found to be associated with DSH repetition were; the number of negative life events in childhood and in the last year, global psychological distress and trait anger but not depression, hopelessness nor state anger.

Conclusion: The picture of DSH in urban Uganda is similar to a great extent to that observed elsewhere on the African continent and in the West. There are however important differences particularly with the picture of DSH as seen in the West.

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Sinclair, Julia M. A. "Deliberate self-harm : outcome, health service use and parents' narratives." Thesis, University of Oxford, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.436953.

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Kottemann, Kathrin L. "The Rhetoric of Deliberate Deception| What Catfishing Can Teach Us." Thesis, University of Louisiana at Lafayette, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3712554.

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Catfishing - the practice of deceiving others online by creating profiles of individuals who do not exist in the real-world - represents the current moment on the converging timelines of social networking technology and the politics of online self-representation. This type of online deception signifies the culmination of several issues regarding users' relationships to cyberspace: reliance on technology for socialization; increasingly blurred correspondences between offline and online selves; users' propensities to value technological objects over living people; and humanity's predisposition for deception in day-to-day interactions. When all of these strands converge, the result is catfishing, a term coined following the 2011 documentary Catfish that has since spawned a TV show and a tell-all book. My argument moves from an examination of the histories of online hoaxes and social networking to a narrower focus on the social aspects of avoidance rhetoric surrounding the phenomenon to an even more pointed discussion of individual, self-professed motives behind such deception. This project is a call-to-action inviting readers to consider the authenticity of their own interactions - both online and in the physical real - and to champion a stronger correspondence between our offline identities and our online self-representations. In addition, by situating online identity creation as a rhetorical action, I argue that understanding the elements of catfishing can help with teaching first-year writing students about the rhetorical situation, including audience awareness, purpose, convention, tone, visualization, and ethos. Finally, I hope this project will revive a conversation in modern rhetoric and composition theory concerning online identity formation that has subsided within the last decade.

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Hayman, Rick. "The role of deliberate practice in developing adolescent golfing excellence." Thesis, University of Central Lancashire, 2012. http://clok.uclan.ac.uk/6652/.

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The acquisition of expert performance has been studied for decades across a range of human performance domains. Ericsson, Krampe, and Tesch-Römer (1993) proposed a theoretical framework termed the theory of deliberate practice to account for the characteristics and developmental experiences of individuals who acquire exceptional levels of performance in any discipline. This theory proposes that acquiring expertise across any domain is the result of undertaking an extensive acquisition period of approximately ten years involving the accumulation of thousands of hours of physically and mentally demanding practice regimes whilst overcoming effort, motivational and resource constraints that serve as barriers to the attainment of elite performance. Therefore, this thesis aimed to contribute to the under researched area of golf development systems by examining the applicability of deliberate practice theory in acquiring elite male adolescent golfer status. The first study, of four, utilised self-report diary logs to reveal the durations, types and intensities of golf activities undertaken by nine aspiring elite adolescent golfers over a nine month period and compared actual and retrospective accounts. In total, 62 percent of all golf activities were classified as either golf competitions or competitive practice rounds undertaken with high amounts of physical and mental effort and fun. This approach to development was beneficial for lowering the golf handicaps of several participants. Results reveal the performance improvements which aspiring elite adolescent golfers experienced whilst engaging with regular golf competitions and practice rounds instead of deliberate practice specific activities. However, such improvements did plateau once performers reached a handicap approaching two. Retrospective recall was also revealed as an accurate method to determine volumes and conditions of golf activities undertaken over a nine month period. Non-significant differences were revealed between actual and recalled data (training volumes p = 0.94, physical effort p = 0.83, mental effort p = 0.44, and fun p = 0.13) and effect sizes were small ranging (d = 0.03 – 0.31) The second study retrospectively examined the sports participation and practice trends of current elite adolescent male English golfers. It was found how these individuals tended not to participate within golf specific deliberate practice regimes until the mid-teenage years and instead encountered a diversified introduction to several sports, which included golf, within a playful, fun, non-competitive environment that resembled key tenets of deliberate play theory (Côté, 1999). A change in emphasis towards on-going golf development occurred around the age of 16 when exposure with golf specific deliberate practice became more evident once participants had gained selection for county and English Golf Union representative golf teams. The third study used interpretative phenomenological analysis to explore the experiences of golfers who had all successfully travelled the path from novice to elite adolescent golfer status. Four super-ordinate themes emerged from participants accounts which revealed how elite adolescent golfers experienced supportive parents and a diversified enjoyable introduction to a range of sports. This was followed by a self-determined commitment to golf in the mid teenage years and a strategic approach to developing excellence which recognised the important role that psychology may play post 16 years of age. The forth study aimed to discover if the introduction of a golf specific deliberate practice intervention would improve putting performance and influence future practice behaviours of five aspiring elite adolescent golfers who had no prior experience of specialised golf training protocols. Participants completed a 13 week AB single-subject multiple-baseline design, social validation measures and five month follow up interviews. Mean putting performance was significantly higher (t4 = 6.94, p = .002, d = 3.12) in the intervention phase (M = 6.20, SD = 0.51) than the baseline phase (M = 4.64, SD = 0.57). All participants enjoyed undertaking deliberate practice, experienced a range of psychological and technical improvements, adapted current training schedules to mirror deliberate practice and committed long term to activities of this nature. In conclusion, the findings of the four empirical studies within this thesis suggest long term deliberate practice is not a pre-requisite throughout childhood and the early teenage years for securing selection within international adolescent golf squads. However, engagement in deliberate practice post 16 years of age was found to be an important training strategy for the continued performance development of emerging and elite level adolescent golfers. The pathway to elite adolescent status more closely resembled Côté’s (1999) deliberate play theory with sampling during early childhood, specialising during early teenage years, and investment in later teenage years. The collective findings of this thesis may provide players, coaches, applied sport psychologists and policy makers involved within golf talent development systems with clearer insights into conditions of participation and practice that appear optimal for achieving adolescent golfing excellence.

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Bryant, Tessa Louise. "Deliberate self-harm as an addictive behaviour : a systematic analysis." Thesis, University of Southampton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.433880.

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Sanger, Sharon. "DELIBERATE DISRUPTION: HOW CORPORATE LEADERS BREAK THE LIABILITY OF EXPERTISE." Case Western Reserve University School of Graduate Studies / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=case1459288114.

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Lacue, Sharon. "Deliberate Practice Using Simulation to Improve Clinical Competency and Confidence." Thesis, Carlow University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10276390.

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Bridging the gap between classroom learning and nursing practice is an ongoing concern in nursing education. Multiple studies have found that students who are provided the knowledge, skills and modeling behavior, in addition to an expectation of efficacy, have an increase in their confidence of acquired skills and thus an increase in self-confidence and competence. However, patients in acute care settings have increasingly complex medical problems, which often leave nursing students with minimal hands-on care for their assigned patient. The purpose of this study was to examine the effect of deliberate practice, using a repeated simulated clinical experience, on student self-confidence and competency. A quantitative method with a descriptive, non-experimental, pre-test-posttest study provided information about the effect of a repeated simulated clinical experience on student self-confidence and competence. A convenience sample of 26 nursing students from a university located in central Pennsylvania enrolled in their junior year medical-surgical course participated. Self-confidence was measured using the National League for Nursing (NLN) Self-Confidence in Learning with Simulation self-reporting instrument prior to experiencing the simulation and then immediately following the initial and repeated simulation. Competence with nursing skills using simulation was measured using the Creighton Competency Evaluation Instrument (CCEI) for both the initial simulation and the repeated simulation. Parametric statistics and a multivariate analysis of variance (MANOVA) indicated a statistical significance for overall improvement in competence following the repeated scenario, p = 0.001. There was no statistical significance in improvement of student self-confidence. The findings of this study suggest that repetition of a simulation scenario promoted an increase in overall competence and support incorporating deliberate practice of simulation scenarios.

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Wu, Jiayun, and Jiayun Wu. "A Goal-Striving Model for Consumers' Deliberate Counterfeit-Consumption Behavior." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/205418.

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Counterfeit consumption is becoming widespread, developing into a problem of international significance. In an attempt to develop a refined understanding of the motivations and decision-making processes of consumers' deliberate counterfeit-consumption behavior, this empirical study not only integrates the theory of planned behavior and insights from self-regulatory theories, but also extends these theories by re-conceptualizing the relationships among key constructs with the inclusion of action desire. This research also introduces and integrates a new construct, namely consumers' Perceived Counterfeit Detection (PCD) by important others.Using a combination of qualitative and quantitative methods consisting of in-depth interviews and a self-administered paper questionnaire, this research empirically tested a proposed goal-striving model for deliberate counterfeit-consumption behavior, using structural equations modeling. Results demonstrated PCD's existence and supported a refined goal-striving model, based upon which effective strategies to decrease consumer's counterfeit consumption are discussed.

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Weinberg, Mark Robert. "The experience of deliberate self harm : a grounded theory study." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31723.

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This study utilized grounded theory methodology to examine the experience of transition towards, living with, and recovery from, deliberate self-harm from the perspective of people who had lived with these behaviours. The study aimed to transcend the tendency to focus on professional and clinical perspectives and to build a theory based on the direct experiences of people who have lived with deliberate self-harm. The grounded theory methodology (Strauss & Corbin, 1998) was utilized and consisted of in-depth interviews with 13 people who had recovered from deliberate self-harm as well as a registered psychologist who worked with people living with deliberate self-harm and a tattoo artist who practiced skin cutting as an art form. Interviews were coded and analyzed and a theoretical model was developed describing a process whereby: (a) exclusive and/or intrusive experiences play a central role in precipitating the discovery of deliberate selfharm, (b) a sense of loss of control results from these exclusive/intrusive experiences, (c) self-harming behaviours occur in an attempt to manage the sense of loss of control, and (d) continued exclusionary/intrusive experiences act to maintain self-harming behaviours. Recovery occurs in the context of an environmental shift, leading to the experience of Inclusion, which facilitates a sense of control. The findings of this study contribute to the field of counselling psychology by providing a model focused on client experience, and by building on a body of knowledge concerning a population that counsellors are encountering in increasing numbers (Zila & Kisela, 2001).
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Hewitt, Christopher J. "Depression, emotion and frustration tolerance in adolescent deliberate self-harm." Thesis, University of Edinburgh, 2001. http://hdl.handle.net/1842/26603.

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Adolescent deliberate self-harm (DSH) constitutes an important and growing problem for health and welfare services (Harrington & Dyer, 1993). Rates of DSH in 15-24 year olds in the UK between 1989-1992 were among the highest in Europe (WHO/EURO Multicentre Study on Parasuicide). As well as being at a high risk of making a successful suicide attempt, around 15-20% of those admitted to a general hospital following self-harm repeat DSH within a year of the event and approximately 50% have a history of previous DSH (Kreitman & Foster, 1991). Various psychological factors have been reported to be significant in the assessment of the seriousness and/or repetition of DSH. These have included depression, hopelessness, impulsiveness, premeditation, impulsivity, problem duration, problem solving and anger. Hawton et al (1999) found that adolescents with a history of previous overdoses differed from non-repeaters on a number of these factors, although these differences largely disappeared when the level of depression was controlled for. Dialectical Behaviour Therapy (DBT) has been used extensively in the treatment of self-harming behaviours. The theory holds that due to a complex interaction of environmental, physiological and familial factors, individuals who engage in DSH may have failed to learn how to tolerate or identify emotional states or feelings of frustration and distress. This theory, however, has not been empirically validated. This study, therefore, aims to investigate the role of emotions and the ability to tolerate feelings of distress and frustration amongst adolescents who have selfharmed. The project also aims to investigate whether these factors may be potential moderators in the repetition of DSH, after the level of depression has been controlled for. This study recruited 45 patients aged between 16-21 years of age who had been admitted to hospital following a deliberate drug overdose. They completed questionnaires measuring depression, their experience of various emotions and distress/frustration tolerance. An age matched, non-self-harming general clinical comparison group was recruited and assessed using the same measures. Interrelationships amongst these factors were examined both between the DSH and non-DSH group, and between first episode DSH and repeat DSH. Results of these comparisons shall be given and discussed with reference to clinical implications.

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Albrechtsen, Justin Scott. "Are intuitive responses more accurate at detecting deception than deliberate responses?" To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2007. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.

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Shobbrook, Luke. "Context and complexity : counselling psychology, deliberate self-harm and substance misuse." Thesis, City University London, 2008. http://openaccess.city.ac.uk/8610/.

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This study aimed to explore the lived experience of the hidden population of young adult males in managing their deliberate self-hann. Semi-structured inten"iews were conducted either face-to-face (n=5) or online (/1=3) with male participants aged between 18 and 26 years old recruited from self-harm message boards online and a newspaper advertisement. Transcripts of the interviews were subjected to an interpretative phenomenological analysis which revealed four superordinate themes reflecting a journey from negative self-evaluation to self-acceptance: the invalidated self, the struggle for control, validation of the selfby others and learning to live with a new self Participants' experiences reflected the use of deliberate self-harm as a means of emotional regulation, however the management of deliberate self-harm appeared problematic from the outset. Despite the behaviour's subjective benefits it also served to increase participants' emotional distress and increase the likelihood of further self-harm. While gender was not an explicit concern participants nevertheless appeared to make an effort to maintain an illusion of self-control to confonn to a male stereotype. Their struggle to manage their own behaviour met with limited success however and it was not until they were able to seek help and support from others that most were able to manage it more effectively. Despite the hidden nature of the behaviour empathic and validating relationships of support and especially reciprocal relationships were a core feature of all accounts. Even after abstinence from the behaviour was achievedparticipants appeared reluctant to abandon the behaviour altogether and keen to maintain self-harm as a last resort if necessary. Participants' experiences appear to reflect the tension between professional priorities and the needs of those who self-harm for autonomy and responsibility for their own behaviour. The study provides a unique insight into the lived experience of young men in managing self-harming behaviour that may help inform counselling psychologists who encounter male self-harm in their practice.

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Bernstein, Brittany M. "All deliberate delay : desegregating the public schools of Orange County, Florida." Honors in the Major Thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/335.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Arts and Sciences
History

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KHANAL, NABIN. "GENERALIZED SENSITIVITY ANALYSIS OF WATER DISTRIBUTION SYSTEM VULNERABILITY TO DELIBERATE INTRUSIONS." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1123791754.

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Obermeier, Andrew Stanton. "Multiword Units at the Interface: Deliberate Learning and Implicit Knowledge Gains." Diss., Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/360635.

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Language Arts
Ed.D.
Multiword units (MWUs) is a term used in the current study to broadly cover what second language acquisition (SLA) researchers refer to as collocations, conventional expressions, chunks, idioms, formulaic sequences, or other such terms, depending on their research perspective. They are ubiquitous in language and essential in both first language (L1) and second language (L2) acquisition. Although MWUs are typically learned implicitly while using language naturally in both of these types of acquisition, the current study is an investigation of whether they are acquired in implicit knowledge when they are learned explicitly in a process called deliberate paired association learning. In SLA research, it is widely accepted that explicit knowledge is developed consciously and implicit knowledge is developed subconsciously. It is also believed that there is little crossover from explicit learning to implicit knowledge. However, recent research has cast doubt on this assumption. In a series of priming experiments, Elgort (2007, 2011) demonstrated that the formal and semantic lexical representations of deliberately learned pseudowords were accessed fluently and integrated into the mental lexicon, convincing evidence that deliberately learned words are immediately acquired in implicit knowledge. The current study aimed to extend these findings to MWUs in a psycholinguistic experiment that tested for implicit knowledge gains resulting from deliberate learning. Participants’ response times (RTs) were measured in three ways, on two testing instruments. First, subconscious formal recognition processing was measured in a masked repetition priming lexical decision task. In the second instrument, a self-paced reading task, both formulaic sequencing and semantic association gains were measured. The experiment was a counterbalanced, within-subjects design; so all comparisons were between conditions on items. Results were analyzed in a repeated measures linear mixed-effects model with participants and items as crossed random effects. The dependent variable was RTs on target words. The primary independent variable was learning condition: half of the critical MWUs were learned and half of them were not. The secondary independent variable was MWU composition at two levels: literal and figurative. The masked priming lexical decision task results showed that priming effects increased especially for learned figurative MWUs, evidence that implicit knowledge gains were made on their formal and semantic lexical representations as a result of deliberate learning. Results of the self-paced reading task were analyzed from two perspectives, but were less conclusive with regard to the effects of deliberate learning. Regarding formulaic sequencing gains, literal MWUs showed the most evidence of acquisition, but this happened as a result of both incidental and deliberate learning. With regard to semantic associations, it was shown that deliberate learning had similar effects on both literal and figurative MWUs. However, a serendipitous finding from this aspect of the self-paced reading results showed clearly that literal MWUs reliably primed semantic associations and sentence processing more strongly than figurative MWUs did, both before and after deliberate learning. In sum, results revealed that the difficulties learners have with developing fluent processing of figurative MWUs can be lessened by deliberate learning. On the other hand, for literal MWUs incidental learning is adequate for incrementally developing representation strength.
Temple University--Theses

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Steere, Caroline J. "Nurses' management of deliberate self-harm in an acute residential setting." Thesis, University of Hull, 2001. http://hydra.hull.ac.uk/resources/hull:11283.

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The study aimed to address the question of what represents the most therapeutic response when a client self-harms on an acute inpatient mental health unit. The null hypothesis was that nurse response type would have no bearing on how long it was before a client went on to self-harm again. Pilot studies and qualitative analysis led to the development of questionnaires which sought to measure nurse-client interactions across four dimensions: 1) The content of what the nurse said to the client; 2) The length of time the nurse spent with the client; 3) The emotional tone of the response; and 4) The strength of emotion expressed by the nurse. The participants were 19 inpatients and 29 nurses who described incidents of self-harm. Nurses and clients completed questionnaires describing the nurse's response type the first time that a client self-harmed during a new admission. Most of the statistical analyses supported the null hypothesis that nurse response type has no bearing on how long it is before a client engages in self-harm again. There was no evidence that the content, duration or emotional tone of a nurse's response had any bearing on how long it was before the client self-harmed again. The only statistically significant finding was that nurses perceiving themselves to be more strongly emotional was correlated with a longer delay before self-harm was repeated. A finding not directly related to the hypotheses was that nurses and clients perceived behaviour differently. There was poor agreement in terms of their perceptions of the number of minutes that an interaction lasted, how strongly emotional the nurse was, and the severity of the clients' self-harm. The implications of these findings are discussed, together with suggestions for future research.

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Mendiola, Casey Alexandra. "He koha aroha ki te whanau: deliberate self harm and Maori whanau." Thesis, University of Auckland, 2011. http://hdl.handle.net/2292/13627.

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Deliberate self-harm (DSH) is a significant social problem facing young Māori (the indigenous people of New Zealand) today. Whānau, a concept meaning family and including extended family, is an essential factor in the well-being of Māori. Little is known about family members‟ reactions to a child‟s DSH or their needs following DSH, especially with Māori. Some research with non-Māori suggests that both the impact of DSH and consequent needs of family members may be considerable, yet often neglected. This study examined the impact of their children‟s DSH on Māori whānau, beliefs about the motives for the young person‟s DSH, and needs following the event. The whānau of ten young people, aged 10-18 years, presenting to a Child and Adolescent Mental Health Service following DSH were interviewed about the impact of the DSH, perceived motives for DSH and their needs. Five Māori clinicians were also interviewed about these topics. Interviews were recorded, transcribed, and subsequently analyzed using thematic analysis. Seven themes were identified from whānau ideas regarding motives for DSH: to communicate distress and seek help, to punish someone, to get relief from a distressing emotional state, due to the influence of others, as a response to feeling overwhelmed by difficult circumstances, to die, and the cultural influence of matakite. Clinicians presented similar motives; however, they did not mention matakite and included DSH being precipitated by social isolation. When discussing impacts of DSH, whānau reported that DSH had affected the entire whānau as well as having an effect on parents; including an emotional impact, an impact on parenting, and the concept of mental health was described as being difficult for parents to come to terms with. On the other hand, participants reported improvement in relationships within their whānau following DSH. Whānau also reported that DSH had resulted in practical difficulties. Themes derived from clinicians were similar; however, they did not discuss the effect of DSH on relationships. Whānau and clinicians both reported the need for greater levels of support and information. Implications are presented for the delivery of mental health services for young Māori and their families.

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Benedetto, Elizabeth-Anne. "Theory of mind and deliberate rule use in individuals with Down syndrome." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=69609.

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The goal of this study was to examine theory of mind and deliberate rule use in children with Down syndrome as compared to children of normal intelligence. Theory of mind was defined as the ability to understand that other people have thoughts, beliefs and desires. Deliberate rule use was considered to be the extent to which children were able to learn and subsequently switch between a set of ad hoc rules unrelated to mental states. Participants included 10 individuals with Down syndrome and 10 individuals of normal intelligence matched for mental age. The primary finding of this study was that individuals with Down syndrome do not possess a theory of mind at a mental age of 5 years. Furthermore, individuals with Down syndrome possess domain specific knowledge of embedded rules, whereas, individuals with normal intelligence apply an embedded rule structure that effects mental and non-mental state tasks equally. The embedded rule use of individuals with Down syndrome was characterized by: (a) an inability to effectively use embedded rules in theory of mind and deductive card sort tasks; and, (b) the ability to use embedded rules in a task assessing physical causality.

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Berghman, Liselore Ann. "Strategic innovation capacity a mixed method study on deliberate strategic learning mechanisms /." [Rotterdam] : Rotterdam : Erasmus Research Institute of Management (ERIM), Erasmus University Rotterdam ; Erasmus University [Host], 2006. http://hdl.handle.net/1765/7991.

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McIntee, Gill Mary Sophie. "Dissociative symptoms in a deliberate self-harm and comparison female adolescent sample." Thesis, Bangor University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367311.

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Padoa, Carryn. "Deliberate self-harm a search for self or a cry for help? /." Access electronically, 2008. http://ro.uow.edu.au/theses/146.

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Wågberg, Felix. "Deliberate and Emergent Strategies for Digital Twin Utilization : A PLM-Principal’s Perspective." Thesis, Uppsala universitet, Industriell teknik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-390555.

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The industry has during the past decades been changing towardsdigitalization at a rapid pace, adapting new frameworks and digitalsolutions, with the thrive to improve efficiency, and output quality.This thesis covers how a hyped industry concept, digital twin, incontext of smart manufacturing, could be applied in this changingclimate. Focus is put on what strategies a Product LifecycleManagement (PLM) principal could adapt when approaching theutilization of digital twins, in a customer setting. The research project, using a qualitative exploration format,incorporated a thorough review of journal articles and standards,interconnected with conducted interviews with industry experts, inorder to develop two strategies on how to approach the conceptof digital twins. The two-part strategies were formed on the basis of Mintzberg(1978) emergent and deliberate strategies. The former, consisted ofIDEF0 function modeling diagramming, where a digital twin businessprocess was portrayed, based on the literature review and interviewdata. The latter, approached the digital twin application challenge ina theoretical manner, based on the concept’s high risk anduncertainty, incorporating organizational structure theory andinnovation theory. The two strategies showed two different pathsto approach the digital twin phenomena and how to, boththeoretically and practically, adapt digital twins in a customer setting.

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Mancini, Guilio M. "Education and Security: Design and Evaluation Tools for Deliberate Disease Risks Mitigation." Thesis, University of Bradford, 2016. http://hdl.handle.net/10454/15740.

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This thesis addresses the role of education to mitigate the risks of deliberate disease, including biological weapons. Specifically, it aims to analyse how education was constructed as a potential instrument to mitigate specific security risks; if and how education could impact on risks; and how effectiveness of education as a risk mitigation measure could be improved. The research framework combines concepts of security, risk and education within a general constructionist approach. Securitization is used to analyse attempts to construct education as a tool to mitigate specific security risks; risk assessment is used to identify and characterize risk scenarios and potential for risks mitigation; and instructional design and evaluation models are used for the design and evaluation of education. The thesis contends that education has been constructed as a mitigation tool for what were presented as urgent security risks of deliberate disease. Nine attempted securitization moves are identified and assessed. Improved competences identified in four thematic areas, and built with education, can mitigate risks in specific scenarios via impacting factors that primarily influence risk likelihood. The thesis presents several examples of achieved learning objectives, and tools that can be useful to evaluate behavioural and risk impacts, though empirical results on these levels here are still scarce. Design and evaluation tools, illustrated through a large amount of original and pre-existing data from a range of countries and contexts, are presented that can improve effectiveness of education as a deliberate disease risks mitigation measure.

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Wagner, Gerd. "Vivid Agents: How They Deliberate, How they React, How They Are Verified." Universität Leipzig, 1996. https://ul.qucosa.de/id/qucosa%3A34510.

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We propose a model of an agent which is both logical and operational. Our model of vivid agents takes into account that agents need not only the ability to draw inferences but also to update their current knowledge state, to represent and to perform (and to simulate the execution of) actions in order to generate and exe- cute plans, and to react and interact in response to perception and communication events. We illustrate our formalization of this basic functionality of an agent by means of examples. We also show how our model fits into the transition system semantics of concurrent reactive systems by identifying the five basic transitions of vivid agent systems: perception, reaction, planning, action, and replanning.

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Al-Murani, Thabit. "The Deliberate Use of Variation to Teach Algebra: A Realistic Variation Study." Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486965.

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This thesis investigates the effect(s) that deliberate and systematic use of dimensions of variation (DoV) in the teaching of mathematics can have for the students' learning. Variation theory, together with its practical application as an educational approach, is introduced (Marton and Booth, 1997). A realistic quasi-experimental longitudinal intervention called the Dimensions of Variation Programme, DVP, was designed and implemented to examine how this approach can potentially influence the understanding of students in algebra classrooms. The design was realistic because careful consideration was given to how the realities of the educational environment 'could be appropriately incorporated into the intervention in order to increase pragmatic validity. Convenience sampling was used to obtain a cohort of approximately 300 students. This sample corresponded to ten intact classes drawn from eight Oxfordshire schools. Six of the classes were taught by intervention teachers with the remaining four classes being taught by comparison teachers. The students were followed over a 14 month period between Year 7 and Year 8. The intervention teachers formed a research community which met regularly to discuss and jointly plan how the algebra content could be handled with awareness to dimensions of variation. o Classes were observed for eight lessons in total during the 14 months, four consecutive algebra lessons at the beginning of the intervention and four consecutive lessons toward .the end of the intervention. During these observations the mathematical dimensions of variation, together with some contextual details, were recorded. This formed the predictive data for the study. The students were pre-, post-, and delayed post-tested using national SAT exams. Scores from these were used as the primary outcome measure. These data were subsequently analysed both qualitatively and quantitatively in order to identify any differences that might exist between the intervention and comparison groups. The findings suggest that the intervention teachers handled the content in qualitatively different ways to the comparison teachers. The principle distinguishing characteristic between groups was that the intervention teachers exhibited an awareness for 'systematicity of inference' while the comparison teachers did not. There is some evidence to suggest that the intervention significantly affected students' learning outcomes in algebra between Year 7 and Year 8.

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Young, Bradley William. "Deliberate practice and the acquisition of expert performance in Canadian middle distance running." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0005/MQ36757.pdf.

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Brown, Jody Lee. "Conscious, deliberate, and purposeful living, lessons from the adult daughters of psychiatrized women." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ65194.pdf.

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Golchert, Johannes [Verfasser]. "Structural and functional brain organization underlying spontaneous and deliberate mind-wandering / Johannes Golchert." Berlin : Medizinische Fakultät Charité - Universitätsmedizin Berlin, 2018. http://d-nb.info/1153769174/34.

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Basson, Dominic Robin. "An investigation into the role of worry and rumination in deliberate self harm." Thesis, Lancaster University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497225.

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Surveys estimate that between 4.6% and 13% of the population in the UK engaged in self harm (Meltzer et al, 2002; Hawton et al., 2002). Studies have generally indicated that anxiety, depression and childhood traumas are predictive of deliberate self harm (DSH). Furthermore, studies generally support the view that the functions of impulsive forms of DSH are related to avoiding or escaping aversive motions. Based on such findings, the experiential avoidance model (Chapman et al. 2006) suggests that DSH is used as a way to disrupt unwanted thoughts, feelings or memories. This study investigated the effect of processes of worry and rumination in elation to DSH.

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Dissertations / Theses on the topic 'Deliberate'

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