Recently, researchers have found evidence that after a concussion, residual visuomotor control deficits may linger longer than working memory or psychomotor speed deficits. All of the major computer administered test batteries currently in use for concussion management rely on examination of the latter tasks, and lack any measure of visuomotor control. The present research set out to develop a task to measure visuomotor performance. Using a touch-screen computer, the task required participants to point towards or away from (i.e., antipointing) a target in a design simmilar to an anti-saccade task. The task required participants to use visual information to execute controlled movements, and is designed to measure movement planning, execution performance and accuracy. The task was delivered to a large sample of healthy individuals to develop a normative performance data set. A self-report questionnaire was used to identify a small group of individuals from the normative population who were identified with a prior history of concussion. These individuals were directly contrasted with the healthy individuals. While only a few reported moderate or severe concussions, and information about recency and number of occurrences was unavailable, performance differences were observed --providing evidence of residual deficits. In particular, while concussed individuals were not slower, or less accurate overall than the healthy population on the task, they demonstrated unusual hand and spatial asymmetries. Future research will compare recently concussed individuals with the normative set developed here, and will make direct comparisons with existing computer administered test batteries to determine the efficacy of visuomotor tasks for detecting the long-term effects of concussion.

The thesis introduces a novel search paradigm, and explores a previously unreported behavioural error detectable in this paradigm. In particular, the ‘Unpacking Task’ is introduced – a search task in which participants use a computer mouse to sort through random heaps of items in order to locate a unique target. The task differs from traditional search paradigms by including an active motor component in addition to purely perceptual inspection. While completing this task, participants are often found to select and move the unique target item without recognizing it, at times continuing to make many additional moves before correcting the error. This ‘unpacking error’ is explored with perceptual, memory load, and instructional manipulations, evaluating eye-movements and motor characteristics in additional to traditional response time and error rate metrics. It is concluded that the unpacking error arises because perceptual and motor systems fail to adequately coordinate during completion of the task. In particular, the motor system is found to ‘process’ items (i.e., to select and discard them) more quickly than the perceptual system is able to reliably identify those same items. On those occasions where the motor system selects and rejects the target item before the perceptual system has had time to resolve its identity, the unpacking error results. These findings have important implications for naturalistic search, where motor interaction is common, and provide further insights into the conditions under which perceptual and motor systems will interact in a coordinated or an uncoordinated fashion.

Past research has demonstrated that there are numerous medical and psychological consequences when a woman with an eating disorder becomes pregnant. There has been a paucity of research, however, examining the attitudes towards pregnancy of women with body image issues/eating disorders and how these attitudes subsequently affect intentions to become pregnant. The present study examines intentions to become pregnant among a sample of women ranging in level of body image concerns using the Theory of Reasoned Action (TRA) as a framework (Ajzen and Fishbein, 1980). Two hundred and forty-two females from an introductory psychology class completed a questionnaire, including the Eating Disorder Inventory (Garner, 1991) and specific scales targeting the components of the TRA developed for the present study. As expected, all TRA precursors to intentions were positively correlated with intentions to become pregnant, while contrary to predictions, body image was not correlated with intentions. In partial support of the TRA, a multiple regression analysis revealed that, for all participants, the subjective norm of pregnancy and perceived benefits of pregnancy were predictive of intentions to become pregnant. Perceived costs of pregnancy, however, evidenced no ability to predict intentions to become pregnant. Although results failed to support the prediction that those with high body image concerns would indicate a lower intention to become pregnant, significant differences among those with high versus low body image concerns did emerge. Specifically, participants with high body image concerns reported greater perceived costs of pregnancy as well as a greater likelihood of engaging in weight control behaviours during pregnancy. Implications, as well as practical applications of these findings are discussed.

In a seminal work, Ungerleider and Mishkin (1982) offered substantial evidence that two separate visual pathways coding what/where-- exist within the primate brain. Recently, human evidence has resulted in the what/where pathways being reconsidered in terms of ventral stream (vision for perception) and dorsal stream (vision for action; Goodale & Milner, 1992). Consistently, many studies have demonstrated that there is an overrepresentation of magnocellular (luminance) information within the dorsal stream; parvocellular input (colour, shape, consistancy) represents the primary source of information for the ventral stream. Although luminance contrast is important in perceiving moving objects, colour discrepancies help the visual system to identify the detailed characteristics of the environment and, subsequently, to prepare the motor system for action. This thesis endeavors to determine the role played by colour, in contrast with luminance, in influencing the programming and control movement production. Using a grasping paradigm and two different luminance conditions (iso-luminance vs. heteroluminance) within two separate experiments (experiment 1 programming; experiment 2 online control), we show that chromatic information can be successfully be used by motor circuits to complete the grasping task faultlessly. Although significant temporal delays in terms of reaction time and movement time between colour and luminance processing are identified, the human visual system seems able to fully integrate colour features for action with no significant spatial error cost.

Research continues to suggest that young women experience body image concerns; nevertheless, the majority of this body image research has focused on white women, and the experiences of young Aboriginal women have typically been overlooked. When research has included Aboriginal women, it has generally been quantitative in nature (e.g., Gittelsohn et al., 1996; Marchessault, 2004; Story et al., 1995) and has highlighted body dissatisfaction that is equal to and even greater than that experienced by white women. Despite the alarming statistics suggesting that body image concerns are common among Aboriginal women, few researchers have engaged young Aboriginal women in qualitative research projects that seek to highlight their unique experiences. My previous research with young Aboriginal women (i.e., Fleming et al., 2006; McHugh & Kowalski, in press) are some of the first Canadian studies to have an exclusive focus on Aboriginal womens body image experiences. This research suggested that young Aboriginal womens body image experiences may not be as negative as previous quantitative research has suggested, but highlighted the need to work with young women to develop strategies for positively managing body image experiences. Therefore, the purpose of this research was to engage in a collaborative, school-based participatory action research (PAR) project in partnership with a local high school to provide young women, primarily young Aboriginal women, with an opportunity to manage their body image experiences in an effective manner.<p> Students, teachers, and staff of Nutana Collegiate participated in this project, which took place over a 10-month period from September 2006 to June 2007. All Nutana school members were welcomed to participate and many took part in the various action initiatives that were developed. A group of seven young Aboriginal women formed a core group of participants who were primarily responsible for the development and implementation of most action initiatives. A five phase PAR model, which was based on the work of Stringer and Genat (2004), was proposed as the methodological framework for this project. However, given the emergent and dynamic nature of PAR processes, and the unique features of the school community, the manner in which the project actually unfolded was quite different from the original plan. This project ultimately had two phases, the Relationship Building Phase and the Action Phase.<p> In an effort to develop relationships with school community members, during the Relationship Building phase I engaged in the three general processes of: familiarization, making connections, and giving back to the school. My commitment to these processes supported my initial goal to develop trusting relationships with community members, which subsequently formed a strong foundation for the development of effective and successful action initiatives. Eight action initiatives, which were represented by three themes, were developed and implemented as part of the Action phase. The three themes were: (1) Promoting Positive Body Image Experiences, (2) Self-Expression, and (3) Creating Awareness.<p> The development and implementation of action at various levels (i.e., individual, school, provincial, and national) was the most significant outcome of this research. The success and relevance of the various action initiatives was demonstrated by the words of the participants, the overall support of various school members, and the commitment of the core group to the goals of this PAR project. Although there were methodological challenges and considerations that needed to be navigated throughout this PAR project, findings from this research suggest that universities and local high schools can and should work together to develop school-based body image programs for young Aboriginal women. As well, and maybe most importantly, this research highlights the strength of using PAR methodologies when engaging young Aboriginal women in body image research.

En förutsättning för att kunna förhindra att terrorattacker utförs är kunskap om de bakomliggande motiven och drivkrafterna. Om vi känner till de bakomliggande motiven och drivkrafterna finns det möjlighet att kunna påverka dessa faktorer och därigenom minska risken för nya terrorattacker. I den här studien undersöker jag om collective action frames och rational choice teorin var för sig eller tillsammans kan förklara orsakerna till terrorism. Fram till idag har den strategiska modellen varit den mest använda teorin för att förklara orsaker till terrorism. Modellen utgår från rational choice teorin men har avgränsats till att enbart hantera politiska faktorer, vilket har kritiserats. Kritikerna menar att människors känslor har en betydelse för deras handlingar. Här prövar jag två teorier som teoretiskt kan förklara känslornas betydelse för att människor utför terrorhandlingar, dels rational choice teorin och dels collective action frames. Studien visar att teorierna kompletterar varandra men det är enbart rational choice teorin som förklarar orsaker till handlingarna, och då endast rationellt motiverade instrumentella handlingar. Det är många handlingar som inte kan förklaras med någon av teorierna. Slutsatsen är att det sannolikt inte finns en generell teori som kan förklara alla olika typer av handlingar ner till en sådan detaljnivå att resultatet faktiskt är användbart. Det finns många olika motiv och drivkrafter som kan ligga bakom en handling och det finns så många olika användningsområden för resultaten att en enda teori skulle bli oanvändbar då det sannolikt är alldeles för många parametrar att hantera inom ett och samma teoribygge.

Recent research studies have confirmed that curved I-girders are capable of developing substantial shear postbuckling resistance due to tension field action and have demonstrated that the AASHTO LRFD equations for the tension field resistance in straight I-girders may be applied to curved I-girders within specific limits. However, the corresponding demands on intermediate transverse stiffeners in curved I-girders are still largely unknown. Furthermore, a number of prior research studies have demonstrated that transverse stiffeners in straight I-girders are loaded predominantly by bending induced by their restraint of web lateral deflections at the shear strength limit state, not by in-plane tension field forces. This is at odds with present Specification approaches for the design of transverse stiffeners, which are based on (1) providing sufficient stiffener bending rigidity only to develop the shear buckling strength of the web and (2) providing sufficient stiffener area to resist the in-plane tension field forces. In this research, the behavior of one- and two-sided intermediate transverse stiffeners in straight and horizontally curved steel I-girders is investigated by refined full nonlinear finite element analysis. Variations in stiffener rigidity, panel aspect ratio, panel slenderness, and stiffener type are considered. New recommendations for design of transverse stiffeners in straight and curved I-girder bridges are developed by combining the solutions from the above FEA studies with the results from prior research.

This study applied the method of action research to explore the impacts of reciprocal teaching on junior elementary students¡¦ reading comprehension. The main purposes of the thesis were to understand the students¡¦ learning process of reciprocal teaching, and to discuss their performance on expository text reading comprehension after learning reciprocal teaching, as well as their performance on utilizing reciprocal teaching on reading story texts. The researcher performed reciprocal teaching activities in her class, collecting and analyzing data from ¡§Students¡¦ Learning Record¡¨, ¡§Group Discussion Record¡¨, ¡§Students¡¦ Learning Status Datasheet¡¨, and ¡§Teachers¡¦ Reflective Record¡¨, in order to understand the students¡¦ learning process and alter the teaching activities from time to time according to the students¡¦ learning conditions. At last, the researcher surveyed the reading comprehension results and reading interest development. The findings of the research were: 1The difficulties of junior elementary students¡¦ learning of reciprocal teaching: 1.1They were likely to be confused with ¡§clarifying¡¨ and ¡§questioning¡¨ strategies; 1.2They needed to use written description to help them express themselves verbally; 1.3They needed the teacher¡¦s guide for ¡§summarizing¡¨ and ¡§questioning¡¨ strategies. 2Reciprocal teaching influenced the performance of junior elementary students¡¦ reading comprehension. 3Reciprocal teaching increased junior elementary students¡¦ reading interest. 4Students were able to utilize reciprocal teaching strategies when reading story texts.

Youtube has been published for six years, and we can find that the network traffic of online videos grows explosively during these years. User generated online video (UGOV) has begun more and more popular. It brought fame to a lot of ordinary but talented people. It's also a new strategy of marketing, and has many successful examples. The fascination of UGOV has blown across the world. What can we do to apply the power of UGOV? Reviewing related researches, there has almost no research has been done in the domestic. This research uses action research to be the research method. Try to find what kind of the videos can be a famous one in practice. The research results will investigate in three parts, "content", "communication" and "creation" of the videos. On the part of content, It must be viewed smoothly, have the fresh and new lure and ignite the resonance in thought. Maintain the subjectivity of the core idea, let audiences watch on to finish without letup and they can figure out what are you talking about. On the part of communication, we should find a fountainhead to spread out your film, promote a carnival for the audiences and operate a long-term schedule of making film. Finally, On the part of creation, We should conquer the anxiety of creation, find your own creation pattern and confirm the worth of your own creation. After developing the creation pattern and ascertain the core value of your creation. We get into recognizing self. We know what kind of the creation we want to do. That will let us feel joyful during the creation process, so that we can pitch into the world of creation.

¡@¡@This action study aimed to investigate the process and impact of the use of mind mapping on Chinese language teaching and learning of sixth grade students. There were twenty-five students participated in this action research. The teacher/researcher constantly reviewed and modified teaching process to develop appropriate learning models during two cycles of action research. Data were collected from pre and post reading comprehension tests, reflection notes, video recordings, interviews, questionnaires, learning sheets and students¡¦ assignments of mind mapping. ¡@¡@The findings were as follows¡G 1. Mind mapping used in Chinese language teaching could improve reading comprehension based on the results of pre and post reading comprehension tests. 2. Based on students¡¦ prior knowledge, the teacher/researcher used fill-in content types mind mapping, structure models, reading materials and vocabularies, thus teaching has the best effect on students. 3. In the beginning stage, students just focused on the aspect of drawing skill of mind mapping. Later, they learned to focus on how to catch the main idea of the article. Most of students can emphasis on both skills in the end. In the process, most of students had positive attitudes toward mind mapping instruction, especially in the group mind mapping activity. 4. The teacher/researcher has promoted her own professional development through constant refelection and adjustment in her teaching practice. ¡@¡@Based on the findings mentioned, the researcher provdied some suggestions regarding practical teaching practice and recommendations for further research.