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Nunez, Iskra. "Critical realist activity theory (CRAT)." Thesis, University College London (University of London), 2012. http://discovery.ucl.ac.uk/10020004/.
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This thesis develops a theoretical-interpretive scheme, a Critical Realist Activity Theory (CRAT). It is argued that learning is a passage through the dialectic, the logic of emancipation and for self-emancipation. The structure of CRAT follows the 1M-5A Bhaskarian dialectical schema to show how the theories of Collaborative Learning, Cooperative Learning, Supplemental Instruction, and Activity Theory (AT) function in a pluralist sense to account for the main critical realist categories of reality — 1M: learning as product (non-identity), 2E: learning as process (negativity), 3L: learning as process-in-product (totality), 4D: learning as product-in-process (transformative agency), and 5A: learning as emancipatory intentionality (reflexivity). In particular, CRAT engages the basic tenets of Critical Realism to provide a philosophical foundation and simultaneously, a resolution to various dualisms that AT suffers from. An immanent critique of AT, as a method of argumentation, is particularly effective for this purpose since it involves taking a theory and its claims about the world and using them to show that the theory is inconsistent with itself. Then CRAT goes on to show, at the level of omissive critique, that a key element that is absent from the historical development of the activity-theoretical approach and explains its dualisms is the omission of a critique of empiricism, i.e., a critique of Humean philosophy. Thereafter, CRAT goes on from the immanent and omissive critiques, a step further with an explanatory critique as a means by which to reincorporate the absent element in AT in order to reclaim and strengthen our perception of emancipatory human praxis. The result from cementing this tradition in a critical realist philosophy is a move through dialectical learning.
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Petterson, Mikael, and Sofia Gunnarsson. "Activity Theory vid utveckling av användbara webbplatser." Thesis, Halmstad University, School of Information Science, Computer and Electrical Engineering (IDE), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-879.
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<p>Denna studie beskriver innebörden i begreppen användbarhet och Activity Theory, samt hur den senare kan användas för att stärka utvecklingen av användbara webbplatser. Studien är genomförd ur ett utvecklarperspektiv. Resultatet av studien visar att användbarhet är en egenskap som uppstår i användandet av en artefakt, detta pekar både teori och empiri på. Studien visar också att Activity Theory kan användas på flera sätt för att stärka utvecklingen av användbara webbplatser. Vi anser att de resultat vi kommit fram till i vår studie gäller inte bara för utveckling av webbplatser utan de gäller även utvecklingen av informationssystem och informationsteknologi i en vidare utsträckning.</p>
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Larkin, Kevin Michael. "Investigating Student Netbook Usage using Activity Theory." Thesis, Griffith University, 2010. http://hdl.handle.net/10072/365512.
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Access to information and communication technologies (ICT) by students for learning has been acknowledged as being important in the 21st Century. Governments, education systems and schools have been moving to greater levels of access, including students having 1:1 computing access, referred to as ubiquitous or uLearning. As schools move to 1:1 computing, research is required to inform the design and provision of access and usage by students. This study sought to determine whether or not ubiquitous access to netbook computers equated to ubiquitous usage of the devices and whether or not varying the pattern and ratio of access affected the uptake and impact of netbook usage. It also sought to determine whether or not netbooks were an appropriate computing device for early adolescent learners, and whether or not the use of the netbooks affected the classroom environment. Specifically, it examined the impact of the netbooks on student productivity, social activity, teacher control and individual learning. It also sought to further establish whether or not Activity Theory (AT) was an appropriate methodological and conceptual framework for classroom based research. Four classrooms received the netbooks in one of the following four patterns: • 1:1 student to netbook access - 5 days per week for 6 weeks; • 1:1 student to netbook access - 3 days per week for 10 weeks; • 1:2 student to netbook access - 5 days per week for 6 weeks; and, • 1:2 student to netbook access - 3 days per week for 10 weeks. The study drew upon AT as the conceptual framework and employed a mixed method methodology. The study, conducted in a South East Queensland Catholic Primary School, involved 120 Year 7 students and four classroom teachers. Throughout the 2009 school year data were collected about the students, the teachers, and the classroom environments via interviews, student forums, surveys, questionnaires, data logging software, researcher diary and classroom observations. Questionnaire data relating to classroom environments were analysed using SPSS and statistical significance determined using t-tests and correlational analysis. Interview, survey and observational data were initially coded using six Activity Theory nodes (Subject, Object, Tools, Division of Labour, Community and Rules and the eight NCEI sub-scales (Involvement, Innovation, Teacher Control, Teacher Support, Order and Organisation, Competition, Affiliation and Group Work. As analysis continued, further nodes emerged including student productivity, Technological Pedagogical Content Knowledge (TPACK) and the crowded curriculum. NVivo was utilised to assist in this analysis. The study found that ubiquitous access did not equate to ubiquitous use with average daily use of the netbooks of between 60 – 90 minutes. The netbooks were considered as an appropriate computing device by the students and teachers in this study and provided a balance between mobility and functionality. Statistically significant changes occurred in three classrooms. These changes related to Order and Organisation in one classroom and Teacher Control and Involvement in two classrooms. The use of the netbooks had significant impact on student productivity and social activity but no impact on individualised learning. Minor changes occurred to teacher pedagogy in two of the classrooms. Varying the pattern and ratio of use was a significant factor in the findings noted above and the study recommends the allocation of computers in a 1:2 rather that 1:1 ratio. This research is significant as it can inform other primary schools as they determine the most effective means in which to utilise new mobile technologies. It is also relevant to informing secondary schools as they consider the implementation of the Digital Education Revolution (DER). This research also informs the broader debate as to whether or not 1:1 distribution of computers is most efficacious in terms of student outcomes and whether or not netbooks are an appropriate computing solution for early adolescent students.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Education and Professional Studies<br>Arts, Education and Law<br>Full Text
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Hardman, Joanne. "New technology, new pedagogy? : an activity theory analysis of pedagogical activity with computers." Doctoral thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/10656.
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Includes bibliographical references (p. 292-301).<br>This thesis addresses the question: how does pedagogy vary, if at all with the use of computers in four disadvantaged grade 6 mathematics classrooms in the Western Cape province of South Africa'? To address this question an exploratory multiple case study design allowed for the collection of data in the form of questionnaires interviews and, primarily classroom observations over the course of a year in four disadvantaged schools.
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Karpatschof, Benny. "Human activity : contributions to the anthropological sciences from a perspective of activity theory /." Copenhagen : Dansk psykologisk forlag, 2000. http://catalogue.bnf.fr/ark:/12148/cb37716657t.
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Ahmad, Zubair, and Jasim Mumtaz. "Implementation of Activity Theory in Umeå University Library." Thesis, Umeå universitet, Institutionen för informatik, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-52919.
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Information technology is playing a vital role in our every field of life. The most common use of information is in the field of education. Use of information technology in libraries is very important. People from differents works of life extract information from these libraries. In this paper, we have tried to identify how can we facilitate the Umeå university library users for better interaction with the information? We have used different methods for collection of data to identify the Umeå university libray problems and then we analysed the whole library system with the help of Engeström Activity theory, to find out which factors are effeting the interaction between users and library and creating main problems. In the end we have given some suggestions for the improvement of interaction between users and Umeå library to facilitate them for accessing information.
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Burger, Katharina Maria. "Understanding problem structuring methods interventions with activity theory." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.702229.
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This research aims to explicate how Problem Structuring Methods Interventions (PSMI) can be understood as practical accomplishments. Activity Theory (AT) is presented as a practice-based approach to re-establish connections between problem structuring methods and socio-cultural-technical environments which are seen as mutually constitutive. An exploratory approach is developed to inquire into opportunities for social learning that are afforded by PSMIs which are entangled in multi-sited and multi-temporal socio-technical transitions. An ethnographic case study of a project in the area of sustainable city district redevelopment is presented. Video data was collected during two PSMI workshops. The data was complemented by in-depth interviews, project documentation and participant observation. The analysis of model-mediated in-situ interactions during the observed PSMIs suggests that processes of appropriation, transformation and co-creation took place. However, the findings also highlight the local, idiosyncratic and contingent characteristics of interactions during PSMIs. The inquiry into relations between the in-situ dynamics and the PSMIs in context indicates that the development of co-constructive and relational problem structuring processes in practice is an ongoing challenge. The research concludes that problem structuring methods interventions can be understood as the practical accomplishment of problem (infra)structuring.
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Barnett, Elizabeth. "Physical Activity and Enjoyment: Measurement, Evaluation, and Theory." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27201740.
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Childhood engagement in physical activity improves health and contributes to the sustainment of physical activity in adulthood. My dissertation research broadens scholarship by disentangling the effects of sports- vs. non-sports-focused summer camps on children’s physical activity and identifying modifiable activity characteristics contributing to physical activity enjoyment, an important predictor of physical activity sustainment. My work also challenges current discourse by presenting the analytical argument for bringing enjoyment research to the forefront of public health.
In Chapter 1, I hypothesize that children attending a sports camp spend more time in moderate-to-vigorous physical activity (MVPA) compared to children attending general day camps. Multivariable linear regression models estimated differences in percent of accelerometer-monitored time spent in MVPA. Children in the sports camp spent significantly more time in MVPA compared to children in a non-sports-oriented camp. This is the first study of its kind to use real data to document physical activity differences between sports and non-sports camps.
In Chapter 2, I investigate whether children in a sports camp experience higher enjoyment when the activity 1) is competitive, 2) has an active line or no line, 3) involves active coaches, 4) poses challenge, or 5) requires skill. Enjoyment scores were higher for competitive vs. non-competitive activities and those with higher perceived challenge and skill. Integrating challenging, competitive, and skill-building activities into sports camps is relatively simple, yet may have broad effects on children’s physical activity behavior.
Chapter 3 presents rationales for bringing enjoyment to the forefront of public health dialogue and action to increase physical activity in children. I outline five challenges that have limited physical activity enjoyment research and offer strategies for addressing them. While other fields have linked physical activity enjoyment with physical activity maintenance, the public health field rarely measures or incorporates enjoyment in epidemiologic, intervention, or theory research.
Increasing physical activity in childhood should be prioritized in public health. The findings and lessons from these chapters not only contribute new scientific evidence, but also have the potential to inform policies and programs that improve children’s relationship with and experiences of physical activity during childhood and across the life course.
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Gordon, Susan Eve. "Understanding Students Learning Statistics: An Activity Theory Approach." Thesis, The University of Sydney, 1998. http://hdl.handle.net/2123/353.
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In this project I investigate university students orientations to learning statistics. The students who participated in my research were studying statistics as a compulsory component of their psychology course. My central thesis is that learning develops in the relationship between the thinking, feeling and acting person and the social, institutional and cultural contexts surrounding him or her. How students orient themselves or position themselves to learn statistics is reflected in their engagement with the learning task and their activities. These activities determine the quality of their learning and emerging knowledge. To understand student learning I draw on the powerful theories of Vygotsky (1962, 1978) and Leontev (1978, 1981). In particular, I extend and apply Leontev's construct of activity (Leontev, 1981). This suggests that individuals act in accordance with their purposes and needs which are shaped by and reflect histories and resources, both personal and cultural. My investigation consists of two studies. Study One is a qualitative exploration of the orientations to learning statistics of five older students. These students sought help with statistics at the Mathematics Learning Centre where I work. My case studies of these students are inseparable from my efforts to help them learn statistics. Study Two is grounded in Study One. The main source of data for this broader study is a survey which was completed by 279 psychology students studying statistics. In keeping with the theoretical framework, my methodology involves a holistic analysis of students and the milieu in which they act. My findings suggest relationships among students affective appraisals; their conceptions of statistics; their approaches to learning it; their evaluations and the outcomes of their actions. In Study One the relationships emerged from the students' descriptions. In Study Two I quantified the ways in which variables related to each other. Structure for the data was provided by means of correlations, factor analysis and cluster analysis. For this study I also interviewed students and teachers of statistics. My data support the systemic view of teaching and learning in context afforded by my theoretical perspective. Learning statistics involves the whole person (Semenov, 1978) and is inseparable from the arena of his or her actions. The goal of statistics education is surely to enable students to develop useful, meaningful knowledge. My findings suggest that for many of the participants in my project this goal was not being met. Most of these students reported their reluctance to learn statistics and described adopting primarily surface approaches to learning it. A range of conceptions of the subject was expressed, but for many of the students statistical meaning was evidently reduced to performance on assessment tasks. Such orientations to learning statistics may lead to it becoming irrelevant and inert information. For a few students, however, the experience of learning statistics led to self development and enhanced perspectives on the world in which we live. My project indicates the diversity of students' experiences. It raises issues as to why we teach statistics today and how the teaching and learning of statistics is being supported at university. //REFERENCES Leontev, A. N. (1978). Activity, Consciousness, and Personality. (M. J. Hall, Trans.). Englewood Cliffs, New Jersey: Prentice-Hall. Leontev, A. N. (1981). The problem of activity in psychology. In J. V. Wertsch (Ed.), The Concept of Activity in Soviet Psychology, (pp. 37-71). New York: M. E. Sharpe. Semenov, N. (1978). An empirical psychological study of thought processes in creative problem-solving from the perspective of the theory of activity. Soviet Psychology, 16(1), 3-46. Vygotsky, L. S. (1962). Thought and Language. Cambridge, Massachusetts: The M.I.T. Press. Vygotsky, L. S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
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Gordon, Susan Eve. "Understanding Students Learning Statistics: An Activity Theory Approach." University of Sydney. School of Development and Learning, 1998. http://hdl.handle.net/2123/353.
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In this project I investigate university students orientations to learning statistics. The students who participated in my research were studying statistics as a compulsory component of their psychology course. My central thesis is that learning develops in the relationship between the thinking, feeling and acting person and the social, institutional and cultural contexts surrounding him or her. How students orient themselves or position themselves to learn statistics is reflected in their engagement with the learning task and their activities. These activities determine the quality of their learning and emerging knowledge. To understand student learning I draw on the powerful theories of Vygotsky (1962, 1978) and Leontev (1978, 1981). In particular, I extend and apply Leontev's construct of activity (Leontev, 1981). This suggests that individuals act in accordance with their purposes and needs which are shaped by and reflect histories and resources, both personal and cultural. My investigation consists of two studies. Study One is a qualitative exploration of the orientations to learning statistics of five older students. These students sought help with statistics at the Mathematics Learning Centre where I work. My case studies of these students are inseparable from my efforts to help them learn statistics. Study Two is grounded in Study One. The main source of data for this broader study is a survey which was completed by 279 psychology students studying statistics. In keeping with the theoretical framework, my methodology involves a holistic analysis of students and the milieu in which they act. My findings suggest relationships among students affective appraisals; their conceptions of statistics; their approaches to learning it; their evaluations and the outcomes of their actions. In Study One the relationships emerged from the students' descriptions. In Study Two I quantified the ways in which variables related to each other. Structure for the data was provided by means of correlations, factor analysis and cluster analysis. For this study I also interviewed students and teachers of statistics. My data support the systemic view of teaching and learning in context afforded by my theoretical perspective. Learning statistics involves the whole person (Semenov, 1978) and is inseparable from the arena of his or her actions. The goal of statistics education is surely to enable students to develop useful, meaningful knowledge. My findings suggest that for many of the participants in my project this goal was not being met. Most of these students reported their reluctance to learn statistics and described adopting primarily surface approaches to learning it. A range of conceptions of the subject was expressed, but for many of the students statistical meaning was evidently reduced to performance on assessment tasks. Such orientations to learning statistics may lead to it becoming irrelevant and inert information. For a few students, however, the experience of learning statistics led to self development and enhanced perspectives on the world in which we live. My project indicates the diversity of students' experiences. It raises issues as to why we teach statistics today and how the teaching and learning of statistics is being supported at university. //REFERENCES Leontev, A. N. (1978). Activity, Consciousness, and Personality. (M. J. Hall, Trans.). Englewood Cliffs, New Jersey: Prentice-Hall. Leontev, A. N. (1981). The problem of activity in psychology. In J. V. Wertsch (Ed.), The Concept of Activity in Soviet Psychology, (pp. 37-71). New York: M. E. Sharpe. Semenov, N. (1978). An empirical psychological study of thought processes in creative problem-solving from the perspective of the theory of activity. Soviet Psychology, 16(1), 3-46. Vygotsky, L. S. (1962). Thought and Language. Cambridge, Massachusetts: The M.I.T. Press. Vygotsky, L. S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.
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Chaddad, Fernando Ribas Bettis Richard Allan. "Agency theory, potential for operational engineering and buyout activity." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2887.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2010.<br>Title from electronic title page (viewed Jun. 23, 2010). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the Kenan-Flagler Business School." Discipline: Business Administration; Department/School: Business School, Kenan-Flagler.
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Gao, Yuan. "Dimension Identification in Data Warehouse Based on Activity Theory." Thesis, Växjö University, School of Mathematics and Systems Engineering, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-898.
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<p>Nowadays, business intelligence techniques are applied more and more often in different settings including corporations and organizations both in the private and public sector. It is really a broad field which can assist business people to realize the state of their organization and make profitable decisions.</p><p>In this thesis, I will focus on one of its components, data warehouse, by proposing activity theory as the method to solve the dimension identification problem in data warehouse. Under the background of project IMIS and the involved personnel, who determine the dimension, firstly I study how to use the ER method, “bottom up” method, and activity theory method to identify the dimension in data warehouse, and some relevant knowledge about the three methods. Then, we apply the three methods to identify the dimension. After that, I evaluate the dimension identification results of the three methods according to the feedback from the healthcare organization to get their veracity and integrality. Finally, based on the results of my efforts, I arrive to the conclusion that the activity theory method can be applied to identify the dimension in data warehouse, and with the comparison to the other two traditional methods (ER model and “bottom up”), the activity theory method is more easy and natural to identify the dimension of a dimensional model.</p>
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Waring, Michael J. "Gatekeeping processes : grounded theory, young people and physical activity." Thesis, Loughborough University, 1995. https://dspace.lboro.ac.uk/2134/7158.
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This thesis has two purposes: firstly, to develop grounded theory methodology and secondly, to apply it in order to establish and further investigate those processes which structure young peoples' participation in physical activity. To satisfy the first of these aims, the Helix Model was created to provide a systematic framework to the grounded theory analysis. This Model was then employed to address the second aim, as it was used to analyse interviews conducted with a mixed sex sample of twenty nine very active and very inactive children and their parents. These young people were selected as a result of completing, on four occasions, a 24 hour self-report questionnaire specifically designed for them. The grounded theory analysis identified a series of interrelated 'gatekeeping processes' which construct those opportunities for young people to participate in physical activity. Several evolving processes, varying according to the context and nature of the physical activity, interrelate with one another to create a complex causal web. The gatekeeping processes are consciously, as well as unconsciously, manipulated relative to the social and physical context in which the young person and the other gatekeeping agents (parents, school, peers) exist and find themselves. The interrelationships between these agents, especially the young person and their parents, work through compromise and coercion to satisfy each of their personal agendas. The nature of each agenda is based on the definition associated with the three roles which gatekeepers adopt (guardian, facilitator, enforcer). The definition of each role affects the manner in which young people individually, as well as collectively with the gatekeepers, construct networks to accomplish an evolving combination of: independence, maximisation of the available resources, rewards, and care and control. The interrelationship between these factors and the extent to which participation in physical activity can achieve them, is what determines the likelihood of the young person's participation in that activity. However, physical activity has to compete with a myriad of the other activities the young person is involved in. These are activities, which for the more sedentary young person, are perceived to be more successful at providing the desired rewards.
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Rey, Vítor Fortes. "An ontology-driven evidence theory method for activity recognition." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/134325.
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O reconhecimento de atividaes é vital no contexto dos ambientes inteligentes. Mesmo com a facilidade de acesso a sensores móveis baratos, reconhecer atividades continua sendo um problema difícil devido à incerteza nas leituras dos sensores e à complexidade das atividades. A teoria da evidência provê um modelo de reconhecimento de atividades que detecta atividades mesmo na presença de incerteza nas leituras dos sensores, mas ainda não é capaz de modelar atividades complexas ou mudanças na configuração dos sensores ou do ambiente. Este trabalho propõe combinar abordagens baseadas em modelagem de conhecimento com a teoria da evidência, melhorando assim a construção dos modelos da última trazendo a reusabilidade, flexibilidade e semântica rica da primeira.<br>Activity recognition is a vital need in the field of ambient intelligence. It is essential for many internet of things applications including energy management, healthcare systems and home automation. But, even with the many cheap mobile sensors envisioned by the internet of things, activity recognition remains a hard problem. This is due to uncertainty in sensor readings and the complexity of activities themselves. Evidence theory models provide activity recognition even in the presence of uncertain sensor readings, but cannot yet model complex activities or dynamic changes in sensor and environment configurations. This work proposes combining knowledge-based approaches with evidence theory, improving the construction of evidence theory models for activity recognition by bringing reusability, flexibility and rich semantics.
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Lowe, Sonya. "Physical activity and advanced cancer : a grounded theory approach." Thesis, Lancaster University, 2017. http://eprints.lancs.ac.uk/88546/.
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Background: Cancer-related fatigue and loss of physical functioning are distressing symptoms which negatively impact the quality of life of people with advanced cancer. Physical activity has been shown to have positive effects on these symptoms in early stage cancer, but previous research has demonstrated an incongruence between people with advanced cancer’s expressed interest and actual participation in a physical activity intervention. Aim: The aim of this two-phase, cross-sectional study was to gain an in-depth understanding of the experience of activity and quality of life in people with advanced cancer, using a classic grounded theory approach. Methods: Phase One involved participants wearing an activPAL™ activity monitor and filling out a daily record sheet for seven days duration; Phase Two involved face-to-face, semi-structured interviews using the daily record sheets and activity monitor outputs as qualitative probes. From an outpatient department of a tertiary cancer centre in Alberta, Canada, theoretical sampling was used to recruit a total of 15 people with advanced cancer and a median survival of 100 days. Data analysis employed classic grounded theory procedures, including core category emergence, constant comparison of indicators to theoretical saturation, and conceptual memoing. Findings: Maintaining responsibility emerged as the main concern of participants in this study, and downsizing to the critical threshold of responsibility accounted for how this concern was managed. The grounded theory explains how the critical threshold is influenced by conditions unique to people with advanced cancer, and how it is facilitated through activity and other mechanisms. Conclusion: Knowledge of this mid-level theory enables researchers and clinicians to understand activity as a mechanism through which the critical threshold of responsibility is managed, and to inform future behavioural interventions using a theoretical framework which is aligned with the advanced cancer experience.
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Dirk, Kerry Jean. "Transfer and Faculty Writing Knowledge: An Activity Theory Analysis." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/50566.
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The purpose of this study was to determine how faculty members\' previous writing experiences in a variety of activity systems shaped their current understanding of writing, as well as to analyze the ways in which this understanding manifests itself in the courses they teach. Using a survey, interviews, genre analysis, and class observations, I aimed to gain an understanding of the ways that faculty members across disciplines transferred and/or recontextualized their own disciplinary writing knowledge. Previous research on faculty writing knowledge is often limited to participants at universities with long-standing, formalized WAC programs. Through nine case-study analyses of faculty across disciplines, this study expands the scope of previous research by focusing on a more diverse set of faculty to contribute to our knowledge of how faculty members negotiate their own understanding of writing with their goals for student writing. The participants\' ability to transfer writing knowledge was largely determined by the way they understood their own processes of learning to write. Those who understood learning to writing from a social interactive perspective transferred rhetorical knowledge among activity systems, while faculty who understood learning to write from a text-based ideology relied on their knowledge of form, grammar and/or mechanics. Participants who shared a writer-based understanding, on the other hand, were resistant to the notion that writing can be taught. Though not entirely inclusive, these unique understandings of how writers develop manifest themselves in the ways disciplinary faculty include writing in their courses. This study demonstrates the nuanced and complex reasons for faculty choices in relation to student writing and encourages WAC/WID writing scholars to consider the complexities of faculty understandings of writing knowledge.<br /><br>Ph. D.
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Mukta, Kamrun Nahar. "Brain Activity in Spherical Topology via Neural Field Theory." Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/22675.
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Neural activity is responsible for information processing in the brain. Activity has been found to have natural spatial modes, each of which has a frequency, analogous to the pitch of the notes of a musical instrument. A core aim of this thesis is to analyze large scale brain activity in terms of the eigenmodes of a brain hemisphere and to explore eigenmode dynamics. Electroencephalography (EEG) and evoked response potentials (ERPs) are important measurement techniques used to observe large scale changes in brain activity. EEG is a recording technique, while ERPs are transient electrical responses to brief sensory stimuli. In this thesis analysis of EEG and ERPs is carried out in terms of eigenmodes using an established physiologically based neural field theory, which averages over attribute of neurons to yield a continuum model of brain activity whose parameters are based on the physiology. To explore the effects of boundary conditions and topology, a spherical approximation is used and compared with prior work on planar geometry; we also analyze ERP numerically in the convoluted cortex to find how brain activity is affected by folding. Chapter 1 provides an overview of the background and structure of the thesis, covering basic anatomy of the brain, neuron structure and dynamics, measurements of brain activity, EEG, ERP, eigenmode decomposition of brain activity, and large scale brain modeling using neural field theory. Chapter 2 applies an established corticothalamic neural field theory to spherical geometry to understands how geometry affects measures of the brain activity such as the power spectrum, coherence, and correlation using spherical harmonics. Equations for modal dynamics, spectra, correlations, and coherence are found from this model. These equations explain how modal dynamics and corticothalamic resonance depend on the geometry and affect experimental observations. The main findings include an exploration of the spherical modal structure, understanding of the number of modes that contribute significantly to brain activity, and analysis of the effects of the finite spatial extent of the cortex. It is stressed that only a few spatial eigenmodes are needed for an accurate representation of macroscopic brain activity. In Chapter 3 we analyze ERPs analytically and numerically using spherical geometry via neural field theory. In this work we also compare results in planar geometry and spherical geometry. It is found that the ERP peak is slightly delayed at large angles from the stimulus point due to the axonal conduction delays, which cause increasing delays as distance increases from ϑ=0, and it is corresponding to group velocities of 6 - 10 ms-1. During propagation spreading and damping reduce the amplitude. Corticothalamic modal effects are explored and, as in Chap. 2, it is found that a handful modes are responsible for explaining the basic features of the ERPs.
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Walmsley, Bradley Desmond. "Using concepts drawn from cognitive theory, setting theory, and activity theory to develop student thinking in technology education classes." Thesis, Griffith University, 2010. http://hdl.handle.net/10072/366896.
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The problem addressed in this thesis is the nature of the technology education classroom teaching and learning environments that promote students’ use of higher-order thinking. The problem is addressed firstly, by examining higher-order thinking in terms of theories of cognitive structures, behaviour settings and learning activity. It is argued that contemporary empirical research is limited in its ability to provide a conceptualisation of higher-order thinking. Therefore, this literature is examined to conceptualise higher-order thinking in terms of a relationship between the internal cognitive structures of a person and their activities within a behaviour setting. Secondly, this thesis examines instructional design in contemporary technology education classrooms to ascertain what is understood regarding teaching, learning, and the promotion of higher-order thinking in technology education classes. It was found that little is known and understood through empirical research regarding the conditions that promote higher-order thinking within technology education classrooms.
It is prescribed through curriculum documentation that students’ participation in technology education learning activities should support their use and development of higher-order thinking. However, it is argued in this thesis that current theories inadequately define higher-order thinking, resulting in technology education teaching and learning that is fashioned by teacher intuition rather than by knowledge gained through empirical research results. Hence, a better understanding of the classroom activities of teachers and students that support students’ use of higher-order thinking is required to inform curriculum development in technology education. Additionally, the knowledge generated through this research may support teaching and learning and the promotion of higher-order thinking in other similar subject areas.
This thesis reports on two studies that investigated technology education classrooms in Australia (Study 1) and America (Study 2) with the aim of interpreting classroom conditions that appeared to be associated with students’ use of higher-order thinking. In both studies, a research approach was adopted that combined quantitative and qualitative methods of investigation. Studies 1and 2 surveyed introductory technology education classes to assess the extent to which the technology education learning environment promoted different types of student thinking. Subsequent qualitative methods of investigation, comprising video analyses and video-stimulated interviews, were used to interpret the classroom activities that encouraged students to think in particular ways. In Study 1, technology education classes in South East Queensland, Australia were video-recorded and teachers and students were interviewed using a video-stimulated technique to interpret the factors that caused students to think differently. In Study 2, technology classes in North Carolina, America were observed using a researcher-generated checklist to interpret the factors that caused students to think differently. The results of these studies across two countries have facilitated the formulation of classroom programs that are advanced as promoting student higher-order thinking in technology education classes.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Education and Professional Studies<br>Arts, Education and Law<br>Full Text
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Mazijoglou, Maryliza. "Deriving a rich picture of team design activity." Thesis, Coventry University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273109.
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Blain, Peter J., and N/A. "A Computer Model of Creativity Based on Perceptual Activity Theory." Griffith University. School of Information and Communication Technology, 2007. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20070823.171325.
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Perception and mental imagery are often thought of as processes that generate internal representations, but proponents of perceptual activity theory say they are better thought of as guided exploratory activities. The omission of internal representations in the perceptual activity account has led some to see it as computationally implausible. This thesis clarifies perceptual activity theory from a computational perspective, and tests its viability using a computer model called PABLO. The computer model operates in the Letter Spirit domain, which is a framework for creating stylistic variations on the lowercase letters of the Roman alphabet. PABLO is unlike other computer models of perception and mental imagery because it does not use data-structures to represent percepts and mental images. Mental contents are instead modelled in terms of the exploratory activity in which perceptual activity theory says they consist. PABLO also models the flexibility of imagery, and simulates how it can be harnessed and exploited by the system to generate a creative product. PABLO is a first attempt at an implementation of perceptual activity theory, but the results suggest that the theory is computationally viable, and that it has advantages over other theories of mental imagery in the context of creativity.
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Lopez-Garcia, Paloma. "Entrepreneurial activity and aggregate employment performance : theory and OECD evidence." Thesis, London School of Economics and Political Science (University of London), 2004. http://etheses.lse.ac.uk/2671/.
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Hong, Yeji. "DESIGNING INTERACTIVE CARPET AND EVALUATING THE ARTIFACT WITHIN ACTIVITY THEORY." Thesis, Umeå universitet, Institutionen för psykologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-152128.
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When people are stressed, they are likely to walk faster. Research indicates that walking speed is an indicator of pace of life, with a faster walking speed in urban areas. Based on empirical data, I designed and developed a prototype of an interactive carpet for encouraging users on the carpet to slow down and thus to relax more. I evaluated the interactive carpet with user interviews, and two different experiments, where one of the experiments was conducted in an exhibition environment. My findings indicate users feel more relaxed in the interaction when they are informed about how to operate the prototype, as opposed to users who are not informed before they use the prototype and thus have a learning phase in which they have to figure out how the prototype works. Like earlier research, my finding assures that the usability problem should be prioritized over improving the system for user experience (UX). In addition, I discuss applicability of the Activity theory framework to my studies and propose an extension of the activity checklist, namely to take user intention into account for a more holistic analysis.<br>När människor är stressade,så går de ofta snabbare.Forskning pekar på gånghastighet som en indikator på livstempot i övrigt, med en högre gånghastighet i stadsmiljöer.Baserat på empirisk data så har jag designat och utvecklat en prototyp för en interaktiv matta som ska uppmuntra användare till att sakta ner när de går över mattan, och därmed bli mer avkopplande.Jag utvärderade den interaktiva mattan med användarintervjuer och två olika experiment, där ett av experimenten utfördes i en utställningsmiljö.Mina resultat indikerar att användare känner sig mer avkopplade i interaktionen när de är informerade om hur de ska använda prototypen, i kontrast till användare som inte har blivit informerade innan de får använda prototypen och som därmed har en inlärningsfas där de måste räkna ut hur prototypen fungerar.I enlighet med tidigare forskning så visar mina studier att användbarhetproblem bör prioriteras över att förbättra systemet med avseende på användarupplevelse (UX).Utöver detta så diskuterar jag applicerbarheten hos aktivitetsteori på mina studier och föreslår en utökning av aktivitetschecklistan, nämligen att ta hänsyn till användarens avsikt för en mer holistisk analys.
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Harden, Samantha M. "Group Dynamics in Physical Activity Promotion: Research, Theory & Practice." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/38690.
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The use of group dynamics principles such as group goal-setting, distinctiveness and cohesion has been the basis of a burgeoning area of physical activity (PA) promotion. Recent reviews of literature suggest that these interventions are robust and increase PA in a wide variety of populations. Still, a number of questions remain unanswered in the areas of theory development, intervention implementation, and translation of research into practice. This dissertation includes a series of manuscripts that focus on research, theory, and practice of group dynamics interventions intended to promote PA. Within research, a systematic review of literature explores group dynamics-based PA interventions in terms of generalizability (through RE-AIM evaluation) and the degree to which the interventions use research techniques that are more pragmatic (reflect typical practice) or more explanatory (testing under optimal conditions). This exploration is based on an initial review of 17 interventions that employ group dynamics strategies to increase PA, fitness, and/or adherence. The results suggest that this body of literature includes a range of pragmatic and explanatory trials, but still has gaps in reporting related to external validity. Embedded within the context of a PA promotion program for minority women, the second manuscript addresses a theory-based questionâ to what degree do group-interaction variables (cooperation, communication, and competition) differentially predict group cohesion over time. The results suggest that friendly competition is the strongest and most consistent predictor of different dimensions of group cohesion while task and socially related communication are consistent predictors of task and socially related cohesion, respectively. Two manuscripts are included in addressing the use of group dynamics principles within practice settings. The first practice manuscript details a small pilot study in which obese, limited income women successfully (p<0.05) limited gestational weight gain to the Institute of Medicine (2009) recommendation of 11-20 pounds. This study attempted to integrate a group dynamics approach into a group visit model for pregnant women. The quantitative findings were promising, but qualitative findings indicated a number of difficulties in implementation. The purpose of the final manuscript was to determine the attributes of the program agents consider when deciding to adopt a PA and fruit and vegetable promotion program and their understanding of key strategies related to group dynamics theory. Delivery agents were able to identify key underlying principles and propose adaptations that align with those principles.<br>Ph. D.
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Ndenge, Kinsley. "Secondary school perceptions of eContent design: an activity theory perspective." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/25480.
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This research investigates how Secondary School science learners in Cameroon perceive the design of electronic content (eContent). Perception plays an important role in how learners use eContent; hence the perception of how eContent is designed could affect how learners learn using this digital content. Online learning and the use of digital learning materials has emerged as a hallmark of the information age to connect and engage users in the learning process. Learners are moving from the use of paper to the use of digital channels for learning, therefore perception of design becomes very important. Without good perception of how learning material is designed, the teaching process would be an uphill task and this could greatly hinder the academic performance of learners, leading to high failure rates. Apart from how learning material is designed, perception is also a product of the socio-cultural environments hence how learners perceive eContent, might be affected by the setting within which it is designed. In this study, a group of Cameroonian learners‟ use of eContent that was designed in a social- cultural context different from their own is studied. The primary research question is aimed at investigating how the learners‟ perception of eContent affects its use. The researcher uses Cultural Historical activity theory (CHAT) as a theoretical framework to understand how students perceive the activity mediated by eContent. By identifying the factors in an activity system that affect learners‟ perception using activity theory, specific recommendations will be made to educators on what to change in the system to foster positive perceptions hence achieve meaningful learning mediated by eContent.
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Blain, Peter J. "A Computer Model of Creativity Based on Perceptual Activity Theory." Thesis, Griffith University, 2007. http://hdl.handle.net/10072/366782.
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Perception and mental imagery are often thought of as processes that generate internal representations, but proponents of perceptual activity theory say they are better thought of as guided exploratory activities. The omission of internal representations in the perceptual activity account has led some to see it as computationally implausible. This thesis clarifies perceptual activity theory from a computational perspective, and tests its viability using a computer model called PABLO. The computer model operates in the Letter Spirit domain, which is a framework for creating stylistic variations on the lowercase letters of the Roman alphabet. PABLO is unlike other computer models of perception and mental imagery because it does not use data-structures to represent percepts and mental images. Mental contents are instead modelled in terms of the exploratory activity in which perceptual activity theory says they consist. PABLO also models the flexibility of imagery, and simulates how it can be harnessed and exploited by the system to generate a creative product. PABLO is a first attempt at an implementation of perceptual activity theory, but the results suggest that the theory is computationally viable, and that it has advantages over other theories of mental imagery in the context of creativity.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Information and Communication Technology<br>Faculty of Engineering and Information Technology<br>Full Text
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Anastasakis, Marinos. "An activity theory investigation of tool-use in undergraduate mathematics." Thesis, Loughborough University, 2018. https://dspace.lboro.ac.uk/2134/32832.
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This mixed methods study investigates a number of aspects related to tool-use in undergraduate mathematics as seen from an Activity Theory perspective. The aims of this study include: identifying the tools that undergraduates use; seeking for an empirically-based typology of these tools; examining how undergraduates themselves can be profiled according to their tool-use; and finally identifying the factors influencing students tool preferences. By combining results from survey, interview and diary data analyses, it was found that undergraduates in the sample preferred using mostly tools related to their institution s practice (notes, textbooks, VLE), other students and online videos. All the tools students reported using were classified into five categories: peers; teachers; external online tools; the official textbook; and notes. Students in the sample were also classified into five distinct groups: those preferring interacting with peers when studying mathematics (peer-learning group); those favouring using online tools (online-learning group); those using all the tools available to them (blended-learning group); those using only textbooks (predominantly textbooks-learning group); and students using some of the tools available to them (selective-learning group). The main factor shaping students tool choices was found to be their exam-driven goals when examined from an individual s perspective or their institution s assessment related rules when adopting a wider perspective. Results of this study suggest that students blend their learning of mathematics by using a variety of tools and underlines that although undergraduates were found to be driven by exam-related goals, this is a result of the rules regulating how Higher Education Institutions (HEI) function and should not be attributed entirely as stemming from individuals practices. Assigning undergraduates exam- driven goals to their university s sociocultural environment, was made possible by combining two versions of Activity Theory (Leontiev and Engestrøm s) and analysing data at two different levels (individual and collective respectively).
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Kropp, Thomas. "Catalytic activity of ceria surfaces studied by density functional theory." Doctoral thesis, Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät, 2016. http://dx.doi.org/10.18452/17565.
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Unter Verwendung von Dichtefunktionaltheorie werden die katalytischen Eigenschaften von Cerdioxidoberflächen mit verschiedenen Terminierungen untersucht. Cerdioxid wird auch als Trägermaterial in der heterogenen Katalyse eingesetzt, um Aktivität, Selektivität und Stabilität der aktiven Komponente zu erhöhen. In dieser Arbeit werden geträgerte Vanadiumoxidcluster diskutiert. Dabei wird die oxidative Dehydrierung von Methanol als Modellreaktion zur Aktivierung von C-H-Bindungen genutzt. Ceroxidpartikel werden oft in wässriger Lösung synthetisiert. Damit hängt die Form der Nanokristallite direkt von der relativen Stabilität der unterschiedlichen Terminierungen in der Gegenwart von Wasser ab. Außerdem ist Wasser an zahlreichen Reaktionen entweder als Produkt, Edukt oder Lösungsmittel beteiligt. Aus diesem Grund werden auch die Wasser-Oberflächenwechselwirkungen untersucht. Des Weiteren wird die Genauigkeit von drei verschiedenen Funktionalen (B3LYP, HSE und PBE+U) durch den Vergleich mit experimentellen Daten evaluiert. Diese beinhalten Barrieren, die mittels Temperatur-programmierter Desorptionsspektroskopie erhalten wurden, und Schwingungsspektren.<br>Density functional theory is applied to study the catalytic properties of ceria surfaces with different terminations. Ceria is also used as a support material in heterogeneous catalysis to improve activity, selectivity, and stability of the active component. In this work, supported vanadia clusters are discussed. The oxidative dehydrogenation of methanol is used as a model reaction for C–H bond activation. Ceria catalysts are often prepared in aqueous solution. As a result, the shape of ceria nanocrystallites depends on the relative stability of the different surface terminations in the presence of water. Furthermore, many reactions involve water either as a product, as a reagent, or as a solvent. Hence, water–surface interactions are studied as well. Furthermore, the accuracy of three different functionals (B3LYP, HSE, and PBE+U) is assessed by comparison to experimental data such as barriers obtained via temperature-programmed desorption and infrared spectra.
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Parnell, Samantha Helen Sylvia. "Social marketing for physical activity and health : encouraging patterns of physical activity in school children." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/29540.
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Physical inactivity is one of the major public health problems of the 21st Century. In England it is reported that two thirds of adults ( > 16 yr) and one third of children ( < 16 yr) do not do sufficient physical activity to gain the health benefits that leading a physically active lifestyle has to offer. The benefits of physical activity and dangers of a sedentary lifestyle to health outcomes are well documented and numerous studies have investigated physical activity participation. Indeed, many interventions have been trialled to increase engagement in physical activity; however results are weak and generally do not correlate to sustained physical activity participation. Furthermore, much debate exists on how best to encourage both children and adults alike to engage in sufficient physical activity to maintain a healthy lifestyle. The purpose of this research was to address this important research gap and to assess the physical activity levels and other factors for promoting engagement in physical activity of school aged children in Devon aged 7-15 years in order to assess the feasibility of using social marketing within the school setting to increase sustained physical activity participation. A mixed methods approach was adopted to gather data and consisted of both quantitative and qualitative methods, in two phases. The initial phase was quantitative in nature and utilised a self-report survey based on the theory of planned behaviour (TPB) (Azjen, 1991) and social cognitive theory (SCT) (Bandura, 1977) to measure the participants’ physical activity levels; it also measured their beliefs and attitudes, subjective norms, perceived behavioural control and self-efficacy pertaining to physical activity participation. The second phase utilised qualitative methods adopting the socio-ecological model (McLeroy et al., 1988) to identify opportunities to promote participation in physical activity in recognising the multiple factors (individual, social environment, physical environment and policy) that influence an individual’s behaviour. This phase consisted of a series of interviews with the students, teachers and head-teachers to enable the researcher to gain in depth information into physical activity patterns and beliefs. During phase two, ethnographic research was also conducted across a number of schools in Devon to complement and enhance the data collected in the survey. The results revealed that of the 1124 participants (‘students’) surveyed, 48% were not sufficiently active to meet the government guidelines. Males were 30% more active than females. Physical activity decreased with age (e.g. 15 yr olds on average taking part in 3 hours less activity than 7 yr olds). Lifestyle/recreational activities were the most regularly participated activities (e.g. walking – 52%, running – 31%, football – 29%, outdoor play – 28%). Moreover, attitudes, subjective norms and perceptions of behavioural control affected physical activity participation both in and out of the school setting. Self-efficacy also played a role in physical activity participation. The results of the thesis show that interview and ethnographic data produced a rich source of evidence. Physical activity provision within schools played a major role in students’ physical activity. Overwhelmingly the qualitative data revealed that students want greater choice in the physical activities they participate in and suggest that the focus of PE lessons should be on having fun and enjoyment rather than skills and rules. Transition from primary to secondary school affected physical activity participation and therefore experiences in schools, may affect children’s general views on physical activity which it is suggested may impact on physical activity participation beyond the school gates and also in adulthood. This thesis provides substantial evidence to support the link between the school environment and participation in physical activity in children and adolescents. More specifically it highlights a need to incorporate a ‘whole school approach’ to physical activity participation. This research has demonstrated that there is an urgent need to combine theory based physical activity research in schools with that of social marketing. Physical activity researchers and social marketers should combine their knowledge to bring together social marketing campaigns within schools to enhance the health and wellbeing of the whole school environment for both staff and students. An innovative school based social marketing campaign should encourage physical activity both within and outside the school environment and lead to sustained levels of physical activity participation across the life stages.
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Puga, Diego. "Regional integration and the location of economic activity." Thesis, London School of Economics and Political Science (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263362.
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Harley, Amy E. "Physical activity evolution a grounded theory study with African American women /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1117131933.
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Thesis (Ph.D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains xi, 235 p.; also includes graphics. Includes bibliographical references (p. 192-203). Available online via OhioLINK's ETD Center
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HAUTASAARI, ARI. "Supporting Multilingual and Intercultural Communication with Language Services - Activity Theory Approach." 京都大学 (Kyoto University), 2013. http://hdl.handle.net/2433/174841.
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Hutchinson, Andrew John. "Understanding successful physical activity behaviour change using a grounded theory methodology." Thesis, Sheffield Hallam University, 2009. http://shura.shu.ac.uk/17709/.
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Research evidence highlights regular physical activity (PA) as an increasingly important factor in the prevention of a variety of chronic diseases. Consequently, encouraging people to make PA related lifestyle changes is an everyday challenge faced by health professionals in primary and secondary health care settings. Although a number of intervention strategies have been developed and implemented, research evidence presents only limited support for their efficacy. While short-term changes may be achievable using current intervention strategies, long-term change (i.e. maintenance) appears much more difficult to achieve. Although many public health interventions are developed without explicit reference to theory, evidence suggests that the explicit use of theory will significantly improve the chances of effectiveness (Nutbeam & Harris, 2004). As no existing theoretical models are specifically intended to account for PA behaviour change, a number of pre-existing theoretical frameworks have been adopted to explain PA participation. This thesis reviews the existing body of theoretical literature in exercise psychology alongside conducting a systematic review (Study 1) of interventions based on the Transtheoretical Model (TTM). As a result, the theoretical depth or explanatory quality of existing models and theories is called into question, when applied to a PA context and specific phenomena such as long-term PA behaviour change. After reflecting on the debate surrounding different epistemological viewpoints and theoretical perspectives, applications of an alternative theory generating research approach (the Grounded Theory Methodology: GTM) are explored and evaluated. As a result, in light of the considerable epistemological debate that surrounds GTM, study 2 of this thesis focuses explicitly on methodological issues within exercise psychology. A critical review of applications of GTM within exercise psychology is conducted. Results reveal that many existing studies.demonstrate a poor understanding of GTM and/or fail to present an adequate account of the research process. Ultimately the results of study 2 provide valuable implications for study 3 of this thesis, which adopts GTM to develop an ecologically valid explanatory model of long-term PA behaviour change. Twenty-one adult participants (9 male, 12 female), aged between 38 and 62 years, were recruited from a countywide PA referral scheme. All participants had made long-term, positive changes to their PA habits. Participants contributed to 25 in-depth interviews. All sampling and analytical procedures were dictated by the key tenets of GTM and a constructivist theoretical stance. To assist with the GTM process, the software package QSR-NVivo was used throughout. A grounded theory of longterm PA behaviour change is presented in the form of a multidimensional explanatory model. The model identifies a number of observed cognitive processes, which appear central to PA behaviour change and maintenance. The underlying mechanisms responsible for these are also highlighted. Results are discussed with specific emphasis on literature surrounding value theories, core beliefs and the introduction of prominent clinical psychology and psychotherapy approaches within exercise psychology. Finally, implications for theory development and applied practice are highlighted and directions for future research suggested.
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Johansson, Helena. "Use of Ethnography and Activity theory to Improve a Wiki Interface." Thesis, Linköpings universitet, Institutionen för teknik och naturvetenskap, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-97143.
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New ways to communicate over the Internet are constantly introduced. Wiki is a type of communication tool that was built about 15 years ago and has been increasing in popularity the last few years. This has lead to many projects trying to improve the wiki interface to make it more usable. The Spatial Information Architecture Laboratory (SIAL) at RMIT University in Melbourne, Australia has done a lot of research within the wiki web system and is currently building a new wiki, called the SiaWiki, which contains the wiki and blog genres working together as one tool. To explore the new feature of how genres works together in one space, genre theory was used, and the aim was to see a better communication within the group. The dominating approach for HCI has long been cognitive psychology, and recent interest has grown in applying activity theory to issues of human computer interaction. Activity theory includes notions that have proven attractive to interface design. These include intentionality, history, mediation, motivation, understanding, culture and community. Ethnographic research methods have also become increasingly popular in the field of human-computer interaction. The ethnographic method participatory design was used on the group of students that the SiaWiki was primarily designed for. The aim was to see how the framework could be used in this project and to improve the interface to get a better fit with the intended users. The participants evaluated the current SiaWiki prototype and this resulted in a few changes in the interface.
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Hallett, Fiona Jane. "The reality of study support : a phenomenographic and activity theory analysis." Thesis, Lancaster University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.539670.
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Thomas, Stephanie. "An activity theory analysis of linear algebra teaching within university mathematics." Thesis, Loughborough University, 2012. https://dspace.lboro.ac.uk/2134/9843.
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The focus of my research was to explore the teaching of linear algebra to a large group of mathematics undergraduates (> 200). With this thesis I present a characterisation of a university mathematics teaching practice in the context of linear algebra. The study took place over a twelve week period, one academic semester, at a UK university with a strong tradition in engineering and design technology. Two researchers working closely with a mathematician, the lecturer of linear algebra, collected data in interviews with the lecturer, and in observations of his lectures (which were audio-recorded). Students' views were sought via two questionnaires and focus group interviews. Data analysis was largely qualitative. Linear algebra is an introductory module in most standard rst year undergraduate degree courses in mathematics. Research shows that students nd the highly conceptual nature of linear algebra very di cult and challenging. The lecturer, a research mathematician, had re-designed the linear algebra module based on his own experience of students' di culties with the topic in the previous year. He followed an inductive approach to teaching instead of a more traditional DTP (de nition-theorem-proof) style. He based his teaching on informal reasoning about examples that were designed to engage students conceptually with the material. Through this research I gained insight into the lecturer's motivation, intentions and strategies in relation to his teaching. In applying an activity theory analysis alongside a traditional grounded theory approach to my research, I conceptualised the lecturer's teaching practice and presented a model of the teaching process. This takes account of the lecturer's didactical thinking in planning and delivering the linear algebra teaching. Findings from the study give insight into the educational practice of a mathematician in his role as a teacher of university mathematics. I present some of the outcomes of the study in terms of mathematics (three linear algebra topics - subspace, linear independence and eigenvectors), in terms of the didactics of mathematics and in terms of the theoretical basis of Mathematics Education as a discipline.
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Henderson, Robert Vann. "A graph theory-based 'expert system' methodology for structure-activity studies." Case Western Reserve University School of Graduate Studies / OhioLINK, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=case1056048337.
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Cardina, Catherine E. "Social Learning Theory as a Predictor of Adolescents' Physical Activity Behavior." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1225213360.
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Salafatinos, Chris. "Activity-based costing : a review with grounded theory-based case study." Thesis, University of Edinburgh, 1996. http://hdl.handle.net/1842/21509.
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This thesis reviews the Activity-Based Costing (ABC) literature, and analyzes its origins, nature, and development as a precursor to the case study. In addition, a constructive approach to research is used to develop techniques which integrate ABC theory with traditional methods to enhance its application for continuous improvement in practice. The case study employs a grounded theory research approach based on participant observation to explore the technical and organizational change process as a result of implementing Activity-Based Costing at Calor Gas. In terms of technical change, the case reveals a number of significant issues impacting upon the practicality of ABC systems which are neglected in the literature. The application of grounded theory resulted in the formulation of several hypotheses which are integrated in the construction of conceptual models, and are pertinent to the future study of implementation issues. The models address three main problems. The first problem focuses on the potential conflict between product costing and Activity-Based Management (ABM) objectives. The second deals with establishing criteria for the formulation of activities. The third is concerned with establishing a suitable set of cost objects. Each problem is presented as it was discovered in the context of the case. Diagrams are used to depict critical factors, and to show relationships between variables in order to find more general solutions. In terms of organizational change, an "evolutionary" theory about the process of change is developed. It is a process of change whereby the organization learns to adapt to a new environment and conditions. Organizational changes occur in small increments relative to the pace of learning, and the organization grows and matures in order to accommodate the introduction of new knowledge systems. New skills, language, technical concepts and structures are developed. Some of the changes that occurred in the case were planned, some were unplanned, but all were part of the general evolutionary process of an organization adapting to its environment.
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Cardina, Catherine Elizabeth. "Social learning theory as a predictor of adolescents' physical activity behavior /." Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1225213360.
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Elks, Eric Desmond. "A Cultural Historical Activity Theory Perspective of the Queensland Ambulance Service." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/367378.
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The study relates to the diverse Queensland community which contributes to the service provided by the Queensland Ambulance Service (QAS). The QAS motive of improving the health and well being of all Queenslanders has remained stable since 1892, despite changes in organisational structure and the actions employed by paramedics in achieving motive. The QAS is primarily focused on the pre-hospital facets of health care and in this study the changing nature of paramedic actions are juxtaposed with the longevity of QAS motive. The research deals with QAS vocational training coupled with technological innovation and evolving community expectation in meeting the demands of contemporary clinical paramedic practice. The thesis focus is on the contemporary work practices of QAS paramedics, why dominant practices prevail above the plethora of alternatives thus pointing the way to future development of the service.
The theoretical framework of the study takes account of Queensland's geographical and sociological diversity, coupled with the heterogenous nature of paramedic practice. Cultural Historical Activity Theory (CHAT) informs a study into a broad range of mediating influences, unified into an account of current QAS motive, culture and clinical interventions. The CHAT approach provides ongoing potential to inform QAS policy and optimise the clinical performance of rural paramedics. The empirical framework, congruent with paramedic practice, contains elements of both scientific practice and deductive reasoning. These elements lend themselves to the descriptive nature of qualitative research methods to facilitate the application of scientific principles while visualising the multi-faceted human health experience as experienced by paramedics. Research tools including literature review, interview and questionnaire facilitate a study of specific areas of paramedic practice. The research reveals paramedics as diverse and complex individuals with professional practices unique to the individual, yet remaining within the acceptable parameters of QAS convention on most occasions. The study identifies and interprets a number of workplace contradictions in terms of the meanings that paramedics attribute to them and the consequences of these tensions for paramedic practice. The study concludes that paramedic practices are a consequence of complexities within an activity system which belie the simplicity of direct relationships between QAS education, directives and practice. Findings relate to paramedic dissatisfaction with several restrictions imposed on their clinical practice - explicit restrictions as prescribed in the QAS Clinical Practices Manual 2001 to which QAS paramedic are required to adhere. Paramedic perceptions of identified contradictions are inductively and numerically analysed leading to data synthesis and a narrative summary of findings. Identified contradictions embedded in work practices of QAS paramedics have been argued to provide the impetus for either positive or negative development within the system. The summary of findings visualises the collective paramedic experience and thus speak to recommendations aimed at the amelioration of identified systemic contradictions. Recommendations include reviewing the clinical practice profile of paramedics in remote rural areas, review of clinical accreditation levels, the retaining of clinical placements in preliminary training and the provision of more comprehensive information technology support for paramedics. In this study, recommendations are portrayed in a positive light as signals of opportunities for both expansive paramedic learning and for organisational expansion through policy initiatives embracing the contemporary demands on the QAS and its operational paramedics.<br>Thesis (Professional Doctorate)<br>Doctor of Education (EdD)<br>School of Vocational, Technology and Arts Education<br>Full Text
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Vakhitova, Zarina I. "Adapting Lifestyle-Routine Activity Theory to Account for Cyber Abuse Victimization." Thesis, Griffith University, 2019. http://hdl.handle.net/10072/386568.
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In the past, lifestyle exposure/routine activity theory was used to explain different types of crimes, including those involving interpersonal violence (e.g. robbery, assault). Empirical studies testing the utility of the theory produced mixed support for the model. The lack of clear de finitions and precise, unambiguous measures of the key theoretical concepts (motivated offender, suitable target and capable guardianship) were among the possible reasons for the observed inconsistent empirical evidence. With the advent of the Internet and the emergence of cybercrimes (e.g. cyberstalking, cyberharassment), attempts have been made to explore the empirical utility of lifestyle-routine activity theory to account for personal victimization as a consequence of cyberabuse. Similar to the terrestrial research, cyberabuse scholarship produced inconsistent empirical support for the model. Some criminologists believed that lifestyle-routine activity theory may not be suitable to account for cybercrimes due to the spatial and temporal disconnect between the theory and the environment- unless the theory is adapted speci fically to cyberspace.
This thesis explored the potential reasons for the weak empirical support for lifestyle exposure/routine activity theory in cyberspace, and proposed several avenues for adapting the theory to cyberspace by developing new definitions and measurements of key concepts speci fically designed for cyberspace. This was achieved through an in-depth examination of cyberabuse crime events using qualitative and quantitative research methods: 1) in-depth interviews with principal agents (offenders, victims and guardians) of cyberabuse incidents, 2) content analysis of media reports and 3) computer mediated communications describing cyberabuse events, and 4) a survey of a large online panel.
This research contributed to the existing knowledge base in the following ways. First, it reviewed the existing scholarship on the empirical utility of lifestyle-routine activities theory to explain cyber abuse victimization and found that the produced empirical evidence is mixed. Second, it identi fied potential sources of the mixed empirical results. Third, it proposed that a more innovative statistical analyses (Bayesian Model Averaging) be employed in modelling cyber abuse victimization. Fourth, it identi fied several new proxies for measuring the key lifestyle-routine activities-related theoretical concepts. Fifth, through an in-depth analysis of interactions between victims and offenders involved in incidents of cyber abuse, it identifi ed sub-classi fications of cyber abuse, namely, direct, indirect and mixed cyber abuse. Sixth, it tested the empirical utility of lifestyle-routine activities theory in relation to speci fic sub-types of cyber abuse using the identi fied proxies. And fi nally, by using an innovative method of data analysis (Bayesian Pro le Regression), it identifi ed groups of victims with varying levels of risk from speci fic sub-types of cyber abuse and the associated different lifestyles and routine activities. Overall, this research further developed the concept of risk of victimization in the context of technology-facilitated violence.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Crim & Crim Justice<br>Arts, Education and Law<br>Full Text
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Duthie, Jennifer. "Physiotherapy student practice education : students' perspectives through cultural-historical activity theory." Thesis, University of Stirling, 2017. http://hdl.handle.net/1893/25656.
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Physiotherapy student practice education, the focus of this thesis, is a highly valued, yet scarcely researched component of pre-registration physiotherapy education. Moreover, the student voice is largely absent from existing research. In this study, 14 physiotherapy students’ perspectives of practice education were gained through email communications (n=13) and face-to-face interviews (n=12). To provide an in-depth and provocative view, physiotherapy student practice education was analysed as a type of activity system, employing concepts borrowed from cultural-historical activity theory (CHAT). Interacting activity systems, objects, players, rules, norms, divisions of labour, mediating artefacts, intra- and inter-systemic contradictions were explored and identified. The findings show that assessment skewed students’ object motives. Practice educators were positioned as powerful gatekeeper/assessor gift-holders. Physiotherapy students enacted ‘learning practice’ norms, such as extensive reading, and adopted the position of practice educator-pleaser. Students sometimes refrained from speaking when they wanted to, for example, to challenge unprofessional staff behaviour. Students were reluctant to show themselves as learners, feeling instead that they needed to present themselves as knowledgeable, able practitioners. However, students did not easily recognise themselves as able contributors to practice. For students, knowledge for practice was focussed on patient assessment and treatment, but the level, depth and volume of knowledge required was perceived differently across distinctive practice areas. Intra- and inter-systemic contradictions, such as the skewing of student object motives towards assessment, and away from whole-patient-centred care, are highlighted. The study findings therefore have implications for patient care as well as for the object of physiotherapy student practice education, student learning and assessment and workplace learning. A cross-profession review of the object of physiotherapy student practice education, to include the voice of service users, students, practice educators, HEIs and service providers, is recommended. A review of physiotherapy student practice-placement assessment, which seemed to be at the core of PSPE dynamics and conditions, is recommended, to take account of the extent to which assessment can influence students’ PSPE object motives, PE/student dynamics and student/patient interactions. Developmental Work Research is proposed as a way forward for future research in this area.
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Thomas, Jonathan M. "Eportfolio Adoption's Mediating Influence On Faculty Perspectives: An Activity Theory View." DigitalCommons@USU, 2017. https://digitalcommons.usu.edu/etd/5913.
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A case-comparative mixed methods approach was used to discover how faculty members’ teaching perspectives changed as they adopted an eportfolio tool (Pathbrite). Ten faculty members took the Teaching Perspectives Inventory (TPI) before and after using the tool during Fall semester 2015. Also, systems logs were collected and interviews were conducted after the post survey was completed. Interview data found that faculty members developed a broader view of the potential of eportfolios. Participants also appreciated the long-term benefits that eportfolios would have on their students. However, when use was associated with accreditation standards, gains in student-centered perspectives were minimal. The study suggests cognitive apprenticeship as a model that explains the discovered findings and provides recommendations to administrators who are implementing eportfolios.
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Veleanu, Veronica. "Credit spreads and economic activity in eight European economies." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/29472/.
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In this thesis we examine the relationship between corporate bond spreads and economic activity in eight European countries using data on 500 corporate bonds between July 1994 and May 2011 for the United Kingdom and between October 2001 and May 2011 for Austria, Belgium, France, Germany, Italy, Netherlands and Spain. We construct a unique dataset of corporate bond spreads from bond-level data employing a similar methodology to Gilchrist and Zakrajsek (2012a) in the United States. Thus, we ensure that our credit spread measure is not distorted by illiquidity, embedded options, or mismatched maturities and coupon schedules between the two bond instruments being compared. We evaluate the importance of the country-level corporate bond spread index in .predicting the future growth in real activity at the individual country level for various measures of economic activity (such as industrial production, unemployment available at monthly frequency; and employment and real GOP available at quarterly frequency). We find that the credit spread index is a consistent predictor of real activity even when we include measures of monetary policy tightness (such as the term spread and the real interest rate), other leading indicator variables (economic sentiment and consumer confidence) and factors extracted from a large macro dataset. Our results are consistent at different forecasting horizons and are robust to different measures of the credit spread index. We then decompose the credit spread by purging it of expected default, tax and liquidity premia in an attempt to determine what component accounts for its information Content. We find that the excess bond premium, an indicator of financial market tightness, is the major driving source of the spread's predictive content. When)He compare the predictive ability of the credit spread and the excess bond premium across individual countries within the Euro area and Outside the Euro area, we find that mainly the core European countries have similar predictive ability, while the other countries in the Euro area and the UK are more heterogeneous.
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Lent, Neil. "From commodity to activity : A theoretical and empirical exploration of the relevance of activity theory to graduate employabilty." Thesis, Lancaster University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.533079.
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Chan, Suet Ying. "Social cognitive theory based physical activity intervention targeting non-working time physical activity of workers with intellectual disabilities." HKBU Institutional Repository, 2014. https://repository.hkbu.edu.hk/etd_oa/53.
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The purpose of the study was to evaluate the effects of a Social Cognitive Theory (SCT) based physical activity intervention designed to evaluate the effectiveness of the twelve-week intervention with regard to psychosocial behaviour using SCT and physical activity behaviour among adults with intellectual disability in non-working time. Design: The study involved pre-post randomized control trial and employed a MANCOVA analysis for this study. Between-Subjects Design was used to assess the effect of independent variable (twelve-week intervention programme) on two groups (intervention group and control group). Follow-up (separate ANVOAs) were calculated on the four dependent variables (self-efficacy, outcome expectancy, barrier to exercise, and moderate physical activity). Participants: Eighty participants from St. James settlements aged over 18 years participated in the present study. After data screening, 59 (30 males, 29 females; n for intervention=29, n for control=30) cases with completed data were analyzed. The final data set contained participants with age ranged from 21 to 67 years (M=35.83, SD=10.28) and BMI ranged from 13 to 64 (M=27, SD=7.33). Intervention group received a SCT-based intervention programme for twelve one-hour lectures. Outcome measures:The Primary outcomes included Self-efficacy, Outcome expectation and Barrier to exercise Questionnaire (SOBQ) on psychosocial behaviour (self-efficacy, outcome expectancy and perceived barrier) and Physical Activity Recall (PAR) on physical activity behaviour (moderate physical activity) among adults with intellectual disabilities. Secondary outcome include objective check list to evaluate the designed treatment being delivered to participants adequately. Measures were taken at baseline and posttest and additionally, intervention group were recruited for follow-up at 4-month. Results: After controlling the pretest scores, the MANCOVA results showed a statistically significant difference between two groups (intervention group and control group) F(4,48)=32.8, P<0.001; Wilk’s Lambda=0.27, partial eta squared =0.73. Result of follow-up measure on MANCOVA, showed that 12-wk intervention between-subjects are significant for all 4 dependents variables: self-efficacy: F(1,116)=47.12, p<0.0125, ηρ²=0.48; outcome expectation: F(1,134)=22.27, p<0.0125, ηρ²=0.30; barrier to exercise: F(1,100)=10.50, p<0.0125, ηρ²=0.17; moderate physical activity F(1,114)=96.79, p<0.0125, ηρ²=0.65 with a Bonferroni adjusted alpha level of 0.0125. The MANOVA results showed that the outcome of the 12-week intervention programme significantly influence time (pretest and posttest) of self-efficacy, outcome expectation, barrier to exercise, moderate physical activity. All scores are significantly higher for posttest in self-efficacy (p<0.01), outcome expectation (p<0.01), moderate physical activity (p<0.01), and lower in barrier to exercise (p<0.01). Lastly, the four months follow-up test showed that the intervention group had significantly lower mean scores compared with posttest in self-efficacy, outcome expectancy, and barrier to exercise. There was no significant difference in moderate physical activity between follow-up and posttest in the intervention group. Conclusions: The twelve-week SCT-based educational treatment shows significant effects in posttest and also intervention group on the targeted constructs: self-efficacy, outcome expectation, and barrier to exercise as well as increasing the moderate physical activity among working adults with intellectual disabilities.
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Skinner, David. "Forecasting models of activity in industrial and commercial building." Thesis, University of Salford, 1999. http://usir.salford.ac.uk/26916/.
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Despite its importance in national income, the level of activity in the construction sector has received little attention in the economics literature. The lack of studies attempting to forecast construction activity is surprising given that its volatility is often regarded as destabilising to the economy. Here, we model an important and growing component of construction, namely private industrial and commercial building. Construction activity is typically measured by output. To the extent that new construction output represents capital formation, output can be modelled as an investment problem. The theoretical investment literature is disparate and confusing but here, the leading models are presented in a unified framework in which the similarities and differences between them can be easily identified. We then go on to estimate a number of the models empirically. Some are econometric models consistent with traditional theories of investment. Others are based on vector autoregression (VAR) analysis which provides a largely statistical representation of a set of variables with minimum use of a priori restrictions but in which long-run relationships are preserved. The data required for model estimation is considerable and complicated by the effects of investment incentives embodied in the tax system. The forecasting performance of all the models is evaluated against forecasts generated by a benchmark model suggested by the data rather than by economic theory. In terms of forecasting performance, some of the investment models considered here are shown to be superior to the benchmark model.
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Tam, Ka Man. "Application of the social cognitive theory to an electronic activity monitor system-based Physical Activity Intervention for working adults." HKBU Institutional Repository, 2020. https://repository.hkbu.edu.hk/etd_oa/750.
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Adults in Hong Kong show relatively low participation in physical activity. In the wake of technological advancements, it has become necessary to promote physical activity in an innovative approach. To that end, this study aimed to investigate the effect of an application of Social Cognitive Theory (SCT) under an eight-week electronic activity monitor system (EAMS)-based intervention on changes in physical activity (PA) as well as its associated SCT constructs of self-efficacy, social support and self-regulation for working adults in Hong Kong. A series of studies were performed: Study 1: In order to assess the validity of the step count output of two popular electronic activity monitor system (EAMS) model, Fitbit Charge HR and Xiaomi Mi Band 2, healthy adult (N=30) worn both EAMS and walked at five predetermined speeds on a treadmill. Two-factor (step x speed) repeated measures ANOVAs was performed to compare the output of devices with manual step count. Result: there was no significant mean difference (p> 0.05) in step count among the Fitbit Charge HR and Mi Band 2 activity monitors and the criterion in all treadmill speeds. Both of them are valid devices for step count in the laboratory setting. Study 2: As to assess the validity of step measurement of Mi Band 2 in the free-living environment, 31 healthy adults were invited for wearing both Mi Band 2 and ActiGraph GT9X Link on their dominant hands wrist for 7 consecutive days. Paired sample t-tests and Pearson correlation were conducted to compare the average steps per day between Mi Band 2 and ActiGraph GT9X Link. Result: there was no significant mean difference (p >0.05) and high positive correlation in step count between the Mi Band 2 and Actigraph. The Mi Band 2 is a valid device for step count in the free-living environment. Study 3: To examine the validity and reliability of the Chinese version of PA related self-efficacy, self-regulation and social support in Hong Kong Chinese adults. There were 230 healthy adults aged 19-63 years recruited. The factorial validity of the scales was assessed by the Confirmatory Factor Analyses (CFA) while criterion validity was assessed by correlating measured constructs with self-reported PA. The internal consistency and scales test-retest reliability were evaluated by Cronbach's alpha and intraclass correlation coefficient, respectively. Result: indicators of CFA supported the one-factor structure while all PA correlates were significant (p<0.01) associated with self-reported PA. All scales demonstrated acceptable internal consistency and test-retest reliability. The results provided psychometric support for using the Chinese version of the scales to measure PA correlates among Hong Kong adults. Main Study: A two-armed randomised controlled trial took place to investigate the effect of an EAMS-SCT intervention on changes in PA and its associated SCT constructs for working adults in Hong Kong. Sixty-four (26 males, 38 females, mean age = 39.98, SD =7.06) participants were stratified based on their job nature and randomly assigned to the control, EAMS only group (n = 33) and the treatment, EAMS-SCT group (n =31) after data screening. Both groups received an EAMS, whereas the EAMS-SCT group received SCT elements in the eight-week intervention, which comprised of one physical activity advisory session conducted by a certified personal trainer and four WhatsApp delivered sessions conducted by the researcher. Outcome measures: Measures of PA (by IPAQ MET score) and SCTs constructs (by the scale of Exercise Self-efficacy, Social Support for Exercise and Physical Activity Self-regulation) of two groups at three times of measurement. 2 x 3 (Group x Time of Measurement) mixed ANOVA and mixed MANOVA were conducted respectively for PA and SCTs constructs for detecting group difference.Results: The interaction effect between different groups (EAMS only and EAMS-SCT) on the participants' score on IPAQ, across three times of measurement (pre-intervention, post-intervention and 4-week follow-up) was significant. The mean IPAQ MET scores of participants in both groups (EAMS only, from 957.64 to 1235.82, EAMS-SCT group from 883.49 to 1420.86) increased and statistically significant difference from its scores than that of the pre-intervention. However, there was no statistically significant difference in IPAQ MET scores between the groups. There was a statistically significant multivariate effect of SCT constructs across the interaction between the groups and time of measurement: F (6, 57) = 7.267, p = .000, with large effect size. Post-hoc analysis revealed that the score of exercise self-efficacy, social support for exercise and physical activity self-regulation from pre- intervention to post-intervention were significantly higher in the EAMS-SCT group. There was no significant difference in the score of physical activity self-regulation between the EAMS only group and the EAMS-SCT group. Meanwhile, there was a significant mean difference in exercise self-efficacy and social support for exercise at Week 8 and social support for exercise at Week 12 between EAMS only and EAMS- SCT group. Conclusion: The participants in the EAMS-SCT group show a significant increase in physical activity level and all three related SCT constructs. Both the EAMS only and the EAMS-SCT groups have an increase in the IPAQ MET score and the score of the scale of physical activity self-regulation after the 8-week intervention. Participants in the EAMS-SCT group exhibit higher scores in the scales of exercise self-efficacy and social support for exercise than participants in the EAMS only group after the 8-week intervention.
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Sweet, Shane N. "Self-determination Theory and Self-efficacy Theory: Can They Work Together to Predict Physical Activity in Cardiac Rehabilitation?" Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19965.
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Cardiovascular disease is currently the leading cause of death in Canada and other developed countries. Physical activity based cardiac rehabilitation programs have been shown to reduce the likelihood of subsequent cardiac events and even reverse the disease process. However, factors influencing physical activity in cardiac patients are still not clearly understood. The overall objective of this dissertation was therefore to better understand motivation and physical activity in a cardiac rehabilitation context. Specifically, theory-based motivational variables were studied as correlates of physical activity. To accomplish this objective, a two-purpose research approach was taken. First, two articles (Article-1 and Article-2) aimed to test and integrate concepts from two strong motivational theories: Self-Efficacy Theory (SET) and Self-Determination Theory (SDT) into one comprehensive model using the novel and rigorous approach of Noar and Zimmerman (2005). The second purpose of this dissertation was to extend the findings from the first purpose by investigating physical activity and motivational patterns over a 24-month period in cardiac patients (Article 3). With regards to the first purpose, Article-1 revealed that the integration of SDT and SET was feasible as the integrated model had good model fit, explained more variance in self-determined motivation, confidence, and physical activity and supported similar number of hypothesised links in a cross-sectional cardiac sample as well two other samples: primary care adults and university students. Due to the cross-sectional nature of Article-1, Article-2 tested the integrated SDT-SET model from cardiac patients with longitudinal data of patients following a cardiac rehabilitation program. Although no motivational variables predicted residual change in physical activity at 4-months, this longitudinal model was found to have good model fit. Across both articles, the integration of SDT and SET was found to be possible. However, more research is needed to further test the integration of these theories. As for the second purpose of this dissertation, Article-3 investigated physical activity and motivational patterns of cardiac rehabilitation participants over the course of 24 months. Distinct patterns were found for physical activity, self-determined motivation, barrier self-efficacy and outcome expectations. In addition, individuals in the higher patterns of the motivational/expectancy variables had greater probability of being in the maintenance physical activity pattern compared to individuals in the other motivational/expectancy patterns. Therefore, this article extended findings from the first purpose by linking SDT and SET variables to long-term physical activity behaviour. SDT and SET should continue to be investigated together in order to increase our understanding of the mechanisms leading to greater motivation and subsequent increases in physical activity levels. Having a theoretically supported pathway to build motivation is ideal to inform future interventions and cardiac rehabilitation programs.
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Arvidsson, Dan. "Cross-Platform Modelling for Human Activity Recognition System." Thesis, Umeå universitet, Statistik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-149731.
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Human activity recognition (HAR) systems have a large set of potential applications in healthcare, e.g. fall detection and tracking physical activities. HAR systems based on wearable sensors have gained the most attraction, due to smartphones having these sensors embedded in them. This makes them a great candidate for collecting human activity sensor data. By utilizing the smartphone sensors, no other sensors need to be supplied and instead only a mobile application needs to be supplied. However, this comes with a trade-off, sensors embedded in smartphones display specific heterogeneity and biases, depending on platform and price range. Normally in such a scenario, multiple HAR systems have to be built and trained for each device. This is both a time consuming effort and gives no guarantees that the different systems will have similar activity recognition accuracy. Therefore, in this thesis, a HAR system is constructed, where classification methods and filtering techniques are explored and evaluated, in an effort to give some guidelines for how to construct a HAR system, that can be embedded in multiple platforms. This study shows that when considering a few common activities, this HAR system performs well even when sensor data is collected from multiple sources. Ensemble method AdaBoost, in combination with decision trees, gives the overall best performance. Filtering techniques, such as Butterworth and Chebyshev performs better than constant- and linear detrending. This is primarily due to their ability to distinguish between low frequency activities, such as standing and sitting. The best result in this study was given when combining Chebyshev filtering and AdaBoosted decision trees, with a F-score of 0.9877.