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The goal of this study was to explore how the contact making process influence the awareness level of primary school teachers. The study was mainly explorative with elements of a descriptive study. With a qualitative study the researcher explored how awareness influenced primary school teachers‟ experiences of wellness. The theoretical point of view of this study is the Gestalt therapeutically philosophy with phenomenology as base. Perls, the father of Gestalt psychology saw Gestalt as the only psychotherapy that is exclusively based on phenomenology. The central Phenomenology principal is that a person is free with the responsibility to influence his/her own environment. Data for this study was collected through a focus group consisting of seven people, (teachers of Gauteng) with whom semi structured interviews were conducted and open-ended questions were asked. This is only an explorative study and therefore the researcher is not really looking for a representative sampling. Findings of this study include that sensory awareness can be used to change wellbeing. Age played a role in resistance and even though the teachers knew about wellbeing it became clear that they were not aware of how to create wellness in their own lives. It came about that some of the participants had to deal with contact boundary disturbances. The study also showed that burned out people operates automatically. The researcher makes the statement that contact boundary disturbances lead to auto actions as in the case of burned-out people. The study showed that awareness makes a shift on the continuum of burnout and wellbeing. In this study it was not always a positive shift, but the researcher feels that the people who had a negative experience will be more secure if this research is conducted in a therapeutic environment. The study also indicated that it is necessary for teachers to learn skills to be good for them selves without feeling guilty.

ITC/USA 2009 Conference Proceedings / The Forty-Fifth Annual International Telemetering Conference and Technical Exhibition / October 26-29, 2009 / Riviera Hotel & Convention Center, Las Vegas, Nevada / The Common Display System (CDS) will provide all NAVAIRWD sites with a flexible Range real-time situational awareness and telemetry display/processing capability. CDS will have an extensible framework enabling all sites to quickly and conveniently develop Range unique plugins to accommodate new requirements or functionality not presently found in the applications common core plug-ins. Range unique plug-ins are separate and distinct from the application's common core engine.

This thesis was conducted to determine the awareness of the Human Immunodeficiency Virus (HIV) in Russia. A perception model by David L. Rousseau and Rocio Garcia-Retamero was used as a theoretical basis for this analysis. The perception model was adapted to analyze Russian-HIV research done between 1988 and 2013, and then compare the results to another analysis of research done from 2014 to the present. The results indicate that Russia's awareness to the virus declined between 1988 and 2013 and remains in this general position due to stigmatization that has been documented between 2014 and the present. Russia faces an HIV epidemic and unless a more in-depth analysis of how Russians perceive the HIV situation is understood, Russia will be hard-pressed to eliminate the disease from within its borders.

Whilst technological solutions go a long way in providing protection for users online, it has been long understood that the individual also plays a pivotal role. Even with the best of protection, an ill-informed person can effectively remove any protection the control might provide. Information security awareness is therefore imperative to ensure a population is well educated with respect to the threats that exist to one’s electronic information, and how to better protect oneself. Current information security awareness strategies are arguably lacking in their ability to provide a robust and personalised approach to educating users, opting for a blanket, one-size-fits-all solution. This research focuses upon achieving a better understanding of the information security awareness domain; appreciating the requirements such a system would need; and importantly, drawing upon established learning paradigms in seeking to design an effective personalised information security education. A survey was undertaken to better understand how people currently learn about information security. It focussed primarily upon employees of organisations, but also examined the relationship between work and home environments and security practice. The survey also focussed upon understanding how people learn and their preferences for styles of learning. The results established that some good work was being undertaken by organisations in terms of security awareness, and that respondents benefited from such training – both in their workplace and also at home – with a positive relationship between learning at the workplace and practise at home. The survey highlighted one key aspect for both the training provided and the respondents’ preference for learning styles. It varies. It is also clear, that it was difficult to establish the effectiveness of such training and the impact upon practice. The research, after establishing experimentally that personalised learning was a viable approach, proceeded to develop a model for information security awareness that utilised the already successful field of pedagogy and individualised learning. The resulting novel framework “Personalising Information Security Education (PISE)” is proposed. The framework is a holistic approach to solving the problem of information security awareness that can be applied both in the workplace environment and as a tool for the general public. It does not focus upon what is taught, but rather, puts into place the processes to enable an individual to develop their own information security personalised learning plan and to measure their progress through the learning experience.

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This thesis explores whether a social game shows indications of being more effective to raise awareness of cultural differences than an open discussion exercise. Within the field of Serious Games there are studies exploring the area. Among them some studies aim to train the cultural understanding of military personnel or are business relationship oriented, while others try to motivate immigrant to interact with local population or convey situation which may lead to culture shock.To conduct the experiment critical incidents were developed using a model where individualistic and collectivistic cultures are compared in social and work related situations. Participants, students from Swedish for immigrants, were divided into two groups. One group was playing the game and the other was having an open discussion exercise. Results show after the session and three weeks later indications of the game being more effective raising awareness of cultural differences.

Stuttering is a universal phenomenon that has been identified in ethnic and cultural groups around the world. While it has been suggested that attitudes toward stuttering are different for various cultural groups, knowledge of, and attitudes toward stuttering have not been studied extensively across cultures. The purpose of the present study was twofold: (1) to investigate the awareness and perception of stuttering for American children age 3 to 7 from diverse cultures, and (2) to compare those to findings of awareness and perception of stuttering for children from Israel and America. Sixteen children in four different age groups were asked to complete three different types of experimental tasks after watching a video of fluent and disfluent identical seal puppets. The participant’s awareness of disfluency was assessed through discrimination between fluent and disfluent speech and identification of the puppet who spoke like them. Perception was addressed through labeling and evaluation of fluent and disfluent speech. Results revealed that at as young as age 3 some children began to demonstrate accurate awareness of disfluent speech. However, the highest level of accuracy was not demonstrated in the majority of participants until age 7. In addition, results further revealed across all age groups that children were more accurate when discriminating between fluent and disfluent speech than identifying it. Similarities and differences between previous studies that have used the same experimental stimuli (i.e., Ambrose & Yairi, 1994; Ezrati-Vinacour et al., 2001) are discussed. The lack of diverse cultural participants and its resulting effects on the present study’s recruitment methodologies are also discussed. / text

國立政治大學英國語文學系碩士在職專班 碩士論文提要 論文名稱：對比修辭：高中學生英文寫作中介語言之研究 指導教授: 林啟一博士 研究生: 彭宜秝 論文提要內容: 學習者的語言，中介語言，已經被視為有它自己的規則的一個獨特的語言系統。本研究旨在探討學生英文寫作上的中介語言的結構及形成原因。 本研究蒐集了576篇高三學生模擬考英文作文，加以分析歸納出錯置的主詞和不良的虛主詞兩大類高中生中介語句型。這兩類句型正如銅板的兩面，凸顯了主題明顯的中文和主詞明顯的英文類型結構的對比，也證明學生在以英文表情達意時，不自覺的以中文主題明顯之架構為其中介語之基底結構，以致於表面上雖為主詞+動詞之英語句式卻仍有不知所云的困窘。本研究結果建議在英語教學上同時也應喚醒學生主題明顯的中文語言意識，並在生活上營造真正以英語為第二語言的情境，使學生能耳濡目染充分接觸英語，浸潤在主詞明顯的英語環境中，以利學生中介語更趨近目標語之發展。 / Abstract Learners’ language, interlanguage, has been recognized as a unique language system with rules of its own. The purpose of this study is to figure out the constructions and causes of senior high school students’ interlanguage (termed as SSIL) in their English compositions. Five hundred and seventy six compositions written by seniors in senior high schools in the Taipei area, were collected and analyzed in this study. Two major SSIL constructions were derived: Misused Subjects and Ill-formed Expletives. The two constructions are like the two sides of a coin manifesting the contrast between topic-prominent Chinese and subject-prominent English. Two major factors contribute to the construction of SSIL: topicalization and poor awareness of L1 structures. It is suggested that students’ language awareness of their native language, Chinese, should be aroused, and that the creation of a more English conscious environment in real life situation may facilitate the development of SSIL toward the target language, English. key words: interlanguage, topic-prominence, subject-prominence, topicalization, language awareness

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