Η παρούσα μεταπτυχιακή διατριβή αναλύει δύο βασικά είδη αλληλουχιών [Ονομ(ατικό)+Ονομ(ατικό)] στις Αλταϊκές γλώσσες: 1) Απλές αλληλουχίες [ονομ.+ονομ.] και 2) αλληλουχίες [ονομ.+ονομ.] με συγκεκριμένη κατάληξη (θεωρείται ότι η συγκεκριμένη κατάληξη προέρχεται από τη γενική/κτητική του Γ’ ενικού) που ανάλογα με τη γλώσσα/γλωσσική υποομάδα μπορεί να εμφανιστεί είτε στο τέλος της αλληλουχίας, είτε ανάμεσα στα δύο συστατικά. Και τα δύο είδη αλληλουχιών ονομάζονται, λανθασμένα, ‘σύνθετα’ στη βιβλιογραφία. Ως προς την πρώτη κατηγορία αλληλουχιών ([ονομ.+ονομ.]), υποστηρίζω ότι όλες οι αλληλουχίες αυτές δεν είναι σύνθετα. Το λανθασμένο γεγονός ότι αυτές οι αλληλουχίες ονομάζονται σύνθετα είναι το αποτέλεσμα ενός ευρύτερου λάθους: ότι όλες οι αναλύσεις αποδέχονταν κατηγορηματικώς ότι στις Αλταϊκές γλώσσες υπάρχουν δύο διαφορετικές λεξικές κατηγορίες, ουσιαστικά και επίθετα. Υποστηρίζω ότι σε αυτές τις γλώσσες αντί για δύο ξεχωριστές λεξικές κατηγορίες, υπάρχει μόνο μια κατηγορία η οποία είναι η κατηγορία των ονοματικών. Τα μέλη αυτής της κατηγορίας παρουσιάζουν λιγότερα ή περισσότερα επιθετικά ή ουσιαστικά χαρακτηριστικά. Ακολούθως, υποστηρίζω ότι αυτές οι αλληλουχίες [ονομ.+ονομ.] πρέπει να ταξινομηθούν σε ένα συνεχές ως σύνθετα, δομήσεις και φράσεις οι οποίες διαφέρουν ως προς το πως συμπεριφέρονται σε κάποια συγκεκριμένα μορφοσυντακτικά κριτήρια. Ως προς τη δεύτερη κατηγορία αλληλουχιών ([ονομ.(-κατάληξη)+ονομ.(-κατάληξη)]), υποστηρίζω ότι η σωστή φύση των αλληλουχιών αυτών μπορεί να αποκαλυφθεί αν αναλυθούν ως Αναφορικά-δομήματα και Τροποποιητικά-δομήματα. Επίσης υποστηρίζω ότι αυτές οι αλληλουχίες είναι είτε σύνθετα, είτε δομήσεις, είτε φράσεις. Οι γλωσσικές υποομάδες (οι Τουρκικές, οι Μογγολικές, οι (Μαντσού-)Τούγγουζ γλώσσες) διαφοροποιούνται ως προς το σε ποιο είδους δομημάτων (Αναφορικά ή Τροποποιητικά) εμφανίζονται οι φράσεις, οι δομήσεις και τα σύνθετα. Τα αποτελέσματα της εργασίας έχουν επιπτώσεις τόσο για τη Αλταϊκή θεωρία, όσο και για την διεπαφή ανάμεσα στη σύνταξη και τη μορφολογία. / This MA thesis analyzes two types of Nominal+Nominal([N+N]) concatenations in Turkish which are termed in literature as compounds: 1)bare [N+N] concatenations and [N+N] concatenations with a certain suffix which emerges, depending on the language sub-family- either on the right periphery of the concatenation or between the constituents. Regarding the first group, I propose that the erroneous naming of these concatenations as compounds stems from a wider mistake of accepting, a pripori, the existence of two distinct lexical categories as nouns and adjectives.First, I prove that in fact in Altaic languages there is only one category "nominals" the members of which stand on a continuum in terms of their noun-like or adjective-like feature. Then, regarding this and by certain morpho-syntactic tests I find out that [N+N] concatenations also form a continuum of compounds to phrases where there is a range of constrcuts in between. Regarding the second type of concatenations, I first classify them as Modificational and Referential constructs. Subsequently I find out that the members of each construct behave diffeently in certain morpho-syntactic tests, which renders that these concatenations should be handled as a compounds-constrcuts-phrases continuum as well. However, I find out that the language sub-groups differ dramatically in terms of which type of constructs (Modificational or Referential) include true compounds. Finally, I analyze the nature of the certain suffix which is traditionally accepted to have originated from a third person possessive marker. The thesis bears insights for the morphology syntax interface as well as for the Altaic theory.

Theses Title: Cognitive construct of attachment by addicted people Autor: Ivana Křížová ABSTRACT This dissertation thesis aims to the theme of attachment as a cognitive construct. The purpose is to explore if is a relation between attachment style and the cognitive constructs that are associated with it by addicted people. The thesis is based on on the theory of personal constructs and personal meaning of events in the life of people. The theoretical part describes theory of attachment, cognitive constructs and addiction. The empirical part describes research design and data analysis. To the research was used a research battery that measured attachment style, early maladaptive schemas and cognitive constructs related to attachment. The research battery consisted of Adult Attachment Projective (AAP), Experiences in Close Relationships (ECR), Young Schemas Questionnaire (YSQ) and non-standardized Cognitive Construct Questionnaire (DKK). The research group consisted of 91 probands, probands with addicted disorder, probands with psychiatric disorder and non-clinical population. Results are partly confirmed relation between cognitive constructs and attachment style. It was confirmed that the consensus of measurement of the attachment styles is significantly higher in the safe style of attachment. Addicted...

The primary objective was to determine whether there is a relationship between emotional intelligence, locus of control and sense of coherence in a market research organisation. A secondary objective was to determine whether individuals from various biographical groups differed significantly in terms of emotional intelligence, locus of control and sense of coherence. A sample of 179 participants completed the Bar-On EQ-i, Locus of Control Inventory and Sense of Coherence Scale. There was a statistically significant relationship between emotional intelligence, locus of control and sense of coherence. No significant gender differences were found. Furthermore, the findings showed differences between occupational levels in terms of both internal locus of control and sense of coherence, but not for emotional intelligence. No significant differences were evident between education, work experience or age in terms of the three constructs. An emotional intelligence intervention programme was recommended, as well as the use of an emotional intelligence assessment instrument. Recommendations for future research included broadening the relevance of the results. / Industrial and Organisational Psychology / M.A. (Industrial and Organisational Psychology)

This study focuses on the experiences of beginning teachers in the British Army’s training and education branch. The research sought to identity what influenced participants’ construing about teaching and learning, teacher identity, role, and trajectory during initial teacher education. By utilising Personal Construct Psychology (PCP) and Communities of Practice as analytical frameworks, the impact of influences on the construing of the research participants was identified. The research was underpinned by a constructivist and interpretive epistemology and utilised a collaborative, narrative-based case study approach. Interviews, Repertory Grids and Trajectory Targets were used to provide insight into the construing and experiences of the participants during their teacher education. The research was conducted by a former Army officer and data were collected from and analysed with five participants during their teacher education programme. Research data suggested that these beginning teachers were highly influenced by their previous experience as a student and this experience left strong personal biographies and images of teaching that appeared to be maintained throughout their early explorations of professional practice. The beginning teachers in this study appeared to rely heavily on these stable images and constructs during their early practice when classroom 'survival' was paramount and at this point attached little value to the pedagogical content of their teacher education programme. Data further suggested that it is only once these beginning teachers built a level of confidence, began to 'routinise' aspects of their practice, and had the opportunity to validate their initial images of teaching that they become more receptive to other influences such as their teacher education or their community of practice. This confirmed the findings of a number of other studies and, by utilising the theories that underpin PCP, a rationale for this situation was advanced. The implications of the research findings suggest that care must be taken to ensure that teacher education courses are designed to allow the opportunity for beginning teachers to critically analyse and validate their initial beliefs and constructs through the experience of practice before embarking on significant theoretical and practical pedagogical content. It is argued that this initial period of professional practice provides the opportunity for beginning teachers to develop the cognitive and emotive dissonance or 'anxiety' that appears to be required before they are willing to step away from the relative stability and safety of their personal biographies. Based on these research findings a '4-dimensional' pedagogical model (Do, Discover, Diversify, Deepen) is developed to underpin the design of practice-based teacher education programmes.

A majority of all fractures in current US armed conflicts are open fractures, in which a soft tissue injury is sustained along with the bone fracture. Even with gold standard treatment, in which muscle flaps are used to cover bony defects, patients often do not regain normal function of their extremity, highlighting the necessity for tissue engineering strategies for this complex clinical problem. Due to a substantial amount of tissue damage and debridement treatment in composite injuries, a large volume of cells and extracellular matrix (ECM) proteins that are necessary for tissue healing are removed from the body. In the replacement of large volumes of tissue, nutrient transfer necessitates a vascular supply to maintain the viability of delivered cells. The objective of this project was to examine the regenerative potential of engineered matrix constructs and stem cells on composite bone & muscle defects. We hypothesized that stem cells delivered on engineered matrix constructs into the muscle defect will aid in muscle regeneration and promote bone healing, ultimately resulting in superior functional limb recovery. These studies established multiple preclinical platforms for testing tissue engineering strategies as well as models that can be used to gain insights on the healing of VML and composite VML/bone defects. From some of the insights gained on the vascularization of the defect sites, a vascular treatment strategy was tested within these platforms and shown to have varying results in the treatment of complex multi-tissue injuries.

Bone and cartilage constructs are often plagued with mechanical failure, poor nutrient transport, poor tissue ingrowth, and necrosis of embedded cells. However, advances in computer aided design (CAD) and computational modeling enable the design of scaffolds with complex internal michroarchitectures and the a priori prediction of their transport and mechanical properties, such that the design of constructs satisfying the needs of the tissue environment can be optimized. The goal of this research is to investigate the capability of additive manufacturing technologies to create designed microarchitectured tissue engineering scaffolds for bone and cartilage regeneration. This goal will be achieved by pursuing the following two objectives: (1) the manufacture of bioresorbable thermoplastic scaffolds by selective laser sintering (SLS) (2) and the manufacture of hydrogel scaffolds by large area maskless photopolymerization (LAMP). SLS is a laser based additive manufacturing method in which an object is built layer-by-layer by fusing powdered material using a computer-controlled scanning laser. LAMP is a massively parallel ultraviolet curing-based process that can be used to create hydrogels from a photomonomer on a large-scale (558x558mm) while maintaining extremely high feature resolution (20µm). In this research, SLS is used to process polycaprolactone (PCL) and composites of PCL with hydroxyapatite (HA) for bone tissue engineering applications while LAMP is used to process polyethylene glycol diacrylate (PEGDA) which can be used for hard and soft tissue applications.

This thesis comprises three main sections: a literature review, research report, and a critical appraisal of the research process. The literature reviewed is the existing research relating to trust as a construct. An attempt is made to clarify the conceptual confusion that exists in the area, by suggesting a comprehensive definition of what is meant by the term trust for the purposes of both the current study and future research. The importance of trust in relation to mental health and therapeutic relationships is discussed. Current measures of the construct are critically examined, and the ‘scientist’ versus ‘humanist’ divide is explored. It is concluded that a new multidimensional trust measure is required to further research efforts in the area. The aim of the research project was to develop a trust measure to form a part of a larger endeavour to operationalise the concept of mental health via key set of basic human emotions and responses. The research reported in Section 2 consists of a Pilot Test, Main Study, and follow up validation study of a new multidimensional measure of trust. Three bases of trust were hypothesised and tested. These were: self trust, interpersonal trust, and environmental trust (that is, trust in wider social, cultural, or political context). A new measure was constructed and validity tested using an inductive approach, and the relationship between trust and trait anxiety was also examined. The results supported the hypothesis that trust is a multidimensional construct, and demonstrated a strong relationship between trust and trait anxiety. It is hoped that this work will rekindle research interest in this important area. The final section is the researcher’s critical appraisal of the research process based on her personal research diary. It is a reflective piece that examines the impact of the research on the researcher (and vice versa) and the critical events in the research process.

Previous research has indicated the unique contribution that the interaction between looked after children and their foster carers might have on young people’s behaviour, emotional well-being and subsequent placement stability. Furthermore, there may be differences in the way in which young people and their foster carers view a typical family. Despite this, there is a noticeable absence of studies which have specifically explored the foster carer-child relationship, particularly in terms of how their individual perspectives might be negotiated within their interpersonal relationship. The current study therefore aimed to address this gap. Three foster carer-child dyads were recruited from a local Child and Adolescent Mental Health Service, with young people aged between 8 and 16 years. A Personal Construct Psychology (PCP) approach was adopted. Participants each completed an individual interview, facilitated by Perceiver Element Grids (PEGs; Procter, 2002) in which interpersonal construing was explored. Looked after children and their foster carers were then interviewed together to share and discuss their completed PEGs. Interview transcripts were analysed using Thematic Analysis and PCP concepts were used to analyse the interactional processes between young people and their carers. The study highlighted a shared sense of fragmentation across participants’ accounts, with both looked after children and their carers reporting a sense of inauthenticity in the way they negotiated their interpersonal relationships. Differences in the way in which ‘family’ was perceived was also highlighted, with young people expressing a sense of ambivalence regarding their desire to be integrated into their foster family, whilst also retaining a connection to their birth family. These themes were supported in their interactions and co-constructional processes. The findings are discussed in relation to the relevant literature and clinical implications. Methodological limitations and directions for future research are also presented.

This research explores the leadership constructs of global leaders and Chinese managers in multi-national corporations (MNCs) in order to understand whether their constructs are misaligned, and if so, in what ways. To address these questions, data was gathered via repertory grid test interviews with 31 global leaders and 59 Chinese managers in six MNCs’ China organizations. Analysis subsequently revealed that global leaders rely upon twelve key constructs to define global leadership capability and potential. These are: creative, drive to improve, communication skill, collaborative style, charisma, professional knowledge and experience, visionary, cross culture, flexibility, confidence, team development and emotional intelligence. Crucially however, half of the global leaders’ key constructs were not identified as important to Chinese managers; furthermore, most of the missing constructs resonate with charismatic and transformational leadership characteristics, indicating a gap between the two groups’ leadership concepts. Subsequently, both groups of leaders’ leadership constructs were compared with their respective companies’ Leadership Competency Frameworks. The results again revealed gaps, suggesting reliance upon headquarter-developed leadership frameworks to communicate leadership expectations and develop local leaders is either deficient, or inappropriate. The global leaders and Chinese managers’ perspectives on Chinese managers’ career barriers were also explored, with the evidence indicating that perceptions of both groups are influenced by their own cultural assumptions. As the global leaders’ perspectives aligned with their own leadership constructs but Chinese managers were not aware of the importance of those constructs, it seems to support the contention that a bias may exist when global leaders evaluate Chinese managers’ leadership capability and potential.

The semantic model developed in this research was in response to the difficulty a group of mathematics learners had with conventional mathematical language and their interpretation of mathematical constructs. In order to develop the model ideas from linguistics, psycholinguistics, cognitive psychology, formal languages and natural language processing were investigated. This investigation led to the identification of four main processes: the parsing process, syntactic processing, semantic processing and conceptual processing. The model showed the complex interdependency between these four processes and provided a theoretical framework in which the behaviour of the mathematics learner could be analysed. The model was then extended to include the use of technological artefacts into the learning process. To facilitate this aspect of the research, the theory of instrumentation was incorporated into the semantic model. The conclusion of this research was that although the cognitive processes were interdependent, they could develop at different rates until mastery of a topic was achieved. It also found that the introduction of a technological artefact into the learning environment introduced another layer of complexity, both in terms of the learning process and the underlying relationship between the four cognitive processes.