Alarm signals such as sirens are crucial in alerting users of impending dangers. Therefore, it is important that the siren is designed so it can capture user's attention. In a previous study (Hansson, 2017) background alarm sirens composed of changing-state sounds with an embedded temporal deviant, produced greater disruption of serial short-term memory than a signal without a temporal deviant. However, to give rise to disruption the siren needed to change from fast to slow, since a change from slow to fast was impotent in its effect on task performance. This was further addressed in Hansson (2018) where it was shown that acoustic change appeared to be a necessary prerequisite for obtaining the fast-to-slow temporal deviant effect: When steady-state sounds were used fast-to-slow and or slow-to-fast temporal deviants were equally disruptive of serial recall. However, in order to create a steady-state siren, inter-stimulus intervals were incorporated into the siren to prevent the continuous uninterrupted presentation of a single tone. Since inter-stimulus intervals were not used in Hansson (2017) it could be the presence of these that eliminated the potency of the fast-to-slow over the slow-to-fast temporal deviation effect in Hansson (2018). Therefore, the current study was undertaken to investigate whether the embedding inter-stimulus intervals within a changing-state siren would restore the potency of the fast-to-slow temporal deviation over the slow-to-fast temporal deviation in capturing attention. The additional disruption for fast-to-slow temporal deviants over slow-to-fast temporal deviants (that did not produce disruption relative to control) returned in the current study when inter-stimulus intervals were included within the siren. The results support the notion that the additional disruption produced by fast-to-slow, over slow-to-fast temporal deviants depend on the changing-state properties of the siren. Implications of this result for the design and operation of sirens within ecologically valid settings are discussed.

Student Number : 0311004X - MA dissertation - School of Geography, Archeology and Environmental Studies - Faculty of Humanities / This research focuses on the accommodation development in the Kruger National Park of South Africa. It makes a comparison of the accommodation that was there from 1980 to 1994 and the period after. The main objective is to analyze changes in accommodation and other activities in the context of the changing tourism policies and tourist tastes, a question which tourism literature to date has not paid much attention to. This was done using the concept of a tourism product with accommodation being the product that changes on the basis of supply and demand. Major sources that were used are policy documents, parks annual reports and archival resources and tourism and travel magazines and brochures.

In this thesis I have studied how hypermobile joints affect my violin playing and tried to to find solutions how to cope with hypermobility.  The purpose is to find tools how to change my left-hand technique so that I can play Bach´s Fugue from Solo sonata in g minor in my master concert without pain in my 4th finger and without tension in my left-hand. The goal is to find a way to play with hypermobile joints so that my technique will serve the music in the best possible way.  The biggest questions are: what hypermobility is, how can I cope with it, how to play more relaxed and how to develop a better support for my left-hand little finger, 4th finger.  The thesis will first focus more on the theoretical side of hypermobility in order to get better understanding of what hypermobilty is and how it might affect a violinist. Then I will get more into the aspects of violin playing and my process. After this process I noticed that working with hypermobile joints is a lifelong process. In order to have a good left-hand technique while having hypermobile joints it is crucial to have good muscle control and awareness. The most important thing is to find the right tools that work for yourself while trying to cope with hypermobility.

Under the No Child Left Behind Act of 2001, states created statewide systems of support, in collaboration with existing agencies, to deliver targeted assistance to districts and schools identified as in need of support. With limited personnel and resources, state education agencies partnered with outside agents to address the needs of a growing number of low-performing schools. Support and services for low-performing schools were designed to increase opportunities for schools to meet academic content and achievement standards for all students. Strong outside agents (skilled in systems change, knowledge of interventions and capacity for relationship-building) have been shown to produce changes in low-performing schools, but the long-term effect of those changes is unclear. One barrier to the implementation of the statewide system of support, and to any useful evaluation of its impact, is the presence of vulnerable populations, such as students with disabilities. Because low-performing schools tend to have larger student populations identified with academic risk factors like disability status, understanding how the partnership between state education agencies and outside agents improves outcomes for students with disabilities, specifically, is essential in evaluating the overall impact of the statewide system of support. The purpose of this research is to examine how a mid-sized state’s implementation of the statewide system of support provision, as outlined in The No Child Left Behind Act of 2001, by incorporating an existing regional training and technical assistance system, one focused specifically on improving special education, impacted instructional delivery for students with disabilities.

Mandates have been issued for educators to collaborate and improve student achievement, requiring a change in instructional practices through teacher talk. Teachers have struggled to make the transitional conversion from team planning to observed changes in instructional practices with evidence of improvement. The purpose of this qualitative study was to examine how teachers collaborated while following the Ohio Improvement Process. The purpose was then to make data-driven changes regarding instructional practices in the continuous improvement cycle. The conceptual framework was constructed from the teachers' dialogic stances towards talk of instruction, along with the intellectual and emotional attitudes teachers have about making changes. The guiding research question examined the ways teachers have been influenced by each other to make changes in instructional practices. The case study design observed a sample of 10 teachers from two teacher-based teams, with five of those teachers being interviewed. Observational data were examined for dialogic stance toward talk of instructional practices, whereas interview data were analyzed looking for evidence of the cognitive restructuring. Statements were categorized as motivations and influences. The analysis revealed that the teachers are changing their thinking through motivations and influences from collaboration. Literature has supported the findings that teachers could benefit from a gradual implementation process leading to the continuous improvement cycle. By developing a policy recommendation paper with a focus on teacher learning, positive social change may include preparing and empowering teachers for the changes that occur through collaboration.

The primary objective of this work is to propose a state-of-the-art physics based multiscale modeling framework for simulating material phase change problems. Both ice melting and copper crystallization problems are selected to demonstrate this multiscale modeling and simulation. The computational methods employed in this thesis include: classical molecular dynamics, finite element method, phase-field method, and multiscale (nano/micro coupling) methods. Classical molecular dynamics (MD) is a well-known method to study material behaviors at atomic level. Due to the limit of MD, it is not realistic to provide a complete molecular model for simulations at large length and time scales. Continuum methods, including finite element methods, should be employed in this case. In this thesis, MD is employed to study phase change problems at the nanoscale. In order to study material phase change problems at the microscale, a thermal wave method one-way coupling with the MD and a phase-field method one-way coupling with MD are proposed. The thermal wave method is more accurate than classical thermal diffusion for the study of heat transfer problems especially in crystal based structures. The second model is based on the well-known phase-field method. It is modified to respond to the thermal propagation in the crystal matrix by the thermal wave method, as well as modified to respond to temperature gradients and heat fluxes by employing the Dual-Phase-Lag method. Both methods are coupled with MD to obtain realistic results. It should be noted that MD simulations can be conducted to obtain material/thermal properties for microscopic and/or macroscopic simulations for the purpose of hierarchical/sequential multiscale modeling. These material parameters include thermal conductivity, specific heat, latent heat, and relaxation time. Other type of interfacial parameters that occur during the phase change process, such as nucleus shape, interfacial energy, interfacial thickness, etc., are also obtained by MD simulation since these have so far been too difficult to measure experimentally. I consider two common phase change phenomena, ice melting and copper crystallization, in this thesis. For the case of ice melting, MD is first employed to study its phase change process and obtain thermal properties of ice and water. Several potential models are used. I conduct simulations of both bulk ice and ice/water contacting cases. It is found that various potential models result in similar melting phenomena, especially melting speed. Size effects are also studied and it is found that the melting time is longer for larger bulk ice segments but that the average melting speed is size dependent. There is no size effect for the melting speed at ice/water interface at the nanoscale if the same temperature gradient is applied. The melting speed of ice should depend on the temperature gradient. To study ice melting at the microscale, the thermal wave model is employed with parameters obtained from MD simulations. It is found that ice melting speed is scale, for both length scale and time scale, dependent. For the case of copper crystallization, an EAM potential is first employed to conduct MD simulations for studying the copper crystallization process at the nanoscale. I obtain thermal properties and interfacial parameters, including thermal diffusion coefficient, latent heat, relaxation time, interfacial thickness, interfacial energy and the anisotropy coefficients, and nucleus shape etc. A central symmetry parameter is used to identify an atom in solid state or liquid state. And then an initial nucleus shape is obtained and used as the input for microscale simulation, in which the phase-field method is used to study copper crystallization at the microscale.

The adoption of health behaviours is essential if coronary heart disease patients are to optimise their chance of survival and reduce the likelihood of recurrent coronary events. However, this behavioural change may not ensue following an acute myocardial infarction(AMI). This study on first AMI subjects sought firstly to examine the psychometric properties of five scaled instruments used for assessing health behaviours. Secondly, the study assessed the prevalence of health-enhancing behaviours at the time of the first AMI and 6 months after this event.Thirdly, the magnitude of health behavioural change was then examined. Fourthly, sociodemographic, clinical and psychosocial predictors of health-enhancing behaviours were explored.These health-enhancing behaviours included non-smoking behaviours, normal body mass index (BMI), adequate physical activity, medication adherence and low dietary fat intake. Finally, the study examined relationships between sociodemographic , psychosocial and modifiable lifestyle factors, based on Antonovsky's hypothesis on sense of coherence(SOC), stress and adaptive coping. The study highlights that some modifiable risk factors, for example, being overweight or obese and physical inactivity were more resistant to change following an AMI.This finding, and the relationship between stress and increased dietary fat suggest a need for individualised programs to support the specific needs of AMI patients to change their modifiable cardiac risk factors. / Doctor of Philosophy (PhD)(Health)

First established in the 1990's, the personal training industry in New Zealand has experienced unprecedented growth. Over 80% of New Zealand health clubs market the services of Personal Trainers and there are now over 1500 registered Personal Trainers working in a range of settings. Their primary professional role is one whereby they promote and support individuals to attain desired 'results' in relation to their physical fitness and particularly, to adopt a more physically active lifestyle. But despite the growth of this industry, little is known about how Personal Trainers actually go about supporting the clients who purchase their service to find a way into, as well as stay committed to a physically activity lifestyle. To date there has been no research in New Zealand exploring how Personal Trainers operate as agents of behaviour change. Furthermore, there appears only anecdotal evidence about how the intervention strategies used by Personal Trainers reflect those recommended in the 'behaviour-change' literature. This thesis focused on the daily, working experiences of ten Personal Trainers. Inspired by the interpretive paradigm, in-depth interviews were conducted and analysis of the data, guided by the tenets of grounded theory, allowed the story about the way each participant went about her/his work to emerge. The study highlights a variety of issues that these Trainers recognise as significantly influencing their ability to succeed in an increasingly competitive and demanding business. Specific reference was also given to the behavioural intervention strategies that each participant believed were the most beneficial in nurturing client lifestyle behaviour-change. The study outcomes reveal that although the Trainers worked independently of each other there was considerable commonality in the approaches they had developed. All agreed on the importance of presenting themselves as confident, competent professionals who modelled healthy life-styles to their clients. Some of the strategies they used were similar in some regards to those described in the intervention literature, but others were not. A salient point made by all was that, despite some of their practices lying outside the professional boundaries defined by their professional registration organisation, the provision of services to clients often went beyond the 'physical'. Nutritional counselling especially had become an integral part of the service they provided for clients and was, in fact, an area which clients 'expected' them to be experts in. Each acknowledged the challenge of devising strategies to keep their clients committed, motivated and returning to them. The study highlighted two distinct phases of intervention as the Trainers used different motivational approaches to firstly, initiate change and then maintain their client's progress. As the clients began to see results all of the trainers agreed that their relationship with their long-term clients became more collegial. As time progressed, and in order to facilitate and foster client belief in the inherent value of physical activity 'for life', the Trainers became their client's Life Coach. The Personal Trainers in this study described a multitude of roles that each believed they needed to fulfil in order that they achieved on-going success as a Trainer. This emphasises the need for a more expansive education programme for Personal Trainers. Programmes which move beyond a traditional fitness discourse and better reflect the complexities of what it truly means to be a one-on-one 'Trainer'.

Master of Science/Doctor of Clinical Psychology / Figures from the Australian Bureau of Statistics show that over 40% of all Australian children moved at least one time in the census period from 1996 to 2001 (ABS, 2001). The literature varies in the impact that this has on children. The purpose of this study was to examine the associations between residential relocation, resilience and the emotional, behavioural and academic adjustment of children 8-12 years of age who had moved. Risk factors as identified in the literature as well as the relative impact of resilience were examined. By studying how adjustment occurs in the context of resilience, possible areas for prevention and intervention may be developed for the large numbers of children who move. Results showed that the sample population was in the normal range in academic and behavioural terms. The sample was found to have repeated more grades than average; however the children did not exhibit significant behavioural or emotional consequences. A number of demographic factors have been indicated in the literature as affecting adjustment after residential relocations, yet these were generally not found to be significantly associated with adjustment for this study population. Socioeconomic status was the only factor other than resilience to have been significantly associated with adjustment. Possibly due to the developmental stage of the participants, only the resilience subscales of interpersonal strength and school functioning were found to be significant in their positive association with adjustment, leading to fewer behavioural and academic problems. While the children in this study have all had the potential stress of moving house, the demographic characteristics of this sample would suggest that they might not have had to encounter multiple life challenges or adversities. This conclusion may help explain the lack of significant effects of demographic factors on the adjustment of the children in this sample. Results highlight the importance of good schooling and that the core business of schools in building and enhancing the intellectual functioning of children, is a vital component in the development of resilience. These findings suggest that different aspects of resilience may be important for different developmental stages and different life stressors. The distinction between cause and effect when examining resilience factors is discussed and it is suggested that outcomes in one context may be treated as influences upon outcomes in another context.

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