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Leslie, Mildred Ann. "Supported employment: Job coach versus natural support." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/991.
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Moll, Tjerk. "Enacted social support in sport : the effects of support type and support visibility." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/13101.
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This thesis examined the influence of support type and support visibility on the effects of enacted social support on performance and a number of key psychological and behavioural variables. It comprises five chapters. Chapter 1 is a general introduction. The next three chapters (outlined below) present the results of four studies. Chapter 5 is a general discussion. Chapter 2 examined how support type and support visibility influenced the effects of natural support exchanges between athletes and their key support providers occurring in the week prior to an athlete’s match. Athletes and key support providers reported respectively the receipt and provision of support during this week. Athletes also indicated their self-confidence and emotional states regarding the upcoming the match. Moderated hierarchical regression analyses revealed that all types of received support predicted athletes’ emotional states and self-confidence regarding the upcoming match. There was no evidence that invisibly providing these support types predicted athletes’ outcomes. For informational support, however, it was found that its provision predicted self-confidence, suggesting that athletes’ levels of confidence may have benefited from advice that they were not always aware of. Chapter 3 employed an experimental paradigm to better examine the influence of the type and visibility of enacted social support. Using a golf-putting task with novices (n = 105), it examined the influence of informational and esteem support provided in a visible or invisible manner by a fellow novice golfer. This fellow novice golfer was in reality a confederate scripted to give one of five support manipulations (visible informational support, invisible informational support, visible esteem support, invisible esteem support, no support) to participants prior to performing the golf-putting task. The results demonstrated that participants given invisible informational support or visible esteem support outperformed those given no support, while participants given visible informational support or invisible esteem support did not. There was no evidence that participants’ self-efficacy or emotional states could explain these effects. Chapter 4 also involved experimental procedures across two separate studies with samples of skilled football players completing a football aiming task. In these studies, esteem and informational support was provided in a visible or invisible manner by a coach with expertise in penalty-taking. In the first of these studies, the players (n = 68) performed better when the expert provided them with informational support than when the expert provided them with esteem support. This effect occurred regardless of whether the support was provided in a visible or invisible manner. Self-efficacy could not explain this effect. Given the lack of effects of support visibility, the second of these two studies was designed as a replication and an extension of the first. It sought to further examine why informational support might be more effective than esteem support for skilled football players (n = 84). Consistent with the first study, kicking performance was again significantly better for players provided with informational support than for players provided with esteem support regardless of whether the support was provided in a visible or invisible manner. There was evidence that players given informational support performed better than those given esteem support, because their attention was focused more externally on the target and less internally on the process of movement execution. This series of studies are important for sport and social psychology: They are the first to explore the effect of support type and support visibility in a sport context; and they are the first to examine the effect of support type and support visibility in relation to performance. The results demonstrate that support type is a crucial factor to consider when exchanging support. However, no support type may necessarily be considered the best under all conditions. In light of explaining the effects of different support types on performance, the final study suggests that attentional focus may be an important underlying mechanism. The results indicate that support visibility may play a role in the exchange of support but its influence depends on the type of support provided and the context in which this type of support is provided. An overriding finding of this thesis is that enacted support can have beneficial effects upon athletes’ psychological states and performance.
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Anderson, J. B. F. "Strong metal-support interactions in titania-supported metal catalysts." Thesis, University of Reading, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.372539.
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Baker-Thomas, Stephanie G. "Effects of parenting support groups on social support, marital support, and perceptions of infants." Diss., Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/49923.
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This study investigated the relationships among prepartum parenting support groups, social support, marital support, and maternal perceptions of infants. The subjects were 20 prospective first-time parents; nine of the 20 women attended the workshops with their husbands. Subjects completed measures of social support number and satisfaction (SSQ-S and SSQ-N), marital support (MAT), and perceptions of infants (NPI) at three times: prepartum, at one week postpartum, and at 8 weeks postpartum. Social support number and satisfaction, and marital support, were stable and highly correlated with each other at all three times. None of the support variables predicted perceptions of infants. Postpartum perceptions of infants were significantly more positive than prepartum perceptions, most likely due to increased experience with infants. Women with low levels of marital support were significantly more likely to experience Cesarean section birth. The design of this study was modest, utilizing no control group. Results are discussed in light of this limitation.Ph. D.
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Maclin, Ruth L. "Support systems." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1314807697.
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Östlin, Carl Niclas, and Fredrik Palmé. "Säljstöd : En kvalitativ fallstudie gällande samspelet mellan Self-Support, Core-team Support och External Support." Thesis, Högskolan i Gävle, Avdelningen för ekonomi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-18945.
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Abstrakt Titel: Säljstöd Nivå: Kandidatuppsats Författare: Fredrik Palmé och Niclas Östlin Handledare: Jens Eklinder Frick och Jonas Molin Datum: 2015 - januari Syfte: Tidigare forskning har visat att det finns lite eller ingen interaktion mellan säljstödsstrukturerna Self-Support, Core-Team Support och External-Support. Syftet med denna studie är därför att öka vår förståelse kring säljstödsstrukturer och se om det finns ett samspel mellan dem och om de kan kombineras, samt öka förståelsen för de fyra underliggande dimensionernas (workload, complexity, prequalification och customization) påverkan på valet av säljstöd. Metod: Studien är designad som en fallstudie med en kvalitativ ansats och ett hermeneutiskt perspektiv. Den teoretiska referensramen samlades in med hjälp av deduktion och det empiriska materialet samlades in genom semi-konstruerade intervjuer. Resultat och slutsats: Studien indikerar att det finns ett konstant samspel mellan de tre olika säljstödsstrukturerna. Valet av säljstöd beror på säljarens upplevelser av de fyra dimensionerna och Self-Support, Core-team support och External-support är ofta kombinerade för att erbjuda det mest lämpliga stödet vid rätt tidpunkt. Förslag till vidare forskning: Eftersom ett av företagen var under omstrukturering och led av viss personalbrist, finns det möjligtvis en skillnad i appliceringen av säljstöd i ett företag som har lämplig mängd personal. Det vore även intressant att se vilken påverkan kommunikationen i ett mer centraliserat företag hade haft på valet av säljstöd. Uppsatsen bidrag: Studiens bidrag är den ökade förståelsen kring samspelet mellan olika säljstödsstrukturer. Det måste anses vara svårt att skapa ett ramverk för att bestämma vilket säljstöd som bör tillämpas, då varje säljsituation är unik och kan behöva en kombination av olika säljstöd för att vara tillräcklig. Nyckelord: Säljstöd, Self-Support, Tvärfunktionella grupper, Externt stöd, Arbetsbörda, Komplexitet, Anpassningsbarhet, Förkvalificering, Säljaktiviteter.
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Litman, Ariela N. "Intergenerational Support Systems: An Exploration of Multigenerational Support Exchange." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/scripps_theses/131.
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Post-recession, middle-aged parents may provide various types of support to their grown children and parents. In the current study, parents age 40 to 60 (N =92) reported on a survey the support and affection they exchange with each child over age 18 (N =169) and each parent (N=185). The middle-aged generation (G2) differentiated among children (G3) and parents (G1) within families, and provided emotional, financial, and practical help on average to their children. The more dependent the child (G3), the more support was exchanged. Dependence was measured on normative status like education, employment, disability, and crisis as well as the emotional support and the overall affection. Parents (G1) received as a function of their dependence upon their children. Findings support contingency theory; downstream flow is more common in both physical and emotional support. Furthermore, the motivation the phenomenon is explained based on developmental stake theory and developmental schism to assure support later in life and progeny success. Finally, additional analysis of the upstream support found that a function of the existing relationship and individual factors based on caregiver burden, filial maturity, and appraisal impact the support exchange.
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Hodgkin, Julie. "Provision of intelligent user support in decision support systems." Thesis, University of Strathclyde, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366908.
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Borgström, Sara. "Social IT support kontra traditionell IT support : Användarens syn på att söka IT support via sociala medier." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-45357.
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Sociala medier och IT support, två områden som det ofta pratas om. Allt fler företag väljer att kombinera dessa två och låta sina kunder kontakta dem då de behöver IT support via sociala medier, detta fenomen kallas ’Social IT support’. Många människor, använder dagligen sociala medier dock är det oklart vad användare anser om att söka IT support via sociala medier. Denna uppsats syftar till att undersöka hur användaren ser på att söka IT support via sociala medier samt vid vilket tillfälle de hellre skulle använda sig av traditionell IT support så som telefon och e-post samt om användaren förräntar sig snabbare respons från företaget då de söker IT support via sociala medier. Undersökningarna som genomförts har syftat till att undersöka och granska vad verkliga individer tycker och tänker kring ämnet. Undersökningarna som genomfört har bestått av en strukturerad kvantitativ enkät med 102 respondenter samt en semi strukturerad kvalitativ intervju som har genomförts på fem individer. Resultatet som framkommit av undersökningen visar att majoriteten av respondenterna är positivt inställda till att prova på att söka IT support via sociala medier. Undersökningen visar också att det är de olika problemen som uppstår som påverkar om de väljer att söka IT support via sociala medier eller på det traditionella sättet. Resultatet visar även att de flesta respondenter förväntar sig snabbare kontakt från företaget då de sökt IT support via sociala medier än över telefon. Vilket är känt från tidigare forskning dock har skillnader från tidigare forskningar påträffats. Undersökningen visar även att män har högre förväntningar än kvinnor på hur lång tid det ska ta för ett företag att kontakta dem.
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Marin, Kristen Marie. "SOCIAL SUPPORT IN RELATION TO PARTNER CONFLICT AND PARTNER VIOLENCE: VIEWPOINTS OF SUPPORT RECIPIENTS AND SUPPORT PROVIDERS." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/393.
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This investigation included two studies that examined the perspectives of support recipients (Study 1) and support providers (Study 2) regarding the context of social support seeking due to a violent or non-violent conflict with a romantic partner. Study 1 participants (78 female, 78 male) and Study 2 participants (73 female, 89 male) identified predominantly as European-American (48.1% in Study 1 and 50% in Study 2) and African-American (36.5% in Study 1 and 38.9% in Study 2). Social support responses were measured with Ullman's (2010) Social Reactions Questionnaire (SRQ). Results revealed that many of the expected differences in social support reactions by gender, ethnicity, and intimate partner violence (IPV) victimization status were not supported. However, this investigation found a gender difference in the emotional support response, where females provided (F (1, 290) = 13.11, p < .001, partial η2 = .04) and received (F (1, 133) = 15.68, p < .001, partial η2 = .11) higher emotional support more frequently than males. When social support was provided to IPV victims, support providers reacted with egocentric support responses more often (F (1, 122) = 9.53, p < .003, partial η2 = .07) than when providing support for individuals not experiencing IPV. A comparison of Study 1 and Study 2 revealed that support providers (Study 2 participants) provided emotional support (F (1, 290) = 7.79, p < .05, partial η2 = .03), treating differently (F (1, 290) = 9.51, p < .01, partial η2 = .03), distraction (F (1, 290) = 10.09, p < .01, partial η2 = .03), taking control (F (1, 290) = 21.56, p < .001, partial η2 = .07), and tangible aid (F (1, 290) = 9.92, p < .01, partial η2 = .03) more frequently than support recipients (Study 1 participants) received. Regarding helpfulness of support responses, one difference emerged whereby female friends who provided distraction responses were viewed as more helpful than male friends who distracted (F (1, 50) = 9.40, p < .01, partial η2 = .16). This investigation suggests that gender, IPV victimization status, and type of participant (support provider, support recipient) are variables that impact social support during a conflict with a romantic partner. Measurement issues regarding the SRQ limited the ability to determine the helpfulness/harmfulness of social support reactions. Future research is necessary to continue to investigate the types of social support that are considered helpful when disclosing conflict with a partner.
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Rawls, Charles. "PERFORMANCE SUPPORT AND USABILITY:AN EXPERIMENTAL STUDY OFELECTRONIC PERFORMANCE SUPPORT INTERFACES." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4175.
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This study evaluated the usability of two types of performance-support interfaces that were designed using informational and experiential approaches. The experiment sought to determine whether there is a relationship between usability and the informational and experiential approaches. The general population under study was undergraduate education major students from the University of Central Florida. From the general population of three educational technology instructor-led classes, 83 students were solicited to participate in the study by completing a class activity. From the general population, a total of 63 students participated in the study. By participating in the study, the students completed a task and a questionnaire. Students were predominantly English-speaking Caucasian female education majors between the ages of 19 and 20; most of them were sophomores or juniors working part time. They possessed moderately low to high computer skills and most considered themselves to have intermediate or expert Internet skills. An experimental posttest-only comparison group research design was used to test the hypotheses posited for this study. The participants were randomly assigned to either the informational interface group (X1) or the experiential interface group (X2), and the experiment was conducted electronically via a Web-based Content Management System (CMS). The observed data consisted of five outcome measures: efficiency, errors, intuitiveness, satisfaction, and student performance. Two instruments--a checklist and an online usability questionnaire--were used to measure the five dependent variables: efficiency, intuitiveness, errors, satisfaction, and student performance. The CMS was used as the vehicle to distribute and randomize the two interfaces, obtain informed consent, distribute the instructions, distribute the online questionnaire, and collect data. First, a checklist was used to assess the students' performance completing their task, which was a copyright issue request letter. The checklist was designed as a performance criterion tool for the researcher, instructor, and participants to use. The researcher and instructor constructed the checklist to grade copyright request letters and determine students' performance. The participants had the opportunity to use the checklist as a performance criterion to create the task document (copyright request letter). The checklist consisted of ten basic yet critical sections of a successful copyright request letter. Second, an online usability questionnaire was constructed based on the Purdue Usability Testing Questionnaire (PUTQ) questions to measure interface efficiency, intuitiveness, errors, and satisfaction. While these test items have been deemed important for testing the usability of a particular system, for purposes of this study, test items were modified, deleted, and added to ensure content validity. The new survey, University of Central Florida Usability Questionnaire (UCFUQ), consisting of 20 items, was implemented in a pilot study to ensure reliability and content validity. Changes to the PUTQ were modified to fulfill a blueprint. A pilot study of the instrument yielded a reliability coefficient of .9450, and the final online usability instrument yielded a reliability coefficient of .9321. This study tested two approaches to user interface design for the Electronic Performance Support (EPS) using two HTML interface templates and the information from an existing training module. There were two interventions consisting of two interface types: informational and experiential. The SPSS Graduate Pack 10.0 for Windows was used for data analysis and statistical reporting in this study. A t test was conducted to determine if a difference existed between the two interface means. ANOVA was conducted to determine if there was an interaction between the interface group means and the demographic data factored among the five dependent variables. Results of this study indicated that students at the University of Central Florida reported no differences between the two interface types. It was postulated that the informational interface would yield a higher mean score because of its implementation of HCI guidelines, conventions, and standards. However, it was concluded that the informational interface may not be a more usable interface. Users may be as inclined to use the experiential interface as the informational interface.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Curriculum and Instruction
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Ngwenya, Sello George. "Institutional Development and Support Officials' support to School Management Teams." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65456.
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The role played by the SMTs and IDSOs in the South African education context is
important. Their involvement in the day-to-day development of the learners is
considerable. They need to work harmoniously and in collaboration to create an
enabling learning environment. The SMTs expect to be supported in their work.
Accordingly, IDSOs are well placed to fulfil this role, based on their expertise.
This study is underpinned by the four-factor leadership theory of Bowers and
Seashore (1960) that entails four distinct factors, namely, support, interaction,
facilitation, goal emphasis and work facilitation. This qualitative research design
was located within the interpretivist paradigm. The IDSOs and SMTs from three
primary schools in the Tshwane South District (Gauteng Province) were
interviewed. Relevant documents were analysed. Data were generated by means
of semi-structured interviews to enable the probing of the responses.
The findings revealed that the SMTs require support from the IDSOs to fu lfil their
functions. In most cases, the IDSOs focus on the development of principals only.
Consequently, the team chain that may have been strengthened over time is
broken. The SMTs expect the IDSOs to play a major role in supporting schools
with various aspects of school management, development and leadership
including the Internal Whole School Evaluation (IWSE) and in preparation for the
External Whole School Evaluation conducted by the OFSTED officials. SMTs see
the IDSOs as the principals' supervisors. In practice, the IDSOs do not offer any
direct support to the SMTs. Instead , they use the cascading model to capacitate
all the SMT members.
The study made several recommendations. The first involves improving the
capacity of districts, circuits and clusters through clearer role definitions and
relooking at the processes of selection, recruitment and empowerment of the
district officials, especially the IDSOs. Principals with expertise and capacity to
lead and develop others and with sufficient principalship experience should be
recruited. The department should introduce an upward reporting and feedback system on
the IDSOs' functionality for use by the SMTs in relation to the support provided by
the IDSOs and accountability sessions can also be held by the IDSOs'
supervisors with the IDSOs to ensure that they account for the support provided
to each of the schools they are assigned to.
Accounting sessions for all the SMT members also need to be conducted by their
schools' IDSOs. Finally, reduction of both the number of schools and the
workloads allocated per IDSO in line with the national policy on district
organisation and the proper implementation of the national departmental policy
on the organisation of districts in its current form by the GDE can lead to the
improvement and greater efficiency in the work of the IDSOs.Dissertation (MEd)--University of Pretoria, 2017.
Education Management and Policy Studies
MEd
Unrestricted
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Ingemarsson, Robert. "Shopping Cart Support." Thesis, Högskolan i Halmstad, Sektionen för ekonomi och teknik (SET), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-17815.
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This is a product development project which has developed a prototype in order to facilitate for people using mobility devices when they want to buy a larger quantity of groceries. The prototype is a shopping cart composed with the upper part of a walker.Today there are many different types of mobility devices used by elderly and people with physical impairment. According to Myndigheten för samhällsskydd och beredskap (MSB) are accidental falls the most common cause of accidents in Sweden.This project has been using Computer Aided Design (CAD) as a tool to create a visual image of the prototype. The advantage of this is to modify the functionality and performance of the prototype on the computer before the modification takes place in the real model. Using human manikins, the CAD model was rendered in natural surroundings to get as true a picture as possible. The prototype is adjustable, why various anthropometric measurements were used to fit to the individual, but not less than the 40th percentile for women, corresponding to a height of 161 cm.The project has resulted in a CAD model and a functional prototype. The prototype has been tested by a user group at Alla Hjärtans Hus (AHH) and received positive feedback. The prototype also received constructive criticism from users, so suggestions can be applied. Suggestions for further development of the prototype have been developed. The prototype needs to be modified and components must be added before it can be used in grocery retailers.
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Cumming, Jonathan. "Clinical decision support." Thesis, Durham University, 2006. http://etheses.dur.ac.uk/1814/.
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Дядечко, Алла Миколаївна, Алла Николаевна Дядечко, Alla Mykolaivna Diadechko, and I. Shishov. "Decision support system." Thesis, Видавництво СумДУ, 2010. http://essuir.sumdu.edu.ua/handle/123456789/17565.
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Kutomi, Esdras. "Supporting Support Engineers." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8431.
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The steady and uninterrupted availability of systems is essential for the mission of many companies and other organizations. This responsibility relies mostly upon support engineers, who are responsible to respond to incidents. Incident response is a unique type of task in software engineering, given it carries distinguishing characteristics like risks, pressure, incomplete information and urgency. Despite the importance of this task for many organizations, little can be found in the literature about the incident response task and model. To fill the gap, we created a theoretical foundation to foster research on incident response. We conducted an interview study, asking 12 support engineers about their experiences dealing with outages, service degradation, and other incidents that demanded an urgent response. We used our 22 collected cases to identify important concepts of incidents and their dimensions, and created an ontology of incidents and a model of the incident response. To validate the usefulness of our results, we analyzed our incidents based on our ontology and model, providing some insights related to detection of incidents, investigation and the hand over process. We also provide analytical insights related to the prevention of resource limitation incidents. Finally, we validate the usefulness of our research by proposing an improvement on monitoring tools used by support engineers.
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Elfer, A. F. "Support following miscarriage." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1575469/.
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One in four pregnancies ends in miscarriage; it is the most common type of pregnancy loss. It can be a devastating and traumatic experience, yet often it goes unrecognised and unspoken about. This thesis, presented in three parts, looks at formal and informal sources of support for women in the aftermath of miscarriage. Part I is a literature review of the effectiveness of psychological interventions for women following miscarriage. Thirteen studies met inclusion criteria. Interventions evaluated included CBT, IPT, nurse/midwife led sessions, and psychological debriefing. Nine of the studies found improvement in symptoms following intervention. There was no evidence of differential effectiveness for interventions of different theoretical underpinnings. Part II presents the findings of a qualitative study of women’s experiences of social support following miscarriage. Thirteen women took part in semi-structured interviews which were analysed using Braun and Clark’s (2006) method of thematic analysis, yielding 10 themes. Women encountered a number of barriers to talking about miscarriage e.g. its physical nature and being surrounded by other pregnant women. They experienced both unsupportive interactions (e.g. dismissive remarks, encouragement to move on) and supportive interactions (e.g. validation and permission to talk). The findings are discussed with reference to the literature on grief, trauma and social support. Part III is a critical appraisal of the process of conducting the research presented in Part II. It focuses on three main areas: personal reflexivity; epistemological reflexivity; and broader reflections on miscarriage as a taboo subject.
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Patrick, Louise. "Expressed support, perceived support and physical ability in chronic pain patients." Thesis, University of Ottawa (Canada), 1992. http://hdl.handle.net/10393/7783.
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This study investigated the relationship between social support within the marital context, and physical ability in chronic pain patients. Fifty patients diagnosed with chronic pain and their spouses participated in the study. Each patient was asked to exercise on a stationary bicycle, with his/her spouse present. The interactions between patient and spouse were videorecorded and the spouse's behaviour was rated for the amount of task-related and emotional support expressed. The relationships among the spouse's behaviour, the patient's perception of that behaviour and the patient's physical ability were examined. Marital adjustment, depressive symptomatology and the spouse's perception of the patient's physical limitations were investigated as predictors of expressed and perceived support. Zero-order correlations replicated the previously demonstrated positive relationships among the patient's report of spouse support, pain intensity and marital adjustment. Using hierarchical regression to control for the patient's depressive symptomatology and marital adjustment, it was found that observed spouse support was positively related to the patient's physical ability, accounting for 13% of the variance. When pain severity was also entered into the equation, results indicated that pain intensity was the only significant predictor and was negatively related to the patient's physical ability, accounting for 43% of the variance. No significant predictor of the spouse's expressed support was identified, while the patient's marital adjustment was positively related to his/her perception of support. Descriptive reports by patients of their perception of support during the physical ability task indicated that patients experienced task and emotional support differently. The majority of patients reported that emotional support was experienced as supportive and helpful, but task-related support was not.
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Kennedy, M. Andrew. "Developing measures of intra-team support and organizational support of teams." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ32419.pdf.
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Kennedy, M. Andrew (Michael Andrew) Carleton University Dissertation Management Studies. "Development measures of intra-team support and organizational support of teams." Ottawa, 1997.
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Bolzonella, Jarjn <1995>. "Individual Placement and Support: metodo di supporto all’impiego per soggetti con disturbi mentali." Master's Degree Thesis, Università Ca' Foscari Venezia, 2021. http://hdl.handle.net/10579/19397.
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L’introduzione di persone con disabilità all’interno del mercato del lavoro trova la sua origine sin dagli esiti della Prima Guerra Mondiale, quando l’allora Riforma dell’Opera nazionale per gli invalidi di guerra aveva previsto l’obbligo della riqualificazione professionale e del collocamento per coloro i quali riportavano invalidità successive al periodo bellico. L’evoluzione legislativa ha introdotto negli anni avvenire norme di più ampio respiro che hanno permesso l’introduzione e l’accompagnamento al mondo lavorativo anche a soggetti affetti da disabilità, sia essa fisica che mentale. Proprio di quest’ultima tratterà tale elaborato, visionando dapprima gli strumenti che finora hanno permesso di accompagnare e sostenere persone fragili nel mondo del lavoro per poi focalizzare l’attenzione su una metodologia innovativa di supporto al lavoro: il metodo IPS. L’Individual Placement and Support, modello americano importato in Italia nel 2003 con lo studio EQOLISE, è una pratica che si fonda sull’evidence based che aiuta le persone con disturbi mentali a raggiungere e a mantenere una posizione lavorativa nel libero mercato. Si andranno quindi ad analizzare i principi e la metodologia portati avanti dall’IPS nonché le sue implicazioni a livello pratico. Tale modello, ad oggi in via di sperimentazione anche in aree diverse dalla salute mentale, rispecchia il principio di autodeterminazione e di emancipazione delle persone perseguito dai professionisti assistenti sociali. Si ritiene quindi utile lo studio di uno strumento che si sta sempre più adoperando da parte degli operatori sociali che, ponendosi trasversalmente in tutte le sue aree d’azione, potrebbe essere un modello innovativo di risposta ai bisogni sociali.
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Manohar, Uttara. "Effective Support Provision for Coping with Everyday Racial Discrimination: An Assessment of Emotional Support and Social Identity Affirmation Support." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1440087611.
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Hosley, Cheryl A. "Social support in parent-adolescent relationships : variation in support provision and the impact of support on adolescent psychological health /." The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488192960166935.
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Monzalve, Manuel. "EXAMINING THE RELATION BETWEEN CONTEXTUAL FIT AND IMPLEMENTATION FIDELITY ON BEHAVIOR SUPPORT PLANS AND STUDENT OUTCOMES." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20684.
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An extensive body of empirical evidence indicates that function-based behavior support plans are likely to be more effective and efficient in school settings than plans that are not function-based. Designing technically adequate behavior support plans, however, is not sufficient to ensure that these plans will be implemented with fidelity by school staff. The contextual “fit” of support plan procedures with the values, skills, resources and administrative support of implementing personnel also affects the likelihood of implementation. In this dissertation a single-subject concurrent multiple baseline design across participants was used to examine the efficacy of the Contextual Fit Enhancement Protocol (CF Intervention). The CF Intervention was designed to improve the contextual fit of support plans for four elementary school students with problem behaviors. This CF Intervention was designed based on the assumption that when procedures included in a plan match the values, skills, administrative support and resources of the people responsible for implementation the plans will be implemented with higher fidelity and will be more likely to produce desired student outcomes. Results from the study indicate that after implementation of the CF Intervention, support plans that were already technically adequate improved in contextual fit: instructional staff (a) had a better understanding of behavioral procedures being used, (b) received specific, systematic feedback about its implementation, (c) perceived high levels of administrative support, and (d) perceived a collective commitment to improve current plans. Following implementation of the CF Intervention, substantial increases in implementation fidelity and decreases in student problem behavior were observed. In addition, teacher participants rated the CF Intervention process as effective and efficient. Limitations and implications for future research, practice, and training are discussed.
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Heslop, Laura. "Support for the supporters : perceptions of support for support staff in comprehensive schools and the role of the educational psychologist." Thesis, Cardiff University, 2012. http://orca.cf.ac.uk/38110/.
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Support staff are perceived to be highly important to schools in Britain (Department for Education (DfE), 2011; Department for Educational and Skills (DfES), 2000). The dramatic increase in support staff within schools has led to a range of roles being developed, impacting on their training and development needs (Training and Development Agency (TDA), 2010a), and those “involved in employing, managing, supporting and training them” (Alborz et al., 2009, p.4). Whilst guidance is available to schools (for example, Training and Development Agency (TDA), 2010c) there is a lack of evidence regarding the forms of support available to support staff in schools, or what is helpful, in order to carry out their role effectively and develop professionally. A qualitative approach was adopted to explore perceptions of support for support staff and the role of educational psychologists. Questionnaires, focus groups and individual interviews were utilised to gather the views of secondary school support staff, senior management team members and educational psychologists. Thematic analysis identified key themes relating to enabling support staff to feel supported within their roles, and the role of educational psychologists in working with support staff. Findings suggest that, being valued, included and involved is important to support staff feeling supported. Relationships with other members of support staff and school staff in addition to a school’s overall ethos were identified to have considerable influence on facilitating these aspects. Lack of clarity regarding the role of educational psychologists and their role in supporting support staff was also identified. Tentative suggestions are made regarding how schools might enable support staff to feel supported, and how EPs might widen their roles with support staff. In light of the findings, areas for further research are considered.
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Lawrence, Sandra A. "An integrative model of perceived available support, organisational stress and support mobilisation /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19277.pdf.
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Williams, Keith R. "Moral support, strategic reasoning, or domestic politics America's continual support for Israel." Thesis, Monterey, Calif. : Naval Postgraduate School, 2007. http://bosun.nps.edu/uhtbin/hyperion-image.exe/07Dec%5FWilliams.pdf.
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Thesis (M.A. in National Security Affairs)--Naval Postgraduate School, December 2007.Thesis Advisor(s): Wirtz, James ; Freeman, Michael E. "December 2007." Description based on title screen as viewed on January 24, 2008. Includes bibliographical references (p. 57-59). Also available in print.
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Vonk, Guido A. "Improving planning support : the use of planning support systems for spatial planning /." Utrecht : Koninklijk Nederlands Aardrijkskundig Genootschap, 2006. http://www.loc.gov/catdir/toc/fy0802/2006436743.html.
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Huang, Ted. "A collaborative architecture for the support of next generation operation support systems." Thesis, Liverpool John Moores University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435776.
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Graffy, Jonathan Peter. "Evaluating breastfeeding support : a randomised controlled trial of support from breastfeeding counsellors." Thesis, University of Birmingham, 2002. http://etheses.bham.ac.uk//id/eprint/696/.
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Two-thirds of UK mothers begin breastfeeding, but many soon stop. Although breastfeeding benefits health, infant feeding is influenced by social and attitudinal factors. Study one prospectively investigated the attitudes and experiences of 514 women. Past experience predicted which multiparae would stop by six weeks. Manual social class and considering bottle feeding did so for primiparae. Perceived insufficient milk was the commonest reason for stopping. Study two, a randomised trial of support from breastfeeding counsellors, recruited 720 women. At four months, 46.1% (143/310) intervention and 42.3% (131/310) control women breastfed (Chi\(^2\)=0.942, P=0.33); 73.9% (229/310) vs 79.4% (246/310) gave bottle feeds (Chi\(^2\)=2.60, P=0.11). Survival analysis confirmed that differences between intervention and control women's partial and full breastfeeding duration were not significant (P=0.45 and 0.15 respectively.) Significantly fewer intervention women felt they had insufficient milk. Qualitative analysis of women’s comments revealed they wanted better information, practical help with positioning, effective advice, encouragement and their feelings acknowledged. Women valued counselling, but their feeding behaviour changed little, which may reflect the strength of social influences and that not all mothers contacted the counsellors postnatally. Practical support in the early postnatal period is important. Counselling may increase women's confidence in breastfeeding and producing enough milk.
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Pfeil, Ulrike. "Studying online support communities : investigating network patterns and characteristics of social support." Thesis, City University London, 2011. http://openaccess.city.ac.uk/1159/.
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People’s activities on the internet have expanded from mainly retrieving information to communicating with each other in virtual settings. Thus, research investigating social interactions in online communities is becoming more and more important. However, the multi-faceted approaches of existing studies for the analysis of online communities make it difficult to combine the findings into a comprehensive understanding. This shows the need for holistic investigations of online communities. This thesis provides such a holistic approach by investigating a combination of different aspects of a selected online support community for older people. MOSuC (Model of Online Support Communities), a model describing the key aspects of online support communities was developed based on existing theories of computer-mediated communication (CMC) as well as theoretical perspectives on social support. Five studies were conducted, each addressing one of the different aspects of the case study community: (i) the message content, (ii) the conversations structure, (iii) the social network of related community members, (iv) the roles that online community members take on, and (vi) the taget population’s needs concerning the exchange of social support in online communities. The findings of these individual studies were then combined in context of MOSuC in order to provide a holistic description of the community. As a result, this thesis provides detailed insight into the characteristics of the case study community as well as the interplay and dependencies between different aspects of the community. Based on the integration of multiple studies, the thesis sheds light on two main issues: the characteristics of the individual aspects of the community as well as how these aspects are related to and affect each other. In addition to the findings of the studies, the thesis also contributes MOSuC, which serves both as a theoretical framework of the aspects of online support communities, as well as a practical tool for integrating the individual studies. In addition, the application, modification and integration of multiple methods in this thesis provide a novel methodological way for an integrative analysis of online support communities.
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Keyes, Sarah E. "Mutual support : an exploration of peer support for people with learning difficulties." Thesis, Northumbria University, 2010. http://nrl.northumbria.ac.uk/3747/.
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Mutual Support is an in depth exploration of the role and impact of peer support by people with learning difficulties. Built on one of the seven aims of Centres for Independent Living, the project has constructed a model of peer support based on accounts of direct experiences from people with learning difficulties. The overall aim of the research was to construct and critique the Mutual Support model of peer support and people with learning difficulties. This thesis reflects the process of that construction. The overall aim was met through a research situation in which knowledge was constructed in the interaction between the researcher and participants. This provided an opportunity for people with learning difficulties to reflect upon their relationships with one another, and the emancipatory potential of that support. The focus of the research was two pre-existing settings involving people with learning difficulties supporting one another: a Theatre Company using Forum Drama to facilitate changes in attitudes and policy, and a course facilitated by people with learning difficulties who mentored small groups. Methods used within the research were based on an Inclusive Research process which prioritises meaningful research interaction that is accessible and guided by participants. The research process intertwined meetings with advisory groups, and contact with other local groups of people with learning difficulties, with formal data collection within the two main settings. One to one experienced-based narrative interviews with people from the two main settings provided multiple opportunities for participants to speak about their experiences of peer support. These interviews formed the data used in formal analysis, which was a continual process, with subsequent interviews being based on views previously expressed. A further comprehensive descriptive content analysis of data, using the tools of Nvivo8 and mind-mapping, took place prior to the outputs of the whole project being evaluated during group sessions with those who had taken part. The emerging model is one of collective support which challenges assumptions about the role and impact of people with learning difficulties supporting one another and their capacity to engage in insightful interpersonal interaction. Mutual Support has the potential to break down barriers to inclusion. Mutual Support also demonstrates the value that people with learning difficulties place on giving and receiving support from one another. The outputs of Mutual Support include contribution to current debate in the areas of service user involvement, inclusive research, and the academic field of Disability Studies.
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Williams, Stacey L., Sheri L. Laduke, Kathleen A. Klik, and David W. Hutsell. "A Paradox of Support Seeking and Support Response Among Gays and Lesbians." Digital Commons @ East Tennessee State University, 2016. https://doi.org/10.1111/pere.12127.
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Individuals that perceive stigma surrounding their identity and fear rejection of support requests may experience a paradox whereby they seek support indirectly from support networks (friends and family) to avoid rejection and are met with unsupportive responses. This study extended this paradox to sexual minorities using survey data from a sample of 133 individuals self-identified as gay and lesbian. Results of structural equation modeling showed self-stigma and fear of support rejection linked to increased indirect support seeking, which in turn explained unsupportive network responses, providing support for a paradox among gays and lesbians. Findings may have implications for interventions to improve support exchanges in the lives of sexual minorities.
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Tyrawski, Jennifer. "Expanding the Boundaries of Effective Social Support: Advancing the Narrative Support Model." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1436441855.
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Kubik, Charles Paul. "Using commercial aviation information systems in operational support airlift decision support systems." Thesis, Monterey, California. Naval Postgraduate School, 2004. http://hdl.handle.net/10945/1397.
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Approved for public release; distribution is unlimitedscheduling solutions for routing aircraft, crews and logistical support needed to successfully operate in this new environment. The opportunity exists for the DoD's private aircraft operation, the Joint Operational Support Airlift Center (JOSAC), to utilize some of the same system features used in commercial operations such as NetJets to improve operations. This thesis will analyze the use of commercial air operator strategies and DSS's to be used in JOSAC to improve operational effectiveness. It will look to add new capabilities and processes used in commercial DSS's along with the implementation of the disruptive technology, microjets. Some of the potential benefits include improved operational performance, solutions to scheduling inefficiencies and improved mission readiness. With these improvements the potential for a military microjet operation in the future is a real possibility.
1st Lieutenant, United States Air Force
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Van, Waardhuizen Sarah Nicole. "Perceptions of administrative autonomy-support and teacher autonomy-support in music education." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6319.
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Autonomous learning is defined as an individual being actively engaged in the learning process to further his or her own interests and pleasure (Evans, 2016). This study measured music educators’ self-reported perceptions of autonomy-support provided by their principal and music educators’ self-reported perceptions of the autonomy-support they offered to their students. Bonneville-Roussy, Lavigne, and Vallerand (2011), Bonneville-Roussy, Vallerand, and Bouffard (2013), and Evans (2015) researched autonomous learning in music teaching and learning. They suggested music educators need to create a learning environment where students are motivated to learn for their own interests, pleasure, and passion for music.
Autonomous learning research has focused not only on the autonomous learning of the students, but on the support offered by the teacher to motivate the autonomous learning (Reeve, 1998). Reeve (2009) defined autonomy-supportive teaching as “the interpersonal sentiment and behavior teachers provide to identify, nurture, and develop students’ inner motivational resources” (p. 159). Building from that definition, Deci and Ryan (2016) asserted through autonomy-supportive efforts in the classroom, a student will be “moved to act” in the motivational process (Ryan, 2016; Ryan & Deci, 2016). Autonomy-supportive teaching centers on the careful alignment of the teacher’s motivating action with student needs.
For this study, current music educator participants (N = 295) took an online survey that included demographic information, the Work Climate Questionnaire-Schools (Baard, Deci, & Ryan, 2004; adapted for schools with permission), and the Situations in Schools Questionnaire (Aelterman et al., 2017; used with permission from J. Reeve, 2016). Descriptive statistical analysis, correlation analysis, MANOVA, and ANOVA resulted in no significant differences in the correlation analysis between Work Climate Questionnaire – School and Situations in Schools – Controlling-Teaching or Work Climate Questionnaire – School and Situations in Schools – Autonomy-Support.
There was significant negative correlation between Situations in Schools – Controlling-Teaching and Situations in Schools – Autonomy-Support, r (293) = -.160, p < .01, one-tailed. The MANOVA design indicated a main effect for area taught by level taught by highest education attained, Өᵢ = 0.031, F (2, 276) = 4.26, p = .015. There was a statistically significant difference between highest education level attained and the Situations in Schools – Controlling-Teaching Scale, F (1, 290) = 4.923, p < .05.
The negative relationship between controlling-teaching and autonomy-supportive teaching promotes the relevance for the newly established Situations in Schools (Aelterman et al., 2017) measurement tool. The data suggest music educators who possess graduate degrees tend to utilize less controlling-teaching practices. Future research in undergraduate teacher training and professional development in autonomy-supportive teaching could enhance the development of teachers-in-training and current music educators.
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Lipperts, Steffen Richard Goswin. "Mobile agent support services." [S.l.] : [s.n.], 2002. http://deposit.ddb.de/cgi-bin/dokserv?idn=964753065.
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Borg, Kim, and Alexander Frisk. "SSD - Stair Support Device." Thesis, Halmstad University, School of Business and Engineering (SET), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-2528.
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Together with Hälsoteknikalliansen the project team recognized the need to improve availability in the staircase environments. This is a difficult environment, especially for our elderly. The staircase leading to and from apartments is such a major obstacle that many people do not dare to go into the staircase leading to their front door. The market study that the project team conducted showed that many were in need of a living support, often a relative, who helped and supported them when they went into these stairs. It also appeared that these people manage everyday life just fine, but they suffer the problems that stairs to and from their apartment causes.
With this as background, the project team has developed a product called SSD - Stairs Support Device. This product offers the user the safety and sense of security they need to dare to go into the stairs. The project and it´s ideas are owned entirely by the project team and this report covers the studies done on the mentioned area and the solution that the thesis has resulted in.
Our work has been carried out at Halmstad University College as a thesis from September 2008 to May 2009. What the project team has been able to achieve in this short time is an aid that is entirely designed by the potential users own wishes and needs. The project team has developed an aid that both will facilitate daily life for many people, while reducing costs to society of older homes with massive amounts. But especially it gives the opportunity to so many older people to get so much joy in life which they would otherwise have missed if they become attached, in their homes, just because of a small staircase.
Today, nine months after project start-up the project team can boast the living support that SSD now gives its users.
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Yip, Jennifer Yan Wa. "Social support in hoarding." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54558.
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Many people with hoarding problems have never been married and live by themselves. Further, treatment-seekers tend to be elderly, which puts them at special risk for social isolation. Research has established strong links between social support and many aspects of psychological health, but the role of social support in hoarding has not yet been explored. Does excessive clutter drive away people who care? Does living alone provide freedom to accumulate clutter? How social support is provided and received is also relevant. Although family members or healthcare workers may intend to minimize health and safety risks associated with hoarding behaviour, actions they intend to be supportive may be delivered insensitively or inappropriately. Previous research has found that hoarding is a source of family burden and distress. As a result, hoarding may be related to interpersonal conflict. This study investigated (1) social integration, the degree to which someone is involved in a broad range of relationships, (2) perceived support, the amount of support perceived to be available if need arises, (3) received support, the amount of support perceived to have been obtained, and (4) social conflict, which broadly includes a range of negative social interactions. Seventy-eight participants with a range of hoarding symptoms were surveyed online. The relations among hoarding symptoms and four aspects of social support were examined. The effect of depression was considered, as it is highly comorbid with hoarding and may account for some aspects of poor social support. Hoarding was related to perceived support and social conflict, but this relationship was explained by depression. In contrast, hoarding was not related to social integration or received support. This study provides a basis for further research on social interactions in hoarding, and demonstrates the necessity in building sensitivity and awareness beyond media portrayals of hoarding, such that supportive behaviours are delivered in a thoughtful manner that minimizes conflict. Additionally, this study has implications for encouraging social integration and addressing issues of social support and conflict within hoarding interventions.Arts, Faculty of
Psychology, Department of
Graduate
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Smith, Kirsten Ailsa. "Exploring personalised emotional support." Thesis, University of Aberdeen, 2016. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=231019.
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This thesis explores how a computer could facilitate emotional support, focusing on the user group of informal carers. Informal carers are people who provide regular mental or physical assistance to another person, who could not manage without them, without formal payment. They save the UK £132 billion per year. However, many carers find themselves isolated by their caring commitments and may suffer from mental and physical health problems. Good emotional support can help reduce the negative effects of stress. We explore how an Intelligent Virtual Agent (IVA) could provide suitable emotional support to carers; how this emotional support should be adapted to the situation and personality of the carer; and how to add emotional context to support messages. To do this, we create a corpus of emotional support messages of different types and devise an algorithm that selects which type of emotional support to use for different types of stress. We investigate whether to adapt emotional support to personality, developing a novel method of measuring personality using sliders. We explore the identity of the support-giver and find that this affects the perceived supportiveness of an emotional support message. We investigate how emoticons add emotional context to messages, developing a proposed set of emoticons that depict core emotions that people use online. We find that gift emoticons can be used to enhance emotional support messages by representing an effort to 'cheer up' the carer. Finally, we explore how emotional support messages could be used by an IVA in six interviews with carers. Overall, we find that an IVA that helps a carer keep in contact with their personal social network and offers emotional support messages would be well-received by carers, but further work needs to be done to implement it within the framework of existing social media.
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Natalenko, Rie. "Exegesis to support Heloise." Access electronically, 2005. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20060807.152947/index.html.
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Trevor, Jonathan James. "Infrastructure support for CSCW." Thesis, Lancaster University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296968.
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Palmer, Ian James. "Architectural support for compilation." Thesis, Imperial College London, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339098.
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Ezz, Inas E. "Management support systems integration." Thesis, Brunel University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365077.
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Rehunathan, Devan. "Enabling network mobility support." Thesis, University of St Andrews, 2012. http://hdl.handle.net/10023/3205.
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As computing devices become increasingly portable, it is becoming necessary to support Mobility as a core network functionality. The availability of devices such as smartphones, tablets, laptops as well as wireless network infrastructure is opening up the possibility of using Network Mobility to cater for multiple mobile nodes simultaneously. Network mobility may be useful in a number of mobile scenarios, where a large number of mobile nodes are moving in unison. A number of operational benefits stand to be gained by aggregating these nodes into a single mobile unit. Unfortunately, the current state for network mobility support, especially in terms of network layer protocols, is limited. This is in part due to the inherent complexity of mobile network scenarios, the high cost of testing mobile network protocols in operational environments and the difficulties in implementing such protocols. This thesis looks at how network mobility support may be better enabled by making experimentation with mobile networks more accessible. It shows this by first showing how analytical approaches can be useful in mobile network applications, as they abstract away from experimental details and allow for more straight forward protocol comparisons. It then goes on to look at the tools available to study mobile network protocols, where it introduces and extends an existing tool that uses virtual machines to allow for the study of mobile network protocols. Finally, it demonstrates a practical method in which mobile network support may be easily enabled in a practical setting.
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Alkarouri, Muhammad Abdulmuneim. "Distributed decision support systems." Thesis, University of Sheffield, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.555644.
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Decision support systems are a class of computer based systems that assist in some or all levels of decision making within an organisation. Recently, the growth of data captured that is useful or even critical to the successful running or conclusion of projects in science and industry has been remarkable. Thus, the development of decision support systems that are scalable in terms of the size of data processed. the number of stakeholders, and their geographical span has become of the essence. This thesis identifies the issues in developing distributed decision support systems. Building on that. an architectural style for the development of scalable and extensible software systems is introduced. Subsequently, a framework for the design of distributed decision support systems is developed. This new architectural style is the Resource Oriented Services Architecture (ROSA). It builds on Representational State Transfer (REST), an architectural style that describes the venerable design of the world wide web. An architectural design based on REST revolves around resources, representations, and hyperlinks. \Vhat it lacks is a standardised way to represent computations as resources in a scalable and extensible manner. For systems that cannot be adequately described as a web of documents, this is a shortcoming. ROSA overcomes this by defining a means of representing executable resources in a manner that is consistent with the statelessness and cacheability constraints of REST. The resulting architecture enables the scalability of the system. Additionally, desirable features such as dynamic discovery of resources and extensibility and loose coupling are attained. To illustrate this framework, two new learning algorithms are introduced and implemented as services. The first is a data structure suitable for proximity queries over large datasets of low intrinsic dimension. The other uses a random projection to carry out novelty detection over high dimensional datasets.
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Fraser, Simon. "Mechanized support for retrenchment." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491492.
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Refinement is a long-established technique that is widely used in the rigorous development of software. It can be argued that refinement has limitations that prevent it being used effectively in a wide range of system implementations. These claims led to the introduction of a liberalized form of refinement known as retrenchment. Whilst, when using retrenchment, we lose some of refinement's guarantees, we are able to describe the construction of specifications in situations where refinement struggles to provide a clear and concise picture. It is hoped therefore, that the use of retrenchment - alongside refinement - will increase the scope of system developments to which formal methods can be successfully applied. It has been generally recognized that it is not feasible to apply formal methods to the development of complex systems without suitable tool support. Following an attempt to integrate retrenchment into the B-Toolkit where the inflexibility of the application made change difficult - we decided to create a new tool that was capable not only of supporting the specification and proof of refinement and retrenchment, but any similar relationship. Our aim was to make the notion of the model and the relationship between models fully configurable, allowing the user to specify and prove with existing formal techniques, but also to be able to experiment in the creation of new techniques. vVe chose to use the Z notation as the principal syntax for expressing our models and relationships. As the international standard for Z had only recently been published, we were also required to create one of the first Z tools that conformed (loosely) to this standard.
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Longley, Carrick T. "Field information support tool." Thesis, Monterey, California. Naval Postgraduate School, 2010. http://hdl.handle.net/10945/5193.
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Approved for public release; distribution is unlimitedThe Field Information Support Tool (FIST) is a field-based collection system using commercial-off-the-shelf (COTS) smartphones, customized software, and a robust information management backend known as FusionPortal with a deployable sensor fusion system known as FusionView that enables information to flow from the point of capture to an analyst in near real-time regardless of location or physical proximity. FIST is designed to operate in a variety of environments and supports a variety of mission sets such as counterinsurgency operations (COIN), counter-narcotic missions (CN), and humanitarian assistance and disaster response (HA/DR). The overarching principle of FIST is the development of a user-friendly data collection tool that utilizes automated information systems to enable unstructured data to be collected, processed, and structured for analysis and visualization in a variety of analytic packages. FusionView enables real-time integration of disparate sensor systems that provides a powerful common operating picture critical for today's decision makers. FusionPortal allows for data to be exported and analyzed using geospatial, geo-statistical, link, and social network analysis in addition to enabling the exchange of information with external databases such as the Worldwide Civil Information Database (WCID), the International Studies of Violent Groups (ISVG), and the Combined Information Data Network Exchange (CIDNE).
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Beacham, Nigel Adrian. "Distributed performance support systems." Thesis, Teesside University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410848.
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The focus of this thesis is on electronic performance support and, in particular, systems which enable performance support facilities to be distributed across networks. A review of the literature was undertaken, followed by a discussion of the rationale for using a distributed performance support system (DPSS) and an evaluation of a number of tools and facilities which can be used during the development and implementation of this type of system. This analysis enabled a model of a distributed performance support system to be developed which illustrates the potential relationships between the embedded support tools and components. Two different types of distributed performance support system are then given. These reflect a number of different architectures such a system can take within academic institutions in order to facilitate teaching and learning. Based upon one of these types of DPSS, an important part of the work described in this thesis has been an investigation into the use of computer-based learning facilities and how these facilities can be effectively used by integrating them within a DPSS. The investigation centred on the use of the BYZANTIUM marginal costing package: a computer-based learning package used within the School of Business and Management, at the University of Teesside, to teach undergraduates the accounting technique of marginal costing. In order to investigate the potential and impact of embedding the marginal costing package within a distributed performance support system within the context of an academic institution, a number of experimental case studies were implemented and evaluated within the School of Business and Management, at the University of Teesside. Each of these case studies relates to the theme of `learning support environments'. The case studies have served to establish a set of principles and guidelines for the creation of distributed performance support systems within an academic setting. In the final part of this thesis the results of the evaluation studies are presented and discussed. This is followed by some concluding remarks and some suggestions for future work.
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CORTES, MARIELA INES. "COMPUTATIONAL SUPPORT TO FRAMEWORK." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2003. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=3913@1.
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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICOO desenvolvimento de frameworks é caro, não só pela dificuldade intrínseca relacionada à captura do conhecimento do domínio, mas também por causa da falta de métodos e técnicas apropriados para dar suporte à sua evolução e desenvolvimento iterativo. Neste trabalho de tese é proposta a utilização de duas técnicas complementares para dar suporte a evolução de frameworks: regras de refactoring e regras de extensão. A técnica de refactoring foi desenvolvida para restruturar software de forma a tornar o código mais legível e fácil de ser reutilizado. Regras da extensão são propostas para modificar a estrutura de pontos de variação do framework, possibilitando a adição mais fácil de novas funcionalidades no design. Ambas as técnicas preservam o comportamento observável dos programas. Esta propriedade é verificada formalmente usando-se CCS e técnicas de verificação de modelo. A abordagem proposta é testada com o auxílio de uma ferramenta semiautomática, desenvolvida para dar suporte à aplicação das regras definidas.
Framework development is expensive not only because of the intrinsic difficulty related to the elicitation of domain knowledge but also because of the lack of methods and techniques to support its evolution and interactive development. The present thesis proposes the use of two complementary techniques to support framework evolution: refactoring and extension rules. The refactoring technique has been developed to enable software re-structuring in a way to produce more readable and reusable code. Extension rules have been proposed to change the structure of the framework variation points by allowing the addition of new design functionalities. Both techniques preserve the observable behavior of programs. This property is formally verified in this work by using CCS approach to model checking. The proposed approach has been tested by means of a tool specially developed to support the application of the defined rules.