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The research presented in this thesis is the result of field data collection conducted by the Utah Local Technical Assistance Program (Utah LTAP) in conjunction with the Utah Department of Transportation. The first step of the research was data collection from 18 road safety audits conducted throughout the state of Utah. These Road Safety Audits (RSA's) provided a wide variety of data that was used for the validation of the road safety audit quantification methodology. The purpose of this research is to provide quantification to the RSA process that will increase the benefits gained from implementing the RSA recommendations. Benefits derived from the implementation of RSA recommendations were found by assessing the change of risk from before and after safety improvements. The RSA quantification tool was developed to analyze projects in both urban and rural settings. The implementation of the RSA tool will help practitioners show the benefits that can be gained from the safety recommendations and help decision makers in allocating funds to the areas that pose the most risk. The tool will show the difference in risk that the improvements make and the cost effectiveness of different project alternatives.

Recent world events have caused Americans to reassess national political, economic, and educational priorities, resulting in a shift towards Asia. The schools in response have begun to introduce less commonly taught languages, such as Japanese and Chinese. Many Utah public schools have tried to implement less commonly taught language programs. Some have succeeded, and other others have not. The purpose of this study was to understand how and why some schools were able to successfully integrate less commonly taught language programs, and why others were not.The results of this study suggest that the factors relating to students’ interests and the teacher/administrator relationship were the most important positive factors affecting the success of the Japanese programs with staying power. It was also found that the factors relating to funding issues and student enrollment were the most important negative factors affecting the failure of the long-term Japanese programs that were eliminated.

This study examines the transition of a post-secondary correctional education (PSCE) system formerly facilitated by higher education to the current system administered by the State Department of Corrections (SDC). This study used qualitative case study methodology utilizing multiple perspectives from five different stake-holding groups or five socials units: state legislators, county law enforcement personnel, state higher education administrators, SDC personnel, and technical college personnel. A thick, rich description of the transition was obtained by relying on multiple perspectives recorded in interviews of stakeholders in PSCE.The stakeholders’ perception of this educational transition that changed PSCE in one state was shaped by personal perspectives on issues surrounding the education of the incarcerated. The rhetoric, political machinations, and reality of this transition define stakeholders’ perspectives of the driving forces that initiated the facilitation of PSCE from a Higher Education run system to one run by the SDC.

[pt] Esta dissertação investiga a convergência e o desempenho de Algoritmos Genéticos: os problemas, soluções e medidas propostas. O trabalho consiste de cinco partes principais: uma discussão sobre os fundamentos matemáticos que buscam explicar o funcionamento de um Algoritmo genético; um estudo dos principais problemas associados à  convergência e ao desempenho de Algoritmos genéticos; uma análise das técnicas e algoritmos alternativos para a melhoria da convergência; um estudo de medidas para estimar o grau de dificuldade esperado para a convergência de Algoritmos Genéticos; e estudo de casos. Os fundamentos matemáticos de Algoritmos Genéticos têm por base os conceitos de schema e blocos construtores, desenvolvidos por Holland (apud Goldberb, 1989a). Embora estes conceitos constituam a teoria fundamental sobre a qual a convergência se baseia, há, no entanto, questões importantes sobre o processo através do qual schemata interagem durante a evolução de um Algoritmo genético (Forrest et al, 1993b). Este trabalho apresenta uma discussão sobre os principais questionamentos que têm sido levantados sobre a validade destes fundamentos. São discutidas as controvérsias geradas pela necessidade de uma visão dinâmica dos Algoritmos Genéticos, onde a amostra da população e os resultados obtidos pela recombinação sejam considerados. Em especial, as objeções apontadas pro Thornton (1995) quanto à  coerência da associação dos conceitos de schema e blocos construtores, a contradição entre os Teoremas schema e Price vista por Altemberg (1994), e as idéias de adequação do Teorema Fundamental de Algoritmos Genéticos ao conceito de variância dentro de uma população. Os principais problemas de convergência e desempenho de um Algoritmo Genético foram discutidos: a Decepção e a Epistasia. É apresentada a idéia de que a Decepção, embora esteja fortemente ligada à  dificuldade de convergência de Algoritmos Genéticos, não constitui fator suficiente para que um problema seja considerado difí­cil para um Algoritmo genético (GA-hard problems) (Grefenstette, 1993). São também apresentados os coeficientes de Walsh (Goldberg, 1989b) e demonstrada a sua relação com as idéias de schema e epistasia, e sua utilização em funções decepcionantes. São analisadas diversas funções decepcionantes. São analisadas diversas funções, associadas aos conceitos de Decepção e Epistasia: as funções fully-deceptive e fully easy com 6 bits, propostas por Deb e Goldberg (1994); as funções deceptive but easy e non-deceptive but hard de Grefenstette (op. Cit.); as funções F2 e F3 de Whitley (1992), e ainda, as funções NK (apud Harvey, 1993) e Royal Road (Forrest et al, op. Cit.) Técnicas alternativas para melhorar a convergência incluem basicamente algoritmos evolucionários com características especí­ficas a determinado tipo de problema. São analisados alguns algoritmos alternativos, como o Messy de Goldberg et alli (1989), o Estruturado de Dasgupta et al (s.d.), o aumentado de Grefenstette (ibidem) e os algoritmos propostos por Paredis (1996b). É ainda discutida e exemplificada a importância da escolha adequada de parâmetros e da representação de cromossomas, para que a convergência seja mais facilmente alcançada. O estudo de medidas de convergêcia de Algoritmos Genéticos fornece uma classificação: medidas probabilísticas e medidas baseadas em landscapes. São apresentadas também as colocações de Koza (1994) e Altemberg (op. Cit.) sobre a convergência de Algoritmos Evolucionários. É dado destaque para medida da dificuldade esperada para convergência baseada no Coeficiente de Correlação entre a Aptidão e a Distância (FDC - Fitness Distance Correlation), como proposto por Jones e Forrest (1995b). O estudo de casos consiste da análise do comportamento de Algoritmos Genéticos pela medida FDC, quando aplicados a um conjunto de funções matemáticas, incluindo as já citadas, e ainda as funções de teste propostas por De Jong (apud Goldberg, op. cit) e a função decepcionante de Liepins e Vose (apud Deb et al, 1994). Também é realizada uma extensão da medida de dificuldade FDC estudada, buscando adequá-la a uma visão mais dinâmica de Algoritmos Genéticos. Para executar estes testes, o ambiente GENEsYs 1.0, desenvolvido por Thomas Bäck (1992) (a partir de seu precursor Genesis de JOhn Grefenstette (apud Ribeiro et alli, 1994), foi adaptado e extendido. / [en] This wok investigates the convergence and the performance of Genetic Algorithms: the problems, solutions and proposed measures. It is divided into five topics: a discussion on the mathematical foundations that explains how Genetic Algorithms work: a study of the most important problems associated to their convergence and performance; an analysis of techniques and alternative Genetic Algorithms to achieve better convergence; a study of measures trying to estimate the level of difficulty for the convergence of GA s; and case study. The mathematical foundations are based in conceps of schema and building blocks, developed by Holland (apud Goldberg, 1989a). Although they constitute the fundamental theory about Genetic Algorithms convergence, there has been a lot of questions about the process in which schemata interact during the evolution of GA s (Forrest et al, 1993b). This work presents a discussion on the most important questions that have been raised about the validity of these foundations. Specifically the objections pointed out by Thorton (1995) about the conference of the association between schema and building blocks; the contradiction between schema theorem and Price theorem, mentioned by Altenberg (1994); and the new ideas raised by the variance of fitness concept. The most important problems related to the convergence and performance of GA s are discussed, i.e. the Deception and the Epistasis. Even though Deception can difficult the convergence, the former does not constitute a sufficient factor for the late (Grefenstette, 1993). The Walsh coefficients (Goldberg, 1989b0 and their relation with schema are presented, and also their utilization in deceptive fuctions. Some functions are analised, based on the concepts of Deception and Epistasis: the 6-bits fully- deceptive function by Deb et all (1994): the 3-bits fully- deceptive functions, by Deb et alli (1989); the functions deceptive but easy and non-deceptive but hard of Grefenstette (op. cit.) the F2 and F3 functions of Whitley (1992) as well as the NK functions (apud Harvey, 1993) and the Royal Road functions (Forrest et al, op. cit.). The techniques included the alternative GA s, with special carachteristics. The Messy GA of Goldberg (1989), the Structured GA of Dasgupta (s.d.), the Augmenated GA of Grefenstette (ibidem) and GA s fo Paredis (1996b). The importance of a correct choice of parameters is also discussed. The study of measures classifies those Ga´s into two types: probabilistics and based on landscapes. The considerations of Koza (1994) and Altenberg (op. cit.) are also discussed. It is given special enfasis to the FDC ( Fitness Distance Correlacion) measure, proposed by Jones and Forrest (1995b). The case study consists of the analysis of the behavior of GA by the measure FDC, applied to a set of mathematical functions. The environment used is GENEsYs 1.0, developed by Thomas Bäck (1992) over the Genesis of Grefenstette. The GENEsys 1.0 was adapted and expanded to fullfil the requirements of this work.

Purpose: The purpose of this study was to augment the understanding for how an organisation can facilitate the creation of applications of the Internet of Things (IoT) through increased involvement of employees in the innovation process. Method: This was an explorative study utilising qualitative data that was collected from a single case. Data was collected from a process manufacturing facility owned by a market-leading company through a combination of methods: questionnaire, documentation, observation, and interviews. Findings: It was found that the employee innovation process occurs in eight stages: problem-identification and communication, and idea-generation, communication, assessment, prioritisation, assignment, and implementation. It was also found that to successfully innovate, employees require knowledge, time, and motivation. Further, seven enabling and six inhibiting factors of employee innovation were identified. The process, requirements, and factors were utilised to build a framework to facilitate employee innovation for applications of the IoT. Theoretical contributions: This study merged two rather young bodies of literature, IoT and employee innovation, in a novel way. Innovation related to the IoT is close to unexplored, and employee innovation has never been studied specifically related to the IoT. Further, the eight-stage process of employee innovation is also novel. Managerial implications: There now exists a framework that managers can utilise to facilitate employee innovation in general, and innovation for the IoT in particular. The findings of this study can act as guidance for managers seeking to involve their employees in the innovation process.

Previous studies have shown some students with good word recognition skills and high levels of reading fluency fail to comprehend what they read.This study examined the explicit teaching of the rule based Question Answer Response (QAR) strategies to overcome specific learning difficulties in reading comprehension. Case study methods were used on five Year 4 students in Western Australia who were at different developmental levels in reading comprehension.The study revealed that within the conceptual framework of the transactional model of reading, the Question Answer Response strategies were effective in improving literal, inferential, critical and creative comprehension at varying levels for each of the five students in the study. The strategies also proved to be an effective way to teach the resolution of anaphoric pronouns that are particularly problematic for students with poor comprehension.The study indicates that the teaching of reading comprehension skills to students with reading comprehension problems through explicit rule based instruction is an important component of classroom-based instruction in the literacy learning area.

This research study examines the psychological and emotional experiences of children and parents as they embark on a permanent placement living arrangement. A permanent placement living arrangement is entered into when a child is no longer able to reside with their family of origin. Three family groups participated in the study and separate interviews were conducted with both the children and placement parents. Overall, three interviews were conducted, with the first interview taking place prior to the child’s transition into the family. A further two interviews were conducted with the participants after the transition had taken place. The findings of this study indicate that both the parents and children were profoundly affected by the experience of permanent placement. The common themes that emerged from the data were the hopes, anxieties and coping strategies of the participants which became the focal point of analysis. The parents experienced a mixture of fulfilment, tempered with anxieties of whether they would be able to provide adequate care for the child placed with them. Whereas, the children appeared to find it difficult to trust that this experience would be any different from their previous experiences. The study concludes that further attention is needed in the preparation for the transition into permanent placement. It further concludes that ‘after transition’ support is important to the stability of the placement.

This thesis aims to critically evaluate global intellectual property instruments with detailed analysis of the Agreement on Trade-Related Intellectual Aspects of Property Rights (the TRIPS Agreement) provisions in order to investigate the enforcement issues, confronted by the Developing Countries due to fragile legal infrastructure. These intellectual property laws are evolutionary and designed to protect and honour human intellectual creations since BC 400 which recognized them distinct from divine inspirations. Italian Renaissance witnessed the systematic recognition of human skill, craft, innovation and invention. Venetian Government institutionalized it by awarding patents and copyrights to skilled workers and publishers. Its primary purpose was to protect the trade and secondary was to foster intellectual creativity through reward and recognition. These rewards and recognitions, known as Intellectual Property Rights (IPRs), developed with each new invention and creation. Industrial Revolution accelerated it and developed nations entered into international conventions to protect their nationals and their interests across the borders. In 1995, the Agreement on Trade-Related Aspects of Intellectual Property Rights (the TRIPS Agreement) accommodated all the previous (IPRs) instruments and its enforcement linked with global trade. It was a dilemma for developing nations who were desirous to participate in global trading system for their economic development but could not administer (IPRs) regimes on their land due to fragile and static infrastructure. All assistance from developed countries during the transitional period could not address the problems due to alien prescriptions, applied to counter problems in the developed World. Developing Nations need innovative, flexible and indigenous approach to administer the TRIPS Agreement. A case study of Pakistan judicial environment to address the TRIPS enforcement issue has been conducted. The methodological approach of this thesis is the interpretive paradigm of the qualitative research tradition. This interpretive paradigm or framework is applied through the two methodologies of hermeneutics and case study.

In the rapidly changing ‘knowledge economy’ where ‘innovation’ and ‘responsiveness’ are vital, tertiary education can be at a point transformation. Since the late 1990s the New Zealand government began to shift part of its tertiary education policy with an increasing focus on what is commonly called ‘foundation’ education. The shift was aimed at ensuring all New Zealanders are equipped for the knowledge economy and raising the skills of individuals. A variety of research and education programmes were launched, and existing foundation or bridging programmes strengthened through policy, research and educational endeavours. Bridging education programmes (a subset of foundation education) are designed to prepare non-traditional and under-prepared students for ongoing study at a higher level. This current research sought to identify the influence of a university bridging programme (Level 4) on students who progressed into further study at undergraduate level. The bridging programme commenced in 2003 providing a pathway for students into undergraduate health degrees. The key question for this thesis was: how does bridging education influence students? To determine the influence of the bridging programme, this research was based on a case-study of seven students who completed four or eight papers in the bridging programme. Participants were in ongoing study (for at least one year) in a Bachelor of Health Science (any major). The methodology was qualitative in design, drawing extensively on a case-study approach to research the influences of the bridging programme. The method of data collection utilised was individual semi-structured interviews with former bridging students to ascertain their perceptions, views and experiences of the influence of a bridging programme, both historically and currently. In examining this unique context, information on the influences of bridging education was explored and the importance of bridging education, from the participant’s perspective, understood more clearly. This thesis and the research within revealed that the influence of the bridging programme began at the participant’s time of enrolment and continued into their undergraduate study and their lives. The bridging programme influenced the way participant’s interacted with a range of factors including: the institution; their undergraduate programme; with educators and peers; and with family, friends and others in society. Equally, it is acknowledged that these factors influenced the participant’s, facilitating or impeding their ongoing learning. The participants also identified several challenges (financial and relational) related to the influence of tertiary study which they faced. The research revealed the programme influenced their ongoing success and continuation in undergraduate study. The programme provided an effective bridge into tertiary education (academically, emotionally and socially). Participant’s acknowledged the influence on their cognitive and meta-cognitive growth and development. The range of tertiary leaning skills and knowledge gained and/or enhanced was considerable. Close links between the academic skills taught in the bridging programme and required in undergraduate study were evident. Positive improvements in confidence, self-efficacy and motivation were also attributed to the influence of the programme. Holistic personal development occurred as the skills and knowledge gained and developed were transferred and extended from academia into other areas of the lives of former bridging students and thus further influenced their family, personal friends and society. The influence of the bridging programme has enabled new opportunities, ways of being and employment to become more than a dream, but a reality which the participants continue to move towards. Overall, it could be claimed that the influence of the bridging programme was holistic. A series of recommendations are provided for theory, policy and practice. The significance for social issues and action are discussed and avenues for further research outlined.