Dissertations / Theses on the topic 'School: Centre for Science in Society'
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Fadhli, Fathi Ali. "The inclusion of science technology society topics in junior high school Earth science textbooks /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9999279.
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Fronk, Alexander T. "Kigali Charity School Analyzed Through an Implementation Science Framework." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/3905.
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Implementation science is a relatively new field focused on ensuring that programs are planned well and then delivered as planned. This thesis describes the implementation process for a nursery-level charity school in Kigali, Rwanda, focusing on the facilitators and difficulties encountered in establishing this school.
The research process consisted of interviewing 13 individuals that are a part of the school in question. The researcher transcribed the interviews using an implementation science framework and found trends in their statements that shed light on the establishment of the school. With the help of three coders, the researcher assessed their comments for evidence of helps and hindrances through the implementation process. This thesis presents the results and the implications for implementation science. It will provide valuable information for those wishing to start and maintain grassroots, charitable programs for children in the developing world.
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Villegas, Paul Norman Aragon. "Toward a world society?: An assessment of Barry Buzan's reconceptualization of the English School of International Relations." Thesis, University of Ottawa (Canada), 2007. http://hdl.handle.net/10393/27929.
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The current international system has been in place since the Treaty of Westphalia. However, states are no longer the only actors in International Relations. Non-governmental organizations, multinational corporations and individuals also take the stage in international relations. This thesis will make use of the English School of International Relations and the reconceptualization of the School introduced by Barry Buzan in From International to World Society? because it offers richer explanatory possibilities for the interaction and role of both state and non-state actors. Using the United Nations Environment Program (UNEP) and the United Nations HIV/AIDS Program (UNAIDS), this thesis will assess Buzan's new model and answer the question that the title of his book asks: Is International Society moving toward a World Society?
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Taylor, Beatrice Dietering. "A study of high school biology students engaged in a Science-Technology-Society (STS) landfill restoration project." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/37429.
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Makki, Nidaa. "A naturalistic inquiry into preservice teachers' experiences with science, technology, and society (STS) curricular approaches." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1216645974.
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Thesis (Ph.D.)--Kent State University, 2008.Title from PDF t.p. (viewed Oct. 29, 2009). Advisor: Wendy Sherman Heckler. Keywords: Science-Technology-Society; STS; Pre-service Science Teachers; Socio-scientific Issues; Science and Society. Includes bibliographical references (p. 209-224).
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Sinopoli, Anthony F. "Cyberwar and International Law: An English School Perspective." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4404.
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Cyberwar challenges future endeavors of state security. As technological capability has improved, and access to information has become more widespread the importance of the issue in today's ever-globalizing world grows each day. A primary objective is to evaluate the place of cyber-warfare against nation-states and any repercussions under an international law paradigm. Utilizing an English School perspective, emphasis will be applied to the argument that disruptive circumstances could come to fruition if international conventions are not created to bring consensus and order among nation-states on this subject. This study hypothesizes that a future application could be an agreement under international law, beyond current regional cooperative initiatives. Since cyber-related attack is a relatively new development, the issue lacks adequate historical context. In addition, since state behavior is a major contributor to the interpretation of international law, the matter is in need of a clear delineation of the norms that define the phenomena and what acceptable responses might entail. Case study analysis will highlight recent examples of state behavior and cyber-related attacks and sabotages.
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Hillen, Florian S. M. Massachusetts Institute of Technology. "Does management matter in scientific laboratories? : evidence from Harvard Medical School." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/117888.
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Thesis: S.M. in Technology and Policy, Massachusetts Institute of Technology, School of Engineering, Institute for Data, Systems, and Society, Technology and Policy Program, 2018.Thesis: S.M., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2018.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 89-91).
The high quality of modern medical care is built upon the creation of scientific knowledge generated from medical research. While the role of management practices has been rigorously explored across various industries, little is known about management in medical research. I collected data surveying principal investigators of medical research laboratories at the Harvard Medical School to examine the relationship of management practices and research outputs. I find that principal investigators with more effective management practices are associated with higher-impact research (measured by citations). This effect is stronger and more significant in younger compared to older laboratories and remains robust after using different controls. This study helps to increase the understanding of management in a scientific setting and should start a new discussion about the relevance of management in medical research.
by Florian Hillen.
S.M. in Technology and Policy
S.M.
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Larsson, Matilda, and Erica Nordin. "SKOLAN + INTEGRATION = SANTEn studie om högstadieelevers upplevda känsla av politisk delaktighet, attityd till integration samt känsla av tillhörighet till staten och sitt samhälle före och efter omfördelningen av elever i Örebro kommun år 2017." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-67628.
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During the last couple of years there has been an intensification of the discussion concerning integration in Sweden and how it should be managed. The subject is being discussed in the society and in political institutions. The purpose of this study is to examine how pupils in secondary schools are experiencing the three phenomenon; political participation, the attitude towards integration and the feeling of belonging in the society after the redistribution of pupils in 2017 when Vivalla secondary school was discontinued. The focal points of the study are three groups; pupils that have attended to the distributed school in the 6th and 7th grade, pupils that have attended the school of Vivalla in the 6th grade and have been redistributed to another school in the 7th grade, pupils in the secondary school of Vivalla that have done the survey-study "Du och samhället" in the year 2010. Surveys are used as a method to collect the attitudes and experiences of these groups which we can then examine and compare to see if there are any differences among the groups. The study is done with a quantitative and comparative method, firstly to compile the survey-results in SPSS and secondly to compare the results within the three groups of analysis. One of the conclusions of this study is that the perceived feeling of political participation among the pupils varies between the analysed groups. The redistributed pupils and pupils from Vivalla secondary school 2010 had the biggest difference in perceived feeling, where distributed pupils were the most positive towards political participation. The attitude towards integration had a rather big difference between the groups. Once again the distributed pupils had the most positive attitude towards integration and the pupils who had been in the distributed school in 6th and 7th grade had a slightly less positive attitude. The pupils from Vivalla 2010 had the least positive attitude within the groups. As for the feeling of belonging in the society there’s hardly a difference among the analysed groups. The pupils from Vivalla 2010 had the least positive feeling while the distributed pupils had a slightly more positive feeling. The pupils who had been in the distributed school in 6th and 7th grade had the most positive feeling. In conclusion we can say that the redistribution of pupils from Vivalla secondary school to other secondary schools in Örebro kommun shows an early positive effect.
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Åberg, Rasmus, and Magdalena Högberg. "An Ever Closer International Society? : A Social Constructivist Approach to Trans-Regional Migration between Africa and the EU." Thesis, Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-11960.
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This thesis discusses the recent change in EU’s immigration policy. EU’s restrictive policies may be changed by the two proposals, COM(2007)637 and COM(2007)638, presented in October 2007. These proposals were formed during a process in which representatives from the African Union (AU) were present in discussions about migration. Using official documents from EU and AU, we study this inter-regional interaction process with the English School theories of “international society” and with a Social Constructivist ontological model describing the relationship between agents, structure and institutions/regimes. We find that the proposal changes the trans-regional migration regime, and by extension the structure and the trans-regional world order. This will probably lead to an increase in the number of African labour immigrants in the EU, which may enlarge the trans-regional “world society” and, in turn, the inter-regional “international society”.
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Vorva, Madison G. "Using Geospatial Analysis for High School Environmental Science Education: A Case Study of the Jane Goodall Institute's Community-Centered Conservation Approach." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/pomona_theses/181.
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Given my experiences as a young conservation advocate, I saw a need to teach students the importance of interconnectedness, cultural awareness and systems-thinking skills through a spatial lens. I believe these skills are required for holistic, equitable and sustainable conservation decision-making in local and international contexts. This thesis uses geospatial tools to teach conservation ecology vocabulary and concepts from high school environmental science curriculum in two online resources. The purpose of my lesson plan is to show students how conservationists address complex conservation and land-use challenges using the Jane Goodall Institute’s community-centered conservation approach as a case-study. My hope is that these lessons empower students to become change-agents in their communities.
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Sarafidou, Katia [Verfasser], and Philipp [Akademischer Betreuer] Kohorst. "Load-bearing capacity of artificially aged zirconia fixed dental prostheses with heterogeneous abutment supports / Katia Sarafidou. Department of Prosthetic Dentistry and Biomedical Materials Science Centre of Dental, Oral and Maxillofacial Science Hannover Medical School. Betreuer: Philipp Kohorst." Hannover : Bibliothek der Medizinischen Hochschule Hannover, 2012. http://d-nb.info/1028535074/34.
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O'Connor, Lisa G. "Librarians' professional struggles in the information age a critical analysis of information literacy /." [Kent, Ohio] : Kent State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1153761756.
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Thesis (Ph.D.)--Kent State University, 2006.Title from PDF t.p. (viewed June 11, 2009). Advisor: Natasha Levinson. Keywords: library and information science, information literacy, library instruction, school librarianship, academic librarianship, professionalization of librarianship. Includes bibliographical references (p. 241-256).
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Becker, Claudia. "Steuerung Alt Entfernen / Re-boot Science." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-101879.
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Am Ende der Dresden Summer School 2012 haben die Teilnehmerinnen und Teilnehmer eigene Ideen und Impulse zur Zukunft der Vernetzung von Kultur- und Wissenschaftseinrichtungen vorgestellt. Claudia Becker, wissenschaftliche Mitarbeiterin am Vilém Flusser Archiv der Universität der Künste Berlin, ist an neuen Wegen der Wissens- und Kulturvermittlung mit digitalen Technologien interessiert.
Wissen, Wissenssammlungen und Wissensordnungen haben sich im Laufe der Jahre verändert, ebenso wie die Wissensproduktion, die Schaffung neuen Wissens, die Wissenschaft selbst. Der Baum des Wissens, „arbor porphyriana“ oder auch „arbor scientiae“ war seit der Antike eine gültige Metapher und das Klassifikationsschema für die Struktur des Wissen, die epistemologische Ordnung. So lehnte auch Denis Diderot die Ordnung seiner berühmten Enzyklopädie an die Baumstruktur des Wissens von Francis Bacon an. Wohl wissend, dass Wissen Macht ist, widmeten Diderot und seine Enzyklopädisten einen großen Teil ihrer Lebenszeit, um das Wissen aus allen Bereichen der Welt zu sammeln und aller Welt zugänglich zu machen. Diderot nutzte somit damals schon die Intelligenz des Schwarmes, seine Enzyklopädie ist ein Produkt des „Crowd Sourcing“, eines kollektiven Verbundes mehrerer Autoren, die gemeinsam an einem Werk schreiben, um Wissen im Namen der Aufklärung den Herrschenden zu entreißen und möglichst vielen zugänglich zu machen. Die Parallelen zu einem der heutigen größten und bedeutendsten Wissensprojekte – der Internet-Enzyklopädie Wikipedia – sind unverkennbar.
[...]
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Helgason, Ingi. "Complex pleasures : designing optional interactions for public spaces." Thesis, Edinburgh Napier University, 2017. http://researchrepository.napier.ac.uk/Output/1022893.
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This research aims to contribute to knowledge about the design of interactive systems sited in public spaces. In particular, the study concerns "optional interactions" where systems invite interaction from passers-by. These systems are action-orientated ratherthan goal-oriented, are designed to encourage engagement, and offer positive and rewarding experiences through the activity of interaction. This is in contrast to systems that provide functional services that are actively sought out by people, such as ticketvending machines or cash dispensers. This thesis asserts that this kind of optimal, designed experience can be examined and understood through comparisons with approaches taken by new-media artists working in interactive, technological media. Artists have different priorities, and use different methods to those employed by Human-Computer Interaction researchers, and this study aims to further understanding of the potential of these artistic approaches for interaction designers. The setting for these optional interaction systems is any public or semi-public environment, including museums, galleries, shopping centres, foyers and urban settings. As well as understanding the public and social context of these interactions, the experiential aspects of interaction are of primary importance in this study. The work is conducted with the aim of providing practical and theoretical resources to interaction designers tasked with creating engaging interactive systems that initiate and sustain experiences that are highly regarded by the participant. The thesis presents a designframework titled the Optional Interactions Design Framework.
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Henry, Colin, and edu au jillj@deakin edu au mikewood@deakin edu au wildol@deakin edu au kimg@deakin. "CASE STUDIES IN HUMAN RIGHTS EDUCATION AND CRITICAL EDUCATIONAL SCIENCE." Deakin University. School of Education, 1995. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20041214.144057.
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This thesis offers an account of the history and effects of three curriculum projects sponsored by the Australian Human Rights Commission between 1983 and 1986. Each project attempted to improve observance of human rights in and through Australian schools through participatory research (or critical educational science). That is, the research included, as a conscious feature, the effort to develop new forms of curriculum work which more adequately respect the personal and professional rights of teachers, especially their entitlement as persons and professionals to participate in planning, conducting and controlling the curriculum development, evaluation and implementation that constitutes their work. In more specific terms, the Australian Human Rights Commission's three curriculum projects represented an attempt to improve the practice and theory of human rights education by engaging teachers in the practical work of evaluating, researching, and developing a human rights curriculum.
While the account of the Australian Human Rights Commission curriculum project is substantially an account of teachers1 work, it is a story which ranges well beyond the boundaries of schools and classrooms. It encompasses a history of episodes and events which illustrate how educational initiatives and their fate will often have to set within the broad framework of political, social, and cultural contestation if they are to be understood. More exactly, although the Human Rights Commission's work with schools was instrumental in showing how teachers might contribute to the challenging task of improving human rights education, the project was brought to a premature halt during the debate in the Australian Senate on the Bill of Rights in late 1985 and early 1986. At this point in time, the Government was confronted with such opposition from the Liberal/National Party Coalition that it was obliged to withdraw its Bill of Rights Legislation, close down the original Human Rights Commission, and abandon the attempt to develop a nationwide program in human rights education. The research presents an explanation of why it has been difficult for the Australian Government to live up to its international obligations to improve respect for human rights through education. More positively, however, it shows how human rights education, human rights related areas of education, and social education might be transformed if teachers (and other members of schools communities) were given opportunities to contribute to that task. Such opportunities, moreover, also represent what might be called the practice of democracy in everyday life. They thus exemplify, as well as prefigure, what it might mean to live in a more authentically democratic society.
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Virk, Kudrat. "Developing countries and humanitarian intervention in international society after the Cold War." Thesis, University of Oxford, 2010. http://ora.ox.ac.uk/objects/uuid:60fbdfeb-341c-430c-91c7-5071397a0e47.
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This thesis examines the policies, positions, and perspectives of developing countries on the emerging norm of humanitarian intervention after the Cold War, focusing on the period between 1991 and 2001. In doing so, it questions the role of opposition that conventional wisdom has allotted to them as parochial defenders of sovereignty. Instead, the thesis reveals variation and complexity, which militates against defining the South, or the issues that humanitarian intervention raises, in simplistic either-or terms. Part I draws on insights about ‘sovereignty as what states make of it’ to break the classic pluralism-solidarism impasse that has otherwise stymied the conversation on humanitarian intervention and confined the South as a whole to a ‘black box’ labelled rejectionism. It reconstructs the empirical record of developing countries at large on six cases of military intervention (northern Iraq, Somalia, Haiti, Sierra Leone, Kosovo, and East Timor), revealing variation that defies easy categorization. It also charts a cumulative and dynamic trend within the South towards a grey area between pluralism and solidarism that shows how these were not diametrically opposed positions. Following from that, Part II looks in-depth at India and Argentina. Whereas Argentina accepted the idea of humanitarian intervention, India remained reluctant to countenance it and persistently objected to the development of a new rule in its favour. Part II argues that the level of congruence between the emerging norm and the two countries’ prevailing values, aspirations, and historically constructed ways of thinking played a key role in determining the different levels of acceptance that the idea found with them. Part III delves deeper into the substance of their views. It shows how neither country constructed mutually exclusive choices between pluralism and solidarism, sovereignty and human rights, and intervention and non-intervention. Rather, both exhibited an acute awareness of the dilemmas of protecting human rights in a society of states, and a wariness of yes-no answers. Cumulatively, this thesis thus points away from thinking about the South itself as a given category with clear, shared or pre-determined ideas, and towards a more nuanced and inclusive conversation on humanitarian intervention.
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Friedner, Parrat Charlotta. "Change, Institutions, and International Organisations : Essays on the English School of International Relations." Doctoral thesis, Uppsala universitet, Statsvetenskapliga institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-327970.
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The overall topic of this thesis is the English School understanding of international order, which I approach specifically by analysing the English School idea of international institutions and their change. The purpose is to develop the theory in a meta-theoretically conscious and coherent way. The three essays in this volume are independent in relation to each other, yet in some ways cumulative. Essays I and II aim to address primarily the question of how to conceptualise the current international order of multilateralism and international organisations. Essay I uses the empirical issue of UN reform to formulate one English School conceptualisation of international order, building specifically on the School’s central theme of international institutions. Essay II theoretically develops the tools of the English School for capturing how international institutions, according to English School theory the fundaments of international order, might change. Essay III approaches the meta-theoretical question of how change itself is understood in the English School, and how different theoretical readings of what we might mean by change give rise to different approaches to the normative question of what might be improvement in the international order. I argue that an internally coherent understanding of change in international society should emphasise change in institutions, made intelligible by ex-post narratives which contribute to establishing the discursive connection between practices and their normative legitimation, and guided by a sustained normative debate on the nature of improvement. This understanding of change signifies a much-needed addition to the English School toolbox, and brings a promise of a meta-theoretical grounding of the theory. In addition, it opens for similar theoretical inquiries into other IR theories.
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Boekhorst, Albert Klazes. "Informatievaardig worden in het onderwijs, een informatiewetenschappelijk perspectief : een vergelijkende gevallenstudie in Nederland en Zuid-Afrika (Nederlands)." Thesis, University of Pretoria, 2000. http://hdl.handle.net/2263/29305.
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This work concentrates on the informational aspects of becoming information literate for the Information Society in secondary education. The importance of this study is linked to the information age - an era in which most people rely on information in their occupations and private lives. This need for information acquires more explicit information related skills to be able to retrieve, evaluate, use, store and disseminate information. To be able to address these issues, the study is subdivided as follows. The first section (chapters 3&4) addresses the concepts of the informatisation of society and information literacy. Models are presented for both the informatisation process and information literacy. In the discussion of the concept information literacy the following issues are emphasized: the individuals realisation of an information gap, the formulation of a query, the knowledge of relevant sources, the knowledge of information and communication technologies (ICT), the knowledge, skill and ability to use, store and disseminate information in an effective and efficient way. In the second section (chapters 5 - 10), ensuing from the first, attention is given to position of The Netherlands and South Africa related to being or becoming an Information Society (chapter 5), the relationship between ICT and education (chapter 6) and the introduction of ICT and information related subjects in secondary education in respectively The Netherlands (chapter 7) and South Africa (chapter 8). It is illustrated that the infrastructure in The Netherlands to implement information literacy at school level is much better that in South Africa. Chapters 9 and 10 consist of an empirical study with the aim to determine the way in which information literacy is teached in two schools – one in South Africa and the other in The Netherlands, and which relevant entities are present. The main outcome of the empirical study was that, although pupils were adequate trained in the use of technology, they were not trained to become information literate as the emphasize is on acquiring computer skills in stead of acquiring information. The third and final part comprises firstly an evaluation of the study (chapter 11) and of the summary, conclusions and recommendations (Chapter 12). The main recommendation is the introduction of the subject information literacy as a compulsory school subjects at all levels enabling students to be prepared for their role in the knowledge society. The study is concluded with a proposal for further research. Copyright 2000, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Roux, EM 2000, Informatievaardig worden in het onderwijs, een informatiewetenschappelijk perspectief : een vergelijkende gevallenstudie in Nederland en Zuid-Afrika (Nederlands) PhD thesis, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-11082004-111737 / >Thesis (DPhil)--University of Pretoria, 2005.
Information Science
DPhil
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Lerosier, Thomas. "Itinéraires technopolitains : la formation d’un territoire scientifique et technologique (Grenoble – 1950-2015)." Thesis, Université Grenoble Alpes (ComUE), 2016. http://www.theses.fr/2016GREAP002.
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La formation d’un territoire scientifique et technologique est le fruit d’un processus, dont les origines institutionnelles remontent au XIXe siècle, mais auquel prend part une grande variété de phénomènes à compter des années 1950. Cette thèse explore plusieurs itinéraires dans l’histoire de Grenoble qui sont autant de points de vue sur l’émergence de l’un des premiers pôles de recherche de la province française. Entre les années 1950 et 2015, la recherche s’organise et devient progressivement le cœur des institutions d’enseignement supérieur. L’acquisition d’importants instruments de recherche et le développement des technologies électroniques définissent certains types d’organisation de la recherche et façonnent, par là, tout l’environnement scientifique. De nouvelles manières d’occuper l’espace et d’intégrer la structure urbaine se développent avec le déploiement des campus et des parcs technologiques. Peu à peu, les acteurs scientifiques et politiques se saisissent explicitement de ce territoire scientifique en l’intégrant à leurs propres stratégies ou en produisant à son sujet un discours normatif. Mais, la formation de ce territoire est aussi l’enjeu de controverses. Elle génère des contestations sociales qui, subissant de profondes reconfigurations au cours du temps, peinent à peser sur le développement des sciences et technologies. En définitive, Grenoble ne devient un véritable territoire scientifique et technologique qu’après les années 1980, car c’est à partir de ce moment que les activités de recherche et d’innovation occupent une position déterminante dans l’espace social et géographique grenobloisThe creation of a scientific and technological territory results from a historical process. It takes its institutional origins in the 19th century, but many phenomena take part of it since the 1950s. This doctoral thesis examines several ‘trajectories’ in the history of one of the first scientific cities of the French Province. Between 1950 and 2015, the research structures itself. It becomes the heart of the higher education institutions. The Grenoble scientific instruments and the development of the electronic technology define the organization of the scientific research and shape the scientific environment altogether. New ways of occupying the space and integrating the urban structure are developed with the deployment of the university campus and of technology parks. Progressively, scientific and political actors are involved in the scientific territory by integrating it to their own strategies or by producing a normative discourse about it. Besides, the creation of this territory generates social protests that, however, barely succeed in influencing the development of science and technology. Ultimately, Grenoble really becomes a scientific and technological territory after the 1980s when science and innovation become central in social and geographic space of Grenoble
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Maciel, Flávia Rossi. "Uma proposta didática sobre plantas medicinais nos anos iniciais do ensino fundamental na perspectiva ciência-tecnologia-sociedade." Universidade Federal de São Carlos, 2016. https://repositorio.ufscar.br/handle/ufscar/8060.
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This research originated from issues related to scientific literacy, aimed to analyze the potential and limitations of the study on medicinal plants from the CTS approach (Science- Technology-Society). Science education according to this perspective establishes relationships between scientific knowledge, technological development and social reality in order to encourage responsible decision making. Therefore, the research involved the participation of twenty students in a class of 3rd grade of elementary school of a municipal school in the interior of São Paulo and was developed through activities with CTS character, interdisciplinary and contextual. We used as instruments to collect data daily researcher, the written record and represented by designs of the students, the audio recording of his speeches and photographs. For the data analysis, established as criteria the Structuring Axes of Scientific Literacy proposed by Sasseron and Carvalho (2011) and we adapted. As a result, we identified indicative aspects of the process of initiation to scientific literacy. Among them we highlight the construction of relevant knowledge to the context of life of students and applicable to everyday situations, awareness of responsible actions through analysis and reflections on the new information and evidence of understanding of the relationship between science, technology, society and its implications. The study also highlighted the importance of attentive and active role of the teacher during the development of the activities and pointed out limitations regarding the conduct of discursive activity in science classes and difficulty in articulating the opinions of students and science concepts. Finally, we believe that this research could contribute to the practice of teachers working in the early years of elementary school to consider training as a continuum.
Esta pesquisa, originada a partir de questões relacionadas à alfabetização científica, teve como objetivo analisar as potencialidades e limitações do estudo sobre plantas medicinais a partir da abordagem CTS (Ciência-Tecnologia-Sociedade). O ensino de Ciências segundo essa perspectiva estabelece relações entre os conhecimentos científicos, o desenvolvimento tecnológico e a realidade social a fim de favorecer a tomada de decisão responsável. Para tanto, a pesquisa envolveu a participação de vinte alunos de uma turma de 3º ano do Ensino Fundamental de uma escola municipal do interior de São Paulo e foi desenvolvida por meio de atividades com caráter CTS, interdisciplinar e contextual. Utilizamos como instrumentos para a obtenção dos dados o diário da pesquisadora, o registro escrito e representação por desenhos dos alunos, a gravação em áudio de suas falas e as fotografias. Para a análise dos dados, estabelecemos como critério os Eixos Estruturantes da Alfabetização Científica propostos por Sasseron e Carvalho (2011) e por nós adaptados. Como resultados, identificamos aspectos indicativos para o processo de iniciação à alfabetização científica. Dentre eles destacamos a construção de conhecimentos pertinentes ao contexto de vida dos alunos e aplicáveis a situações do cotidiano, a conscientização de ações responsáveis por meio das análises e reflexões acerca das novas informações e indícios do entendimento das relações existentes entre ciência, tecnologia, sociedade e suas implicações. O estudo também salientou a importância da postura atenta e ativa do professor durante o desenvolvimento das atividades e apontou limitações referentes à condução da atividade discursiva nas aulas de ciências e a dificuldade em articular as opiniões dos alunos e os conceitos científicos. Por fim, entendemos que esta pesquisa poderá contribuir para a prática de professores atuantes nos anos iniciais do Ensino Fundamental que consideram a formação como um contínuo.
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Souza, Alcindo Mariano de. "Despertando responsabilidade social no ensino m?dio por meio de tem?ticas associadas ? f?sica nuclear." Universidade Federal do Rio Grande do Norte, 2010. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16065.
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Previous issue date: 2010-07-30Many discussions about the role of the school are on the agenda, in an increasingly complex society. Sociologists, educators, anthropologists, researchers of different areas seek that role. The objective of this dissertation is to contribute what we can consider the central role for the physics teaching, citizenship training. We have elaborated a didactic proposal to increase the interest of high school students on issues of social relevance and, throughout it, to promote the formation of attitudes of social responsibility, enhancing the formation of a more politically and socially active citizen. For the preparation of the proposal, studies were made on education for citizenship and on attitudes change, using as its main theoretical foundation the researches on the Science, Technology and Society curricular emphasis. The teaching of Nuclear Physics was integrated to our proposal, due to its pedagogical potential for the discussion of social, political and economic subjects related to scientific concepts and associated technologies. The educational proposal we have produced was applied on a high school class of a private school at Natal-RN. It was composed from the controversial issue involving the installation of nuclear power plants in Brazilian northeast. The methodology of role playing, in which students assumed social roles and produced specific subsidies for a public hearing and a later referendum, both simulated. In the analysis of the implementation of the proposal, we highlighted the difficulties but also the possibilities and the relevance of exercising skills such as reasoning, finding information, and arguing about of social problems. The results of the research showed the possibility of meaningful learning on Nuclear Physics contents, through this social, political, economic, scientific and technological contextualization using a controversial and real issue together with mechanisms that trigger for greater popular participation, as public hearing. It has also been identified changes in attitude by some students about issues related to Nuclear Physics. We hope, through this dissertation, to contribute to the formation of future citizens as well as to the initiative of teachers-researchers with pedagogical aims similar to those in the present work
Muitas discuss?es sobre o papel da escola est?o em pauta, em uma sociedade cada vez mais complexa. Soci?logos, educadores, antrop?logos, pesquisadores de diferentes ?reas procuram estabelecer esse papel. O objetivo desta disserta??o ? contribuir com o que se pode considerar o papel central para o ensino da F?sica: a forma??o para cidadania. Foi elaborada uma proposta de interven??o visando a despertar o interesse de alunos do Ensino M?dio para quest?es de relev?ncia social e, por meio dela, estimular posturas e atitudes de responsabilidade social, potencializando a forma??o de um cidad?o mais ativo pol?tica e socialmente. Nessa perspectiva, foram feitos estudos sobre forma??o para a cidadania e sobre mudan?as de atitude, utilizando como principal referencial te?rico a ?nfase curricular Ci?ncia, Tecnologia e Sociedade. O ensino da F?sica Nuclear foi integrado a essa proposta, em fun??o de seu potencial pedag?gico na discuss?o de quest?es sociais, pol?ticas e econ?micas, articulada com conceitos cient?ficos e tecnologias associadas. A proposta de ensino foi aplicada em uma turma de Ensino M?dio de escola particular da cidade de Natal-RN e fez uso da quest?o controversa que envolve a implanta??o das usinas nucleares no Nordeste. A metodologia de jogo de pap?is propiciou aos alunos assumirem personagens sociais espec?ficos e constru?rem conhecimentos para dar subs?dios ? realiza??o de uma audi?ncia p?blica e, posteriormente, de um plebiscito, ambos simulados. Na an?lise da implementa??o da proposta, ressaltam-se as dificuldades, mas tamb?m as possibilidades e a relev?ncia do exerc?cio de habilidades como as de argumenta??o, busca de informa??es, e discuss?o de problemas sociais. Os resultados da pesquisa mostraram a possibilidade de aprendizado significativo de conte?dos da F?sica Nuclear, por meio da atividade, que constituiu um exemplo de ensino de F?sica com contextualiza??o social, pol?tica, econ?mica, cient?fica e tecnol?gica, utilizando, no caso, uma quest?o controversa real associada a mecanismos que despertam para maior participa??o popular, como a audi?ncia p?blica. Identificam-se tamb?m mudan?as de postura por parte de alguns alunos em rela??o a assuntos referentes ? F?sica Nuclear. Espera-se, com a disserta??o, contribuir para a forma??o de futuros cidad?os bem como com a iniciativa de outros professores-pesquisadores que apresentem objetivos de ensino similares aos assumidos no trabalho
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Самойлова, Ю. І., Yu I. Samoilova, and Ю. И. Самойлова. "Тенденції розвитку інноваційних шкільних мереж у США в кінці ХХ – на початку ХХІ століття : дисертація." Thesis, Суми: Сумський державний педагогічний університет імені А. C. Макаренка, 2019. http://dspace.univd.edu.ua/xmlui/handle/123456789/8426.
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Самойлова, Ю. І. Тенденції розвитку інноваційних шкільних мереж у США в кінці ХХ – на початку ХХІ століття: дис. ... канд. пед. наук : 13.00.01 / Самойлова Ю. І.; Сумс. держ. пед. ун-т імені А. С. Макаренка. - Суми, 2019. - 277 с.У дослідженні з’ясовано тенденції розвитку інноваційних шкільних мереж (ІШМ) у США в кінці ХХ – на початку ХХІ століття. Виявлено стан розробленості досліджуваної проблеми у вітчизняній науковій думці. Доведено наявність у досліджуваній сфері розвиненого міждисциплінарного дискурсу, що включає дослідження в галузі соціальної філософії, політології, освітньої інноватики, освітнього менеджменту, дидактики, професійної педагогіки, порівняльної педагогіки. Виокремлено та схарактеризовано такі аспекти розгляду ІШМ як освітнього феномену: теоретико-методологічний, соціально-філософський, освітньо-політичний, управлінський, дидактико-технологічний, професійно-педагогічний та порівняльно-педагогічний. Деталізовано стан розроблення досліджуваної проблеми у вітчизняних порівняльно-педагогічних дослідженнях і, зокрема, у порівняльно-педагогічній американістиці. Констатовано відсутність у вітчизняній педагогічній компаративістиці цілісних досліджень тенденцій розвитку інноваційних шкільних мереж у США.
The thesis reveals tendencies of innovative school networks (ISN) development in the USA in the late XX – early XXI century. The state of investigated problem in the national scientific thought is considered. It is proved that studied field is characterized by developed interdisciplinary discourse, including research in social philosophy, political science, educational innovation science, educational management, didactics, professional pedagogy, comparative education. The following aspects of consideration of ISN as an educational phenomenon are distinguished and characterized: theoretical-methodological, socio-philosophical, educational-political, managerial, didactic-technological, professional-pedagogical and comparative-pedagogical. The state of investigated problem in the national comparative-pedagogical studies and, in particular, in comparative-pedagogical American studies, is detailed. It is stated that there is no comprehensive research on tendencies of innovative school networks (ISN) development in the USA in the domestic comparative pedagogical studies.
В исследовании установлено тенденции развития инновационных школьных сетей (ИШС) в США в конце ХХ - начале XXI века. Выявлено состояние разработанности исследуемой проблемы в отечественной научной мысли. Доказано наличие в исследуемой сфере развитого междисциплинарного дискурса, включая исследования в области социальной философии, политологии, образовательной инноватики, образовательного менеджмента, дидактики, профессиональной педагогики, сравнительной педагогики. Выделены и охарактеризованы такие аспекты рассмотрения ИШС как образовательного феномена: теоретико-методологический, социально-философский, образовательно-политический, управленческий, дидактико-технологический, профессионально-педагогический и сравнительно-педагогический. Детализировано состояние разработки исследуемой проблемы в отечественных сравнительно-педагогических исследованиях и, в частности, сравнительно-педагогической американистици. Констатировано отсутствие в отечественной педагогической компаративистици целостных исследований тенденций развития инновационных школьных сетей в США.
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Vice, President Research Office of the. "Newswire." Office of the Vice President Research, The University of British Columbia, 2006. http://hdl.handle.net/2429/2677.
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UBC's Drs. Walter Hardy, Doug Bonn and Ruixing Liang were awarded the 2006 Brockhouse Canada Prize for Interdisciplinary Research in Science and Engineering.
A partnership between Dr. Helen Burt's reseach laboratory and Angiotech Pharmaceuticals has earned the 2006 NSERC Synergy Award for Innovation.
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Lewis, Elizabeth Faith. "Peter Guthrie Tait : new insights into aspects of his life and work : and associated topics in the history of mathematics." Thesis, University of St Andrews, 2015. http://hdl.handle.net/10023/6330.
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In this thesis I present new insights into aspects of Peter Guthrie Tait's life and work, derived principally from largely-unexplored primary source material: Tait's scrapbook, the Tait–Maxwell school-book and Tait's pocket notebook. By way of associated historical insights, I also come to discuss the innovative and far-reaching mathematics of the elusive Frenchman, C.-V. Mourey. P. G. Tait (1831–1901) F.R.S.E., Professor of Mathematics at the Queen's College, Belfast (1854–1860) and of Natural Philosophy at the University of Edinburgh (1860–1901), was one of the leading physicists and mathematicians in Europe in the nineteenth century. His expertise encompassed the breadth of physical science and mathematics. However, since the nineteenth century he has been unfortunately overlooked—overshadowed, perhaps, by the brilliance of his personal friends, James Clerk Maxwell (1831–1879), Sir William Rowan Hamilton (1805–1865) and William Thomson (1824–1907), later Lord Kelvin. Here I present the results of extensive research into the Tait family history. I explore the spiritual aspect of Tait's life in connection with The Unseen Universe (1875) which Tait co-authored with Balfour Stewart (1828–1887). I also reveal Tait's surprising involvement in statistics and give an account of his introduction to complex numbers, as a schoolboy at the Edinburgh Academy. A highlight of the thesis is a re-evaluation of C.-V. Mourey's 1828 work, La Vraie Théorie des quantités négatives et des quantités prétendues imaginaires, which I consider from the perspective of algebraic reform. The thesis also contains: (i) a transcription of an unpublished paper by Hamilton on the fundamental theorem of algebra which was inspired by Mourey and (ii) new biographical information on Mourey.
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Carlson, Janet. "Adoption and implementation of science-technology-society themes by Kansas middle school science teachers." 1986. http://hdl.handle.net/2097/27599.
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Sharma, Savita. "Incidental Learners: Exploring primary school science teachers' learning during the Science Enrichment Programmes at the Science Centre Singapore." Phd thesis, 2016. http://hdl.handle.net/1885/101162.
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Teacher learning is active, continuous and challenging. As there is growing and ever-broadening knowledge in science, teachers need continuous support to maintain best practices throughout their career. For teachers to perform their diverse and complex roles, they need relevant science learning experiences. This is especially the case for primary school teachers.
This study investigated whether and how primary school teachers in Singapore learn during Enrichment Programmes which are designed for primary school students, at Science Centre Singapore. The main focus of the study was to explore the nature of teachers’ constructed knowledge during the programmes, which are facilitated by three different dimensions of science communication. The method included a survey, interviews and observations.
Analysis of the data from quantitative and qualitative results enabled a description of teacher learning in the programmes designed and conducted for students. The results led to the construction of a teachers’ learning model. This model establishes that teachers learn through communicating in different roles during the programmes. Further reflection leads to useful integration of the knowledge gained, which then contributes to classroom practice. The programmes provide a unique space for enhancement of elements of the teachers’ professional knowledge landscape, which differs from the kind of professional development offered in programmes designed for teachers. Further research is required, however, to understand more about how Pedagogical Context Knowledge is informed by these different roles.
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McLaughlin, Patrick. "Kinematic and centre of pressure (COP) parameters in golf putting." 2008. http://eprints.vu.edu.au/1415/1/mclaughlinvol1.pdf.
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The aims of the present study were to: develop a portable and reliable fieldbased system for assessment of centre of pressure movement during the putting task; identify different putting techniques used by experienced golfers; identify the relationship between handicap and putting performance; identify the relationship between putting performance and putting stroke kinematics; identify the relationship between putting performance and movement of the centre of pressure; and to assess the effect of a 3 week balance biofeedback training program on subsequent putting performance and centre of pressure movement during the putting task. In order to enable data collection to occur on the golf course, a portable rubber mat containing 256 individual capacitance pressure sensors (novel pliance®, Munich, Germany) was validated for standing COP output against an AMTI force platform. Assessment of the equality of the output from both systems was assessed using the non-central F test. The peak-to-peak amplitude of movement of COP data in the medio-lateral (COPx, p=0.023) and antero-posterior (COPy, p=0.023) directions were found to be significantly the same. In-field testing required each participant (n=38) to complete five putts at a hole 4m away, and five putts at a hole 8m away. Testing was conducted on the practice putting green of a private golf course. The result of each putt was assessed by recording the distance the ball finished from the hole, as well as other descriptors of direction (left, right, centre) and length (short, long, holed out). Participants (n=38) completed these putts whilst standing on the previously validated mat. Video of each putt was recorded using a 50Hz video camera located perpendicular to the line of the putt. The video was later used to track the path of the putter head. The movement of the putter head was used to establish the key events and phases in the putting stroke – backswing, downswing, ball contact and follow through. Putting performance was assessed using exact putt result, absolute putt result and number of holed out putts. Players were initially grouped according to handicap such that there were low (0-9), middle (10-18) and high handicap groups (19-27). On putting performance, the low handicap group were significantly more likely to achieve a holed out putt at both the 4m and 8m putting tasks (p < 0.05). On the other measures some trends were evident but there were no significant differences between groups. In order to determine whether putting techniques existed, analysis of kinematic and COP data was completed using cluster analysis techniques. Ultimately, a two cluster solution was indicated as optimal for both tasks meaning there are two distinct putting techniques used by the golfers. At the 4m task these two putting techniques were identified as: 1. Less movement (relative to cluster 2) of COPx in the backswing and downswing phases with velocity of COPx at ball contact closer to zero (on average). Low COPx velocity. 2. Larger movement (relative to cluster 1) of COPx in the backswing and downswing phases with velocity of COPx at ball contact non-zero. High COPx velocity. In the 8m putting task, these two techniques were identified as: 1. Short, sharp with minimal COPx movements – a technique that involves comparatively smaller movements of the putter head and the COPx throughout the putting stroke relative to cluster 2. Velocity of the COPx at ball contact is minimal but is a heterogeneous mixture of movements away and towards the hole. Low motion. 2. Long, slow with greater movements of the COPx – a technique that incorporates larger displacements of the putter head and COPx throughout the putting stroke relative to cluster 1. Velocity of the COPx at ball contact is higher than cluster 1 but is homogeneous. High motion. On both tasks, players in cluster 1 had significantly lower handicaps than cluster 2 (4m task – cluster 1 = 12.4±5.9; cluster 2 = 16.4±6.6; p = 0.002; d = 0.63: 8m task – cluster 1 = 11.9±5.5, cluster 2 = 18.3±7.6; p < 0.001; d = 0.91) so would be classified as more skilled, however, no putting technique was significantly better than the other on putting performance. Importantly, all a player’s puttswere not necessarily classified into the same technique grouping. This highlighted the importance of treating each putt as an individual trial rather than using averaged data in the cluster analysis method. At the 4m putting task, the mean putt distance data were not significantly different for both exact putt result (cluster 1 = 14.0±44.5cm; cluster 2 = 25.7±44.5cm; p=0.22; d=0.26) and absolute putt result (cluster 1 = 36.8±28.5cm; cluster 2 = 39.5±32.3cm; p=0.66; d=0.09). Techniques were not significantly different (÷2 = 0.08, p = 0.78) in their ability to produce a holed putt. At the 8m putting task, both the measures of exact putt result (24±77cm vs. 2±71cm; p = 0.7; d = 0.29) and absolute putt result (60±54cm vs. 56±43cm; p = 0.11; d = 0.08) reveal non-significant differences between the techniques. Again, techniques were not significantly different (÷2 = 0.04, p = 0.85) in their ability to produce a holed putt. All players involved in the field based study were offered the opportunity to participate in a follow up study using real time biofeedback training to improve putting technique. Of the current sample, 7 players chose to participate in a three week training program followed by a re-testing session. The biofeedback training was aimed at minimizing COP movement during stance and the putting stroke. On re-testing, the sample of players showed no improvement in putting performance or COP related parameters. The effect of the training program on some players was to, in fact, produce a poorer putting performance and greater movement of the COPx during the stroke. On both putting tasks, there was a significant increase in movement of COPx during the backswing on re-testing. The effect of biofeedback training for improved putting performance was, at best, limited. A new field-based method for assessment of COP has been validated and established. Putting performance data provides evidence to suggest that handicap level and putting performance are related if performance is measured solely by the number of putts holed. Cluster analysis is shown to be a very suitable method for differentiating putting techniques. The movement of the COP was highly influential in distinguishing putting techniques at both tasks, but had no influence on putting performance. Putting techniques have not been described previously in the published scientific literature. Further field-based assessment of putting performance, especially during golf competition is required, along with a more detailed understanding on how far from the hole players of different handicap levels hit their first putts.
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Sommerkamp, Victor Eduardo. "A case study of Ontario Science Centre exhibitions and their effect on students' perceptions of Grade 12 physics /." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=370182&T=F.
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Hislop, Margot. "Evaluating the learning outcomes and program format of the science education programs for school groups at the CSIRO Discovery Centre (Canberra)." Master's thesis, 2007. http://hdl.handle.net/1885/148183.
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McLaughlin, Patrick. "Kinematic and centre of pressure (COP) parameters in golf putting." Thesis, 2008. https://vuir.vu.edu.au/1415/.
Full textAbstract:
The aims of the present study were to: develop a portable and reliable fieldbased system for assessment of centre of pressure movement during the putting task; identify different putting techniques used by experienced golfers; identify the relationship between handicap and putting performance; identify the relationship between putting performance and putting stroke kinematics; identify the relationship between putting performance and movement of the centre of pressure; and to assess the effect of a 3 week balance biofeedback training program on subsequent putting performance and centre of pressure movement during the putting task. In order to enable data collection to occur on the golf course, a portable rubber mat containing 256 individual capacitance pressure sensors (novel pliance®, Munich, Germany) was validated for standing COP output against an AMTI force platform. Assessment of the equality of the output from both systems was assessed using the non-central F test. The peak-to-peak amplitude of movement of COP data in the medio-lateral (COPx, p=0.023) and antero-posterior (COPy, p=0.023) directions were found to be significantly the same. In-field testing required each participant (n=38) to complete five putts at a hole 4m away, and five putts at a hole 8m away. Testing was conducted on the practice putting green of a private golf course. The result of each putt was assessed by recording the distance the ball finished from the hole, as well as other descriptors of direction (left, right, centre) and length (short, long, holed out). Participants (n=38) completed these putts whilst standing on the previously validated mat. Video of each putt was recorded using a 50Hz video camera located perpendicular to the line of the putt. The video was later used to track the path of the putter head. The movement of the putter head was used to establish the key events and phases in the putting stroke – backswing, downswing, ball contact and follow through. Putting performance was assessed using exact putt result, absolute putt result and number of holed out putts. Players were initially grouped according to handicap such that there were low (0-9), middle (10-18) and high handicap groups (19-27). On putting performance, the low handicap group were significantly more likely to achieve a holed out putt at both the 4m and 8m putting tasks (p < 0.05). On the other measures some trends were evident but there were no significant differences between groups. In order to determine whether putting techniques existed, analysis of kinematic and COP data was completed using cluster analysis techniques. Ultimately, a two cluster solution was indicated as optimal for both tasks meaning there are two distinct putting techniques used by the golfers. At the 4m task these two putting techniques were identified as: 1. Less movement (relative to cluster 2) of COPx in the backswing and downswing phases with velocity of COPx at ball contact closer to zero (on average). Low COPx velocity. 2. Larger movement (relative to cluster 1) of COPx in the backswing and downswing phases with velocity of COPx at ball contact non-zero. High COPx velocity. In the 8m putting task, these two techniques were identified as: 1. Short, sharp with minimal COPx movements – a technique that involves comparatively smaller movements of the putter head and the COPx throughout the putting stroke relative to cluster 2. Velocity of the COPx at ball contact is minimal but is a heterogeneous mixture of movements away and towards the hole. Low motion. 2. Long, slow with greater movements of the COPx – a technique that incorporates larger displacements of the putter head and COPx throughout the putting stroke relative to cluster 1. Velocity of the COPx at ball contact is higher than cluster 1 but is homogeneous. High motion. On both tasks, players in cluster 1 had significantly lower handicaps than cluster 2 (4m task – cluster 1 = 12.4±5.9; cluster 2 = 16.4±6.6; p = 0.002; d = 0.63: 8m task – cluster 1 = 11.9±5.5, cluster 2 = 18.3±7.6; p < 0.001; d = 0.91) so would be classified as more skilled, however, no putting technique was significantly better than the other on putting performance. Importantly, all a player’s puttswere not necessarily classified into the same technique grouping. This highlighted the importance of treating each putt as an individual trial rather than using averaged data in the cluster analysis method. At the 4m putting task, the mean putt distance data were not significantly different for both exact putt result (cluster 1 = 14.0±44.5cm; cluster 2 = 25.7±44.5cm; p=0.22; d=0.26) and absolute putt result (cluster 1 = 36.8±28.5cm; cluster 2 = 39.5±32.3cm; p=0.66; d=0.09). Techniques were not significantly different (÷2 = 0.08, p = 0.78) in their ability to produce a holed putt. At the 8m putting task, both the measures of exact putt result (24±77cm vs. 2±71cm; p = 0.7; d = 0.29) and absolute putt result (60±54cm vs. 56±43cm; p = 0.11; d = 0.08) reveal non-significant differences between the techniques. Again, techniques were not significantly different (÷2 = 0.04, p = 0.85) in their ability to produce a holed putt. All players involved in the field based study were offered the opportunity to participate in a follow up study using real time biofeedback training to improve putting technique. Of the current sample, 7 players chose to participate in a three week training program followed by a re-testing session. The biofeedback training was aimed at minimizing COP movement during stance and the putting stroke. On re-testing, the sample of players showed no improvement in putting performance or COP related parameters. The effect of the training program on some players was to, in fact, produce a poorer putting performance and greater movement of the COPx during the stroke. On both putting tasks, there was a significant increase in movement of COPx during the backswing on re-testing. The effect of biofeedback training for improved putting performance was, at best, limited. A new field-based method for assessment of COP has been validated and established. Putting performance data provides evidence to suggest that handicap level and putting performance are related if performance is measured solely by the number of putts holed. Cluster analysis is shown to be a very suitable method for differentiating putting techniques. The movement of the COP was highly influential in distinguishing putting techniques at both tasks, but had no influence on putting performance. Putting techniques have not been described previously in the published scientific literature. Further field-based assessment of putting performance, especially during golf competition is required, along with a more detailed understanding on how far from the hole players of different handicap levels hit their first putts.
31
Jaffrey, Mark Andrew. "Estimating centre of mass trajectory and subject-specific body segment parameters using optimisation approaches." 2008. http://eprints.vu.edu.au/1425/1/jaffrey.pdf.
Full textAbstract:
Whole body dynamics analyses are compromised by various error sources including body segment parameter (BSP) and ground reaction force (GRF) measurement errors. This research employed nonlinear optimisation techniques, attempting to account for such errors and, thus, improve dynamical representation of whole body movement activities. The first experiments demonstrated new optimisation-based integration approaches (IA optimisation methods) for determining whole body centre of mass (CM) trajectory based on double numerical integration of acceleration data derived exclusively from GRF measurements. The zero-point-to-zero-point (ZPZP) method of representing CM horizontal trajectory (King and Zatsiorsky, 1997; Zatsiorsky and Duarte, 2000) was modified by including a GRF measurement offset error term and other design variables in an optimisation process for determining CM trajectory relative to centre of pressure data. Much smoother, more realistic CM trajectory was produced by the new ZPZP IA optimisation method. New IA optimisation techniques for estimating CM trajectory during jumping activities were also demonstrated. The vertical dimension methods were all appropriate for determining transient jump performance parameters commonly calculated in jumping assessments (Hatze, 1998), including CM jump height, work and power. The final experiment presented methods of optimising inverse dynamics analyses by selecting optimal GRF measurement offset error terms and BSPs. Feasible and realistic GRF offset error terms were invariably produced. However, approximately 50% of all estimated BSPs were unrealistic under most tested conditions. Improved modelling and more contemporary motion capture technology may improve results, and may ultimately lead to the development of a versatile, relatively non-invasive and subject-specific BSP estimation method.
32
Hayes, Kathleen. "Exploration of a Collaborative Non-Formal Science Education Program in Australian Secondary Schools." Phd thesis, 2018. http://hdl.handle.net/1885/144664.
Full textAbstract:
Declining student enrolment in post-compulsory science has
prompted increasing use of non-formal science education programs
to help motivate students to continue with post-compulsory STEM
study. Non-formal programs are well acknowledged to have
potential for engaging students in ways that schools cannot but
there is a scarcity of data demonstrating this, particularly in
Australia. As non-formal programs become more commonly used in
schools it is important to understand the roles that they can
have in schools and the opportunities within these roles for
encouraging students to continue with post-compulsory STEM
education. This research explores the perspectives of
stakeholders regarding the ongoing implementation of a non-formal
science education program in a specific local partnership. Over a
year, non-formal staff, year seven and eight students and their
teachers from two secondary schools were interviewed and observed
during biannual visits to the centre. Students also completed a
reflective survey at the year’s end. Results indicate that
there is considerable potential for a non-formal program to help
students develop post-compulsory STEM trajectories by providing a
flexible, well-resourced and engaging learning environment. This
environment was observed to support student participation and
offered potential to extend students’ learning and increase
their awareness and interest in STEM careers. Through these roles
many students became more interested and confident in doing
science and several developed interest in science careers. The
program also affected teachers, prompting science teachers to
reflect on their pedagogy and enthusing non-science teachers who
attended as helpers. However full realisation of the potential of
the non-formal programs was limited by students’ unrealistic
expectations of the experience and a lack of efficient
incorporation into their school learning. Most students were
unaffected by their non-formal experiences as they were brief and
scheduling limitations meant that they were not effectively
linked to what students were learning at school. Often the
non-formal program was seen as a day off school and students’
expectations centred around personal enjoyment and not learning.
Difficulties in collaboration also occasionally disrupted
students’ experiences which further diminished student
expectations for their visits. As a result, some students
developed a perception of the non-formal program as irrelevant to
them or only worthwhile for people already interested in science
which made it difficult for teachers to maintain student
enthusiasm in the non-formal programs. This perception was
exacerbated over time and amongst students who had poor
pre-existing attitudes to science and who perceived limited
support for their science learning. A further challenge to
realising the potential roles of the non-formal programs lay in
the collaboration between the centre and the schools which were
each different communities with different agendas. Over time
however, teachers and non-formal educators were able to develop
relationships and it was their collaboration that was the key to
resolving issues and refining the programs. Going forward,
realising the potential of ongoing non-formal programs in
secondary science education requires attention to the challenges
in stakeholder collaboration, maintaining student enthusiasm over
time and incorporating students’ experience into their school
learning.
33
Wang, Jin. "Developing and Testing an Integrated Model of Choking in Sport." 2002. http://eprints.vu.edu.au/230/1/02whole.pdf.
Full textAbstract:
In general, choking has been defined as the occurrence of sub-optimal performance under pressure (Baumeister and Showers, 1986). The most widely accepted theory of choking is what I have labeled the 'automatic execution model' (Baumeister, 1984), the basic premise being that choking occurs due to the inhibition of well-learned or automatic skills. The present dissertation was designed to test the automatic execution model in a sport context. Beyond this, I was interested in broadening the research paradigm by concentrating on choking as a process. The five inter-related studies contained in this dissertation tested predictors of choking, perceptions of pressure, coping processes, the automatic execution model, and gender differences. The general aim of this dissertation was to produce an integrated model of choking in sport. The five studies used to examine choking had a total of 89 competitive basketball players as participants (M = 20.01 years old, SD = 2.12). Sixty-four participants took part in studies, 1, 2, 3 and 5. The remaining 25 participants took part in study 4 only. All participants completed a series of basketball free throws in a low-pressure (LP) condition and a high-pressure (HP) condition. Pressure was manipulated by videotaping performance, using an audience, and offering financial incentives. In Study 1, dispositional self-consciousness (S-C) and trait anxiety (A-trait) were tested as potential predictors of choking. Participants (N = 66) completed the Self-Consciousness Scale (SCS; Fenigstein, Scheler, & Buss, 1975) and the Sport Anxiety Scale (SAS; Smith, Smoll, & Schutz, 1990). A correlational analysis and a hierarchical multiple regression analysis supported the hypothesis that athletes high in S-C and somatic A-trait were susceptible to choking under pressure. In Study 2, the effects of manipulated pressure were examined for possible changes in perceived state anxiety (A-state) and subsequently performance. Participants (N = 64) completed the modified Competitive State Anxiety Inventory-2 (CSAI-2; Jones & Swain, 1992) prior to performing in the LP condition and the HP condition. A multivariate analysis of variance (MANOVA) and a correlational analysis showed that participants experienced increased intensity of somatic and cognitive A-state in the HP condition, but the direction (facilitative/debilitative) of somatic A-state and cognitive A-state did not change significantly. Correlation analysis between A-state and performance under pressure was also not significant. In addition, a one-way analysis of covariance (ANCOVA) showed an absence of significant differences in performance between participants who had a negative A-state and participants who had a positive A-state. Study 3 was designed to examine the relationship between coping styles and choking susceptibility. Participants (N = 64) completed the Coping Style Inventory for Athletes (CSIA; Anshel & Kaissidis, 1997). As stated above participants also completed the CSAI-2 prior to performing in the LP and HP conditions. Correlation and hierarchical regression analyses supported the hypothesis that approach coping strategies would result in heightened A-state and performance decrements under pressure. In Study 4, the automatic execution model was tested by investigating possible differences in the occurrence of choking as a function of task characteristics. Participants (N = 25) completed a running task (effort-dominant task) and a free throw shooting task (skill-dominant task) in a LP condition and a HP condition. As hypothesized, a series of t tests showed that the HP condition resulted in improved performance for the running task but decrements in performance for the free-throw shooting task. Study 5 was used to investigate potential gender differences in choking susceptibility. Participants (male = 46; female = 18) had already completed the SCS, SAS, CSIA, and CSAI-2. A one-way MANCOVA showed there were no gender differences in somatic and cognitive A-state changes from the LP condition to the HP condition. Furthermore, a one-way ANCOVA showed no gender differences in performance from the LP condition to the HP condition. In addition, a correlational analysis showed that S-C was more likely to affect performance for females and A-trait was more likely to affect performance for males. Based on the results of these five studies, previous choking research, and the theoretical choking framework, a proposed choking process model is presented and discussed. This proposed choking process model includes susceptibility factors, perception of pressure, coping process, task characteristics, and skill levels.
34
Herron, Alison. "It opens a whole new world: older people’s perceptions of the role of the creative arts as leisure in their lives." 2007. http://eprints.vu.edu.au/1487/1/Herron.pdf.
Full textAbstract:
This thesis reports on an original qualitative study of older people’s perceptions about how they benefited from participating in a creative arts program. The study brought together the research fields of leisure, arts and ageing well to explore the meaning that 10 older people gave to their creative leisure experiences. Narrative data from in-depth interviews were analysed using a qualitative approach. The major finding of this study was that creative activities, particularly group arts activities, can be a powerful mode for delivering leisure benefits to enhance ageing well. Many participants attributed a sense of a new lease of life to the stimulating opportunities they now had for self-expression. This new lease of life resulted from the benefits of heightened enjoyment along with a strengthened sense of life purpose and meaning. Sharing a common interest was identified as vital to enjoyable social interactions and a sense of belonging. The findings of this study indicate that there is certainly scope for the arts, leisure and aged care fields to provide a more stimulating and developmental range of creative programs to benefit older people. Furthermore, this study identified specific facilitating strategies that leisure providers can incorporate into program design to enable older people to reap the potential benefits that creative leisure can bring to their lives.
35
Wigglesworth, Ann. "Becoming citizens: civil society activism and social change in Timor Leste." Thesis, 2010. https://vuir.vu.edu.au/15530/.
Full textAbstract:
This thesis focuses on a generation of Timorese who were educated during the Indonesian occupation. Conceptual frameworks of community development, participation, civil society and citizenship, are drawn upon to analyse the processes of development taking place in the first years of nationhood of Timor Leste. Within this context, three themes are developed. First, a generational divide related to education and the language policy which leaves the Indonesian educated young people marginalised within the new national development framework; second, the limitations that customary practices place upon the ability of young women to participate in political and social activities; third, an analysis of the centralised processes of development that have resulted in young men leaving the rural areas for opportunities in the urban areas and consequent implications for social organisation. These three themes are analysed in the context of a civil society largely run by young Timorese. I investigate the roles of power holders in contemporary Timor Leste – the government, the traditional leaders and international development agencies and analyse the place that civil society has in this new nation. I argue that Timorese activists are able to bridge the traditional Timorese world with international values of development and human rights, but their roles and contributions have to date been inadequately supported.
36
Ayyavoo, Gabriel Roman. "Using Online Pedagogy to Explore Student Experiences of Science-technology-society-environment (STSE) Issues in a Secondary Science Classroom." Thesis, 2013. http://hdl.handle.net/1807/35769.
Full textAbstract:
With the proliferation of 21st century educational technologies, science teaching and learning with digitally acclimatized learners in secondary science education can be realized through an online Science-Technology-Society-Environment (STSE)-based issues approach. STSE-based programs can be interpreted as the exploration of socially-embedded initiatives in science (e.g., use of genetically modified foods) to promote the development of critical cognitive processes and to empower learners with responsible decision-making skills.
This dissertation presents a case study examining the online environment of a grade 11 physics class in an all-girls’ school, and the outcomes from those online discursive opportunities with STSE materials. The limited in-class discussion opportunities are often perceived as low-quality discussions in traditional classrooms because they originate from an inadequate introduction and facilitation of socially relevant issues in science programs. Hence, this research suggests that the science curriculum should be inclusive of STSE-based issue discussions. This study also examines the nature of students’ online discourse and, their perceived benefits and challenges of learning about STSE-based issues through an online environment. Analysis of interviews, offline classroom events and online threaded discussion transcripts draws from the theoretical foundations of critical reflective thinking delineated in the Practical Inquiry (P.I.) Model. The PI model of Cognitive Presence is situated within the Community of Inquiry framework,encompassing two other core elements, Teacher Presence and Social Presence. In studying Cognitive Presence, the online STSE-based discourses were examined according to the four phases of the P.I. Model. The online discussions were measured at macro-levels to reveal patterns in student STSE-based discussions and content analysis of threaded discussions. These analyses indicated that 87% of the students participated in higher quality STSE-based discussions via an online forum as compared to in-class. The micro-level analysis revealed students to attain higher cognitive interactions with STSE issues. Sixteen percent of the students’ threaded postings were identified in the Resolution Phase 4 when the teacher intervened with a focused teaching strategy. This research provides a significant theoretical and pedagogical contribution to blended approach to STSE-based secondary science education. It presents a framework for teachers to facilitate students’ online discussions and to support learners in exploring STSE-based topics.
37
Jaffrey, Mark Andrew. "Estimating centre of mass trajectory and subject-specific body segment parameters using optimisation approaches." Thesis, 2008. https://vuir.vu.edu.au/1425/.
Full textAbstract:
Whole body dynamics analyses are compromised by various error sources including body segment parameter (BSP) and ground reaction force (GRF) measurement errors. This research employed nonlinear optimisation techniques, attempting to account for such errors and, thus, improve dynamical representation of whole body movement activities. The first experiments demonstrated new optimisation-based integration approaches (IA optimisation methods) for determining whole body centre of mass (CM) trajectory based on double numerical integration of acceleration data derived exclusively from GRF measurements. The zero-point-to-zero-point (ZPZP) method of representing CM horizontal trajectory (King and Zatsiorsky, 1997; Zatsiorsky and Duarte, 2000) was modified by including a GRF measurement offset error term and other design variables in an optimisation process for determining CM trajectory relative to centre of pressure data. Much smoother, more realistic CM trajectory was produced by the new ZPZP IA optimisation method. New IA optimisation techniques for estimating CM trajectory during jumping activities were also demonstrated. The vertical dimension methods were all appropriate for determining transient jump performance parameters commonly calculated in jumping assessments (Hatze, 1998), including CM jump height, work and power. The final experiment presented methods of optimising inverse dynamics analyses by selecting optimal GRF measurement offset error terms and BSPs. Feasible and realistic GRF offset error terms were invariably produced. However, approximately 50% of all estimated BSPs were unrealistic under most tested conditions. Improved modelling and more contemporary motion capture technology may improve results, and may ultimately lead to the development of a versatile, relatively non-invasive and subject-specific BSP estimation method.
38
O'Flaherty, Veronica Ann. "A very dim light, a very steep hill: women in the Victorian Branch of the Australian Labor Party." 2005. http://eprints.vu.edu.au/1481/1/OFlaherty.pdf.
Full textAbstract:
This thesis presents a contemporary approach to the problem of the lack of recognition of women in Australian society and politics using the Australian Labor Party (ALP) as background and the Victorian Branch of the Australian Labor Party as a test case. It examines the paradox that women have had the vote in Australia for over a hundred years yet, in the largest political party officially dedicated to social equality, they still fail to hold leadership positions with the exception of Jenny Macklin who is Deputy Leader of the Federal Parliamentary Labor Party (FPLP). Several writers have drawn attention to this puzzle of the lack of effective participation in general by women in Australian political life. Authors such as Joy Damousi, Anne Henderson, Marian Sawer and Marian Simms among others have begun the process of theoretical and historical analysis of women in politics in this country. Sawer and Simms are both prominent female academics in the field of Political Science. Their book, A Woman’s Place: Women and Politics in Australia (1993), is a good example of an emerging genre. Given my own particular academic interests, the thesis is based in the discipline of Political Science. It is not located primarily in the area of Women’s Studies, but feminist theories and ideas are applied, as are historical surveys and sociological perspectives to support my arguments and buttress conclusions. The aim of the work is to examine the Victorian Branch of the ALP between 1946 and 2005 and tests the hypothesis that a combination of societal and structural factors has been responsible for the exclusion of women for the most part from leadership positions in the Party. The Victorian Branch was chosen partly for reasons of access and manageable size, but also because it is representative of general trends in Australian politics. Essentially, this thesis is about the role of women in a major political party committed to the cause of working-class people. It does not deal with policy formulation or the dynamics of the parliamentary arena. Rather, it concentrates on the party’s culture and the structural and organisational factors which affect the participation rates and levels of influence of women. This thesis will contribute to knowledge by analysing the reasons for the exclusion of women from positions of power in the Victorian Branch of the ALP; it also draws lessons about the nature of politics in Australia. Indeed, it constitutes the first major study of the role of women in Victorian ALP politics—no such study currently exists. My own personal case studies will determine how and why and if male-dominated ‘traditions’ (patriarchy) are restricting the progress of women in the public sphere in this country. The research material from interviews with past and present female MPs (including former Victorian Premier Joan Kirner) and State Executive members will provide a great deal of invaluable information and opinion for other students of party politics. The thesis will give an opportunity for female ALP views to be expressed. A further contribution to knowledge will be to establish why injustices, inequalities and constraints have been placed on women which hinder their rise to power in the ALP and the Victorian Branch. It is significant to state that throughout Australia’s largely patriarchal history the nonrecognition, or misrecognition, of Australian women has been a form of exclusion resulting in their under- representation in leadership roles in the ALP and its Victorian Branch. Therefore, by studying the particular processes of how gender diversities are formed within a historical and ideological context, we can start to hypothesis on how and why women have been marginalised with the male-dominated ALP and the Victorian Branch. This thesis will examine why women in the Victorian Branch of the ALP have been largely excluded from decision-making positions. Has a combination of cultural, historical, sociological and structural reasons contributed to their exclusion until some thirty years ago when things began to appear to change? Are attempts to make the Branch more inclusive real or are they simply a form of Marcusian repressive tolerance? Therefore, in order to clarify specific aims of the project, one should ascertain why, despite the attainment of legal, political and social rights, there exists a significant inequality between the genders when it comes to achieving and exercising power and influence in the Federal ALP and the Victorian Branch. By researching those factors that create inequality, I hope to ascertain why women have been excluded from decision-making positions in the ALP and the Victorian Branch and document what changes have occurred and suggest future directional aims.
39
Crewe, Angela. "The effect of playing and training surface on vertical jump height in elite junior male volleyball players : a pilot study." 2004. http://eprints.vu.edu.au/709/1/Crewe_et_al_2004.pdf.
Full textAbstract:
Many studies have considered the effect of training techniques (especially plyometric) on jump height. However, previous research has not considered the optimum surface for these training techniques. The aim of this research was to determine which training and/or playing surface is most beneficial in maximising vertical jump height for volleyball players. Attainment of such knowledge will not only assist athletes in optimising results but also help coaches in developing training. Conclusions. It is reasonable to suggest that sand training and playing surface had a greater effect on increasing vertical jump height on both surfaces. This minor thesis was written by a post graduate student as part of the requirements of the Master of Health Science (Osteopathy) program.
40
Fetterplace, Jessica. "The nature and rate of injury in elite sport aerobics athletes." 2004. http://eprints.vu.edu.au/711/1/Fetterplace_et_al_2004.pdf.
Full textAbstract:
This study investigated the injuries sustained by elite Australian sport aerobic athletes in the 12 months prior to the FISAF world's sport aerobics championships in May/June 2004. Data was collected using a retrospective questionnaire developed from published research in similar areas. This study is important in establishing the prevalence and rate of injury in elite sport aerobic athletes and provides a basis for further research. This minor thesis was written by a post graduate student as part of the requirements of the Master of Health Science (Osteopathy) program.
41
McKay, Ngaire, Jenny Hynes, and Patrick McLaughlin. "The relationship between hip internal rotation and groin pain in elite Australian Rules Football players." 2004. http://eprints.vu.edu.au/713/1/McKay_et_al_2004.pdf.
Full textAbstract:
A prospective study was performed in order to examine the relationship of internal hip rotation to groin pain in Australian Rules Football players. 101 subjects were tested using a plurimeter placed on the lateral aspect of the tibia whilst lying prone on a plinth. Subjects were tested twice at an interval of six weeks and episodes of groin pain that occurred between the first and second testing dates were recorded. This study may have implications for the treatment and prevention of groin injuries in the athletic population and in particular Australian Rules Football players. This minor thesis was written by post-graduate students as part of the requirements of the Master of Health Science (Osteopathy) program.
42
McKenzie, Craig, and Cameron Gosling. "The effect of thoracic muscle energy technique on FVC and FEV measurements." 2004. http://eprints.vu.edu.au/714/1/McKenzie_et_al_2004.pdf.
Full textAbstract:
Background and objectives: Current research on respiratory diseases is mainly focused on the effects of drug treatments, however much less work has looked into the use of manual treatments of patients with symptoms of respiratory dysfunction. Studies currently being conducted through Victoria University are attempting to investigate whether manual treatments, such as HVLA and Lymphatic Pump techniques have an effect on lung function. There has however been no research into the effect of Muscle Energy Technique (MET) on measurable respiratory function even though it is such a widely used technique. This study aims to identify whether MET leads to a measurable change in ventilatory function in asymptomatic individuals. Conclusion: Thoracic MET performed on asymptomatic volunteers had no significant effect on FVC or FEV measurements immediately post, 10 minutes post or 20 minutes post-intervention. This minor thesis was written by post-graduate students as part of the requirements of the Master of Health Science (Osteopathy) program.
43
Olarenshaw, Adam. "Lasting effects of atlanto-axial manipulation on edge light pupil cycle time." 2004. http://eprints.vu.edu.au/715/1/Olarenshaw_et_al_2004.pdf.
Full textAbstract:
Background: Edge Light Pupil Cycle Time (ELPCT) is a light reflex of the eye, which is controlled via the automatic nervous system. Studies have shown ELPCT to be a measurable constant, unaffected by visual acuity, refractive error, eye colour, pupil size or gender. Recent studies have shown that high-velocity manipulation of the upper cervical spine causes an immediate decrease in ELPCT on the same side as the manipulation. This change is presumed to me mediated in part by alterations in the autonomic tone following mauipulative intervention, therefore suggesting that unilateral manipulation produces an immdeiate unilateral change in the autonomic nervous system. Objective: To investigate the lasting effects (up to 1 hour) of C1-2 high velocity low amplitude manipulation upon ELPCT. Design: A two group blind, randomized study, with a control group. Conclusion: This suggests that ELPCT, which is mediated by the autonomic nervous system, can be directly influenced by high-velocity manipulation to the atlanto-axial joint and these changes occur on the same side as the manipulation (i.e. unilateral manipulation produces unilateral physiological change). Over a one-hour time frame these changes are still significant at 20-minutes post-manipulation but only slightly evident at one-hour post manipulation. This minor thesis was written by a post-graduate student as part of the requirements of the Master of Health Science (Osteopathy) program.
44
Wang, Jin. "Developing and Testing an Integrated Model of Choking in Sport." Thesis, 2002. https://vuir.vu.edu.au/230/.
Full textAbstract:
In general, choking has been defined as the occurrence of sub-optimal performance under pressure (Baumeister and Showers, 1986). The most widely accepted theory of choking is what I have labeled the 'automatic execution model' (Baumeister, 1984), the basic premise being that choking occurs due to the inhibition of well-learned or automatic skills. The present dissertation was designed to test the automatic execution model in a sport context. Beyond this, I was interested in broadening the research paradigm by concentrating on choking as a process. The five inter-related studies contained in this dissertation tested predictors of choking, perceptions of pressure, coping processes, the automatic execution model, and gender differences. The general aim of this dissertation was to produce an integrated model of choking in sport. The five studies used to examine choking had a total of 89 competitive basketball players as participants (M = 20.01 years old, SD = 2.12). Sixty-four participants took part in studies, 1, 2, 3 and 5. The remaining 25 participants took part in study 4 only. All participants completed a series of basketball free throws in a low-pressure (LP) condition and a high-pressure (HP) condition. Pressure was manipulated by videotaping performance, using an audience, and offering financial incentives. In Study 1, dispositional self-consciousness (S-C) and trait anxiety (A-trait) were tested as potential predictors of choking. Participants (N = 66) completed the Self-Consciousness Scale (SCS; Fenigstein, Scheler, & Buss, 1975) and the Sport Anxiety Scale (SAS; Smith, Smoll, & Schutz, 1990). A correlational analysis and a hierarchical multiple regression analysis supported the hypothesis that athletes high in S-C and somatic A-trait were susceptible to choking under pressure. In Study 2, the effects of manipulated pressure were examined for possible changes in perceived state anxiety (A-state) and subsequently performance. Participants (N = 64) completed the modified Competitive State Anxiety Inventory-2 (CSAI-2; Jones & Swain, 1992) prior to performing in the LP condition and the HP condition. A multivariate analysis of variance (MANOVA) and a correlational analysis showed that participants experienced increased intensity of somatic and cognitive A-state in the HP condition, but the direction (facilitative/debilitative) of somatic A-state and cognitive A-state did not change significantly. Correlation analysis between A-state and performance under pressure was also not significant. In addition, a one-way analysis of covariance (ANCOVA) showed an absence of significant differences in performance between participants who had a negative A-state and participants who had a positive A-state. Study 3 was designed to examine the relationship between coping styles and choking susceptibility. Participants (N = 64) completed the Coping Style Inventory for Athletes (CSIA; Anshel & Kaissidis, 1997). As stated above participants also completed the CSAI-2 prior to performing in the LP and HP conditions. Correlation and hierarchical regression analyses supported the hypothesis that approach coping strategies would result in heightened A-state and performance decrements under pressure. In Study 4, the automatic execution model was tested by investigating possible differences in the occurrence of choking as a function of task characteristics. Participants (N = 25) completed a running task (effort-dominant task) and a free throw shooting task (skill-dominant task) in a LP condition and a HP condition. As hypothesized, a series of t tests showed that the HP condition resulted in improved performance for the running task but decrements in performance for the free-throw shooting task. Study 5 was used to investigate potential gender differences in choking susceptibility. Participants (male = 46; female = 18) had already completed the SCS, SAS, CSIA, and CSAI-2. A one-way MANCOVA showed there were no gender differences in somatic and cognitive A-state changes from the LP condition to the HP condition. Furthermore, a one-way ANCOVA showed no gender differences in performance from the LP condition to the HP condition. In addition, a correlational analysis showed that S-C was more likely to affect performance for females and A-trait was more likely to affect performance for males. Based on the results of these five studies, previous choking research, and the theoretical choking framework, a proposed choking process model is presented and discussed. This proposed choking process model includes susceptibility factors, perception of pressure, coping process, task characteristics, and skill levels.
45
Msimango, Highness Lucy. "Mangosuthu Technikon Resource Centre and its involvement in the Umlazi community with particular reference to high schools : 1991-1997." Thesis, 1998. http://hdl.handle.net/10413/8612.
Full textAbstract:
Academic libraries are concerned about being involved in the communities in which
they exist by rendering library and information services. In order to maintain effective
community involvement, academic libraries find it is important to find ways in which
they can serve the community. The study investigated the Mangosuthu Technikon
Resource Centre's (MTRC) involvement in the community. The intention was to
determine the extent of usage of the MTRC services by Umlazi high school teachers
and to identify problems which these teachers experienced with regard to the MTRC
services. Umlazi high school teachers as users of the MTRC services and MTRC staff as
providers of the services, were the two groups chosen for the study. Two
questionnaires, one for external respondents, the Umlazi high school teachers, and
another for the internal respondents, MTRC staff: were hand delivered to and
collected from the respondents. The results of the survey indicated a very low
percentage of usage of the MTRC services by Umlazi high school teachers and a
high percentage of interest in and lack of knowledge of the MTRC services by
Umlazi high school teachers. There was agreement of opinions between Umlazi high
school teachers and MTRC staff on the reasons for non-use of the MTRC services
by Umlazi high school teachers. Reasons indicated were that teachers did not know
they could use the MTRC. There was a lack of promotional brochures and
newsletters, and teachers obtained what they needed elsewhere.
It was recommended that MTRC staff be educated on the MTRC's responsibility
to community involvement; that the MTRC provide library user education to Umlazi
high school teachers; that the MTRC base its services on community needs
assessment; that marketing practices be injected into the MTRC services; that
consultation with the community during planning stages of community services be
maintained; that MTRC provide the community only with services not provided
elsewhere; and that the MTRC take initiative in establishing a multitype area network
with Umlazi Public Library and Umlazi high schools.Thesis (M.I.S.)-University of Natal, Pietermaritzburg, 1998.
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Stephens, Joanne. "The Effectiveness of EEG Biofeedback and Cognitive Rehabilitation as Treatments for Moderate to Severe Traumatic Brain Injury." 2006. http://eprints.vu.edu.au/578/1/578contents.pdf.
Full textAbstract:
Cognitive Rehabilitation is an umbrella term which encompasses a number of restorative and compensatory techniques commonly and widely applied to assist with the sequelae following traumatic brain injury (TBI). Such techniques have been well established within the literature. More recently, an increasing body of research has emerged suggesting that electroencephalography (EEG) biofeedback is an effective intervention for sequelae following TBI. The purpose of the study was to investigate the effectiveness of cognitive rehabilitation and EEG biofeedback as treatments for moderate to severe TBI. It aimed to determine the effectiveness of each intervention in treating cognitive, emotional, and behavioural sequelae following TBI. Methods: A multiple single case study cross-over (ABBA) design was used with six adult participants, no less than one year post TBI. Three of the participants received the two treatments in the opposite order to the remaining participants, each serving as their own controls. Over ten weeks, each participant received 20 hours of Treatment A. Then, following a ten week break they received 20 hours of Treatment B, with a final ten week follow-up. A number of cognitive, emotional, and behavioural measures were administered pre-post treatments. Quantitative electroencephalographs (qEEG) were also administered pre-post treatments to evaluate any change in the electrophysiological dynamics of the brain. Results: EEG biofeedback appeared to be more effective than cognitive rehabilitation in improving information processing impairments, namely, complex attentional control, response inhibition, and speed of language and comprehension. Cognitive rehabilitation appeared to be more effective than EEG biofeedback in improving visual memory. Both treatments were effective in reducing depression, anxiety, anger, and neurobehavioural symptomatology. Although both treatments were effective in reducing depression, greater reductions were evident following EEG biofeedback. A number of self-reported functional changes were also noted by each participant. EEG biofeedback was more effective than cognitive rehabilitation in the normalisation of dysregulated EEG (as measured by qEEG). Conclusions: Overall, EEG biofeedback appeared to be more effective in improving information processing skills, while cognitive rehabilitation was more effective in improving visual memory. Both treatments were effective in the treatment of emotional and behavioural sequelae following TBI. EEG biofeedback was more effective in normalising the participants'. However, the clinical meaningfulness of the qEEG finding is questioned. Speculations are made about the possible functional brain changes which may occur following rehabilitation.
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Bennett, Shane. "Common injuries in sub-elite tennis players." 2005. http://eprints.vu.edu.au/744/1/Bennett_et.al_2005.pdf.
Full textAbstract:
Tennis is a popular racquet sport played at various ability levels. It can be played from early childhood through to an elderly age. The aim of this study was to determine the injuries obtained by Victorian Institute of Sport, Australian Institute of Sport and Grade 1 or State Grade pennant players in the 15-25 year age group, over a 6-month period from February-July 2005. This study also sought to determine the medical care participants sought for their injuries and the impact of the injury in terms of time lost from play. The study investigated injury patterns in players attempting to enter a world-class standard of tennis. From this study it was concluded that upper extremity injuries were the most common region injured. The wrist is the most common specific location of a tennis injury. Overuse injuries, especially sprains and strains are the most common type of perceived injury in this population. Players who are injured spend less time cross training than non-injured players. Remedial/Massage Therapists is the most common health professional sought by the young sub-elite player. It is hoped that data obtained from this study may be useful in constructing strength/conditioning programs to help potentially reduce the number of injuries and effect of injuries in the sub-elite junior tennis player. This minor thesis was written by a post-graduate student as part of the requirements of the Master of Health Science (Osteopathy) program.
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Fetterplace, Jessica. "The nature and rate of injury in elite sport aerobics athletes." Thesis, 2004. https://vuir.vu.edu.au/711/.
Full textAbstract:
This study investigated the injuries sustained by elite Australian sport aerobic athletes in the 12 months prior to the FISAF world's sport aerobics championships in May/June 2004. Data was collected using a retrospective questionnaire developed from published research in similar areas. This study is important in establishing the prevalence and rate of injury in elite sport aerobic athletes and provides a basis for further research.
This minor thesis was written by a post graduate student as part of the requirements of the Master of Health Science (Osteopathy) program.
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Roberts, Mark. "Citizenship and Political Participation of Vietnamese-Australians in Melbourne." Thesis, 1998. https://vuir.vu.edu.au/33991/.
Full textAbstract:
This thesis examines Vietnamese-Australians' attitudes towards citizenship and political
participation in Australian society. Concepts of citizenship that seek to go beyond
multiculturalism provide the framework, and quahtative interviews are used to gather the
research data. Information-rich subjects were actively sought, so the Hst of interviewees
includes people who are relatively well educated and in positions of some leadership. In
that sense, it does not mirror the overall Vietnamese-Australian community. However,
these people can think deeply about the issues under examination in this thesis and their
contributions have been extremely valuable.
Discussion centres on citizenship and barriers to participation, the Vietnamese
community associations, and the 'friendship' agreement between District 1 of Ho Chi
Minh City and the City of Maribyrnong. Analysis of the interview data reveals that
Vietnamese-Australians value citizenship and are generally aware of rights and
responsibilities. All Vietnamese-Australians retain an emotional attachment to Vietnam,
while some feel an even stronger political obligation towards their homeland. For some
people, this could detract from their participation, as has been shown by the strong
reaction of the 'official' Vietnamese community to the 'friendship' arrangement
organised by Mai Ho, as Mayor of the City of Maribyrnong. Interviews reveal a range of
responses concerning this incident, illustrating that the Vietnamese-Australian
community is growing in complexity and diversity. It appears that there are educated,
second-generation Vietnamese-Australians who are growing into adulthood with ideas
for the friture of the Vietnamese-Australian community. Politicians such as Mai Ho and
Sang Nguyen have overcome enormous obstacles to achieve positions as public figures,
however, data from interviewees suggests that their main role has been symbolic. They
have shown that it is possible to participate, and for others to follow. These new
representatives will have an Australian education, a more sophisticated command of
English, and an awareness of an expanded citizenship that allows for greater
inclusiveness. While using their skills for the Vietnamese-Australian community, they are
also likely to be involved in the Australia-Vietnam relationship, and in contributing
another voice to the broader Australian society.
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O'Flaherty, Veronica Ann. "A very dim light, a very steep hill: women in the Victorian Branch of the Australian Labor Party." Thesis, 2005. https://vuir.vu.edu.au/1481/.
Full textAbstract:
This thesis presents a contemporary approach to the problem of the lack of recognition of women in Australian society and politics using the Australian Labor Party (ALP) as background and the Victorian Branch of the Australian Labor Party as a test case. It examines the paradox that women have had the vote in Australia for over a hundred years yet, in the largest political party officially dedicated to social equality, they still fail to hold leadership positions with the exception of Jenny Macklin who is Deputy Leader of the Federal Parliamentary Labor Party (FPLP). Several writers have drawn attention to this puzzle of the lack of effective participation in general by women in Australian political life. Authors such as Joy Damousi, Anne Henderson, Marian Sawer and Marian Simms among others have begun the process of theoretical and historical analysis of women in politics in this country. Sawer and Simms are both prominent female academics in the field of Political Science. Their book, A Woman’s Place: Women and Politics in Australia (1993), is a good example of an emerging genre. Given my own particular academic interests, the thesis is based in the discipline of Political Science. It is not located primarily in the area of Women’s Studies, but feminist theories and ideas are applied, as are historical surveys and sociological perspectives to support my arguments and buttress conclusions. The aim of the work is to examine the Victorian Branch of the ALP between 1946 and 2005 and tests the hypothesis that a combination of societal and structural factors has been responsible for the exclusion of women for the most part from leadership positions in the Party. The Victorian Branch was chosen partly for reasons of access and manageable size, but also because it is representative of general trends in Australian politics. Essentially, this thesis is about the role of women in a major political party committed to the cause of working-class people. It does not deal with policy formulation or the dynamics of the parliamentary arena. Rather, it concentrates on the party’s culture and the structural and organisational factors which affect the participation rates and levels of influence of women. This thesis will contribute to knowledge by analysing the reasons for the exclusion of women from positions of power in the Victorian Branch of the ALP; it also draws lessons about the nature of politics in Australia. Indeed, it constitutes the first major study of the role of women in Victorian ALP politics—no such study currently exists. My own personal case studies will determine how and why and if male-dominated ‘traditions’ (patriarchy) are restricting the progress of women in the public sphere in this country. The research material from interviews with past and present female MPs (including former Victorian Premier Joan Kirner) and State Executive members will provide a great deal of invaluable information and opinion for other students of party politics. The thesis will give an opportunity for female ALP views to be expressed. A further contribution to knowledge will be to establish why injustices, inequalities and constraints have been placed on women which hinder their rise to power in the ALP and the Victorian Branch. It is significant to state that throughout Australia’s largely patriarchal history the nonrecognition, or misrecognition, of Australian women has been a form of exclusion resulting in their under- representation in leadership roles in the ALP and its Victorian Branch. Therefore, by studying the particular processes of how gender diversities are formed within a historical and ideological context, we can start to hypothesis on how and why women have been marginalised with the male-dominated ALP and the Victorian Branch. This thesis will examine why women in the Victorian Branch of the ALP have been largely excluded from decision-making positions. Has a combination of cultural, historical, sociological and structural reasons contributed to their exclusion until some thirty years ago when things began to appear to change? Are attempts to make the Branch more inclusive real or are they simply a form of Marcusian repressive tolerance? Therefore, in order to clarify specific aims of the project, one should ascertain why, despite the attainment of legal, political and social rights, there exists a significant inequality between the genders when it comes to achieving and exercising power and influence in the Federal ALP and the Victorian Branch. By researching those factors that create inequality, I hope to ascertain why women have been excluded from decision-making positions in the ALP and the Victorian Branch and document what changes have occurred and suggest future directional aims.