It is important for humans to understand how ecosystems work because we depend on them for a variety of products and services. For example, rivers and streams provide fisheries, improved water quality, and recreational opportunities to many individuals. In rivers, interactions among fishes, other stream plants and animals, and the physical river environment can influence continued provision of these valuable services. However, the role played by many freshwater fishes in the provision of these services remains unknown. Additionally, it is important to identify different factors that affect the outcome of interactions involving riverine fishes. To address these issues, I evaluated how fishes influence different properties of rivers and streams, using a combined approach that summarized previous studies of fish effects on trophic structure and organic matter processing and incorporated field work in natural systems. Overall, my work demonstrated that fishes can play important roles in rivers and streams. In particular, fish spawning migrations from lakes to streams can introduce nutrients to streams. Compared with other nutrient sources for streams, nutrients delivered by fish migrations can be substantial, and they may be used by other plants and animals in the stream to increase productivity. Beyond nutrient introduction, the physical disturbance of river sediments caused by the spawning activity of large migratory fishes can influence the availability of food resources for other stream animals. Additionally, my summary of previous fish studies indicated the consistent influence of fishes on nutrient dynamics and other stream organisms. While the role of riverine fishes varies, natural resource managers and researchers should focus on understanding how these widespread organisms influence valuable ecosystem services derived from freshwater resources.

This research provides empirical evidence on the implementation of the strategic marketing planning in the context of Indonesia, a newly industrialized country. Drawing from a contingency theory, the research posits that the credibility of marketing strategy depends on the external business environments and its formulation process. The credibility of marketing strategy and the strategy formulation process, in turn, determine the effectiveness of the implementation of the strategy in achieving the desired performance. The causal relationships amongst these variables were then analyzed by structural equation model using LISREL 8.30 program. The primary data for this study were collected through structured interviews with the Marketing Managers of 219 Indonesian companies. The results of the study not only strengthen the notion of the influence of external business environments on the actions of organizations, such as the credibility of marketing strategy, but also confirm the belief of the importance of an innovative culture in implementing strategic marketing planning. The study also identifies that marketing managers play a pivotal role in the formulation and implementation of the strategy. Within the scope of the strategy formulation, marketing managers as boundary spanners of their companies provide the decision makers with current and up to date strategic issues, which in turn enhance the credibility of the formulated strategy. On the other hand, within the strategy implementation, the managers with their autonomy conduct evaluation and control of the marketing strategy, and adjust the strategy to any significant environmental changes to achieve the desired performance. / These findings not only support the view that it is inappropriate to separate the strategy formulation from its implementation aspects, but also corroborate the importance of the fit between marketing strategy and its external and internal environments to gain the desired performance. Finally, the use of Indonesian companies as the sample of this study and the consistencies of most of the results of the study with the existing findings reveal that the results are applicable in both industrialized and newly industrialized countries.

The purpose of this study was to establish an action research plan for teachers to improve student outcomes by assessing, describing, and changing their classroom environments. This study relied on student perceptions, using survey responses, to assess and describe the classroom environment. Teachers used this information to develop intervention strategies designed to change the students' perceptions of their actual classroom environment to more closely mirror their preferred classroom environment perceptions.More than forty years of classroom environment research has proven the importance of the classroom environment in developing positive student outcomes. Additional research has established the reliability of student perceptions of their learning environment. Previous research has developed several dependable student survey instruments to measure student perceptions of their classroom environment.This study was conducted in a Title I elementary school in the United States over a seven month period. Two intermediate level mathematics teachers participated in the project. Both quantitative data, using the My Classroom Inventory (MCI) and the School Level Environment Questionnaire (SLEQ), and qualitative data, teachers' case studies, were collected and analyzed.The study established that an action research plan for teachers to assess, describe, and change their classroom environments could be developed. However, even though teachers realized the benefits, for their students and themselves, in changing their classroom environments, school level environment demands negatively influenced their willingness to implement changes to their classroom environments.

Building smart home environments which automatically or semi-automatically assist and comfort occupants is an important topic in the pervasive computing field, especially with the coming of cheap, easy-to-install sensors. This has given rise to the indispensable need for human activity recognition from ubiquitous sensors whose purpose is to observe and understand what occupants are trying to do from sensory data. The main approach to the problem of human activity recognition is a probabilistic one so as to handle the complication of uncertainty, the overlapping of human behaviours and environmental noise. This thesis develops a probabilistic model as a framework for human activity recognition using multiple multi-modal sensors in complex pervasive environments. The probabilistic model to be developed is adapted and based on the abstract hidden Markov model (AHMM) with one layer to fuse multiple sensors. The concept of factored state representation is employed in the model to parsimoniously represent the state transitions for reducing the number of required parameters. The exact method is used in learning the model’s parameters and performing inference. To be able to incorporate a large number of sensors, several more parsimonious representations including the mixtures of smaller multinomials and sigmoid functions are investigated to model the state transitions, resulting in a reduction of the number of parameters and time required for training. / We examine the approximate variational method to significantly reduce the time required for training the model instead of using the exact method. A system of fixed point equations is derived to iteratively update the free variational parameters. We also present the factored model in the case where all variables are continuous with the use of the conditional Gaussian distribution to model state transitions. The variational method is still employed in this case to speed up the model’s training process. The developed model is implemented and applied in recognizing daily activity in our smart home and the Nokia lab from multiple sensors. The experimental results show that the model is appropriate for fusing multiple sensors in activity recognition with a reasonable recognition performance.

A United States organization, called the National Board of Professional Teaching Standards (NBPTS), was initiated to strengthen the pedagogy of teaching and, subsequently, improve student achievement. The purpose of this study was to investigate the effectiveness of the NBPTS in terms of whether National Board Certified (NBC) teachers are effective in promoting positive classroom environments and student attitudes and in enhancing student achievement. The sample consisted of 927 Grade 8 and 10 science students from 12 secondary schools. Altogether, 443 students in 21 classes comprised the NBC teacher group and 484 students in 17 classes comprised the non-NBC teacher group. Students completed a learning environment questionnaire, the What Is Happening In this Class? (WIHIC), and an attitude scale based on the Test Of Science-Related Attitude (TOSRA). Scores from the science portion of the Florida Comprehensive Assessment Test FCAT, a state-mandated examination, were collected to measure achievement. This research is unique in that it is the first time that a learning environments study has included a sample of National Board Certified (NBC) and non-NBC teachers in order to compare their effectiveness in terms of secondary students' perceptions of their science learning environment, attitudes toward science, and science achievement. The study revealed that the revised version of the WIHIC and the modified attitude scale are valid and reliable instruments for assessing perceptions of the classroom environment and attitudes toward science among secondary science students in Miami-Dade County, Florida. / In addition, a much stronger association with learning environment was found for students' attitude than for students' achievement. The contributions and significance of this study are not only that it adds to the area of research that pertains to the efficacy of NBC teachers, but it also adds to the field of learning environments research. This study is useful because it could be replicated to provide additional empirical evidence about the effect National Board teachers have on students in the classroom and add to the growth of educational data on the impact of National Teacher Certification and classroom learning environments research.

This thesis documents the findings of an intrinsic case study examining the impacts of a digital or e-classroom environment on the social, affective, and cognitive development of a group of 33 year 5 and 6 students, in an urban primary school in Northland, New Zealand.It examines the manner in which the e-classroom concept was developed and implemented, the rationale behind its development, and the role of key players in this process. It further examines the impact of this environment on student work processes and practices, and identifies the unique blend of teacher philosophy, curriculum design and organisation, and computer application that comprised the learning environment for these students.Results of this study indicate particular issues associated with the successful operation of this e-classroom. These issues relate to such aspects as difficulties in managing and monitoring student progress when engaged in the multiplicity of learning tasks enabled by such an environment, the importance of student group composition and selection, the limitations of computers in supporting important knowledge development, and the manner in which students interact with and manipulate the features of software.The thesis concludes by presenting an analysis of the impact that these, and other vital areas of student engagement with computers, have on the effectiveness of utilising technological resources in this manner. It presents a series of recommendations for changes to improve the effectiveness of the learning environment in this e-classroom, and identifies a series of considerations for other schools considering undertaking similar initiatives.

This study explored the classroom learning environment in science among kindergarten students. In particular, I investigated both students' and their parents' perceptions of both preferred and actual learning environments. Additionally, I explored associations between student outcomes (achievement and attitudes toward science) and the nature of the classroom learning environment (as perceived by students and by their parents). The study involved the construction and validation of a learning environment questionnaire that was used by both parents and kindergarten students. Although the questionnaire was validated for use with five- and six-year-old kindergarten students, the same format was used for both parents and students. Prior learning environment studies (Fraser, 1998a) typically have involved the use of questionnaires neither by parents (with a notable exception being the recent study by Allen and Fraser, 2002) or by such young students. There is little doubt that, in just two decades, the field of classroom learning environment has progressed enormously (Fraser, 1998a) and that research involving qualitative methods and research involving quantitative methods each have made outstanding contributions to this overall progress (Tobin & Fraser, 1998). A historical look at the field of learning environments over the past few decades shows that a striking feature is the availability of a variety of economical, valid and widely applicable questionnaires for assessing student perceptions of classroom environments (Fraser, 1998b). This learning environment study is significant not only because it involves very young students (kindergarten) and their parents, but also a classroom learning environment questionnaire was developed and validated in Spanish, for both students and parents. / The design of the study involved a sample of 172 kindergarteners from six classes and 78 parents of the same students from the same six classes. The ethnic make-up for this group of 172 students was 11.8% White, 49% Black, 33.6% Hispanic, and 5.6% of other nationalities. The gender breakdown was 40.4% boys and 59.6% girls. Approximately 45% of the kindergarten student population was made up of English Speakers of Other Languages (ESOL) students. The instruments used included modified versions in English and Spanish of the What Is Happening In This Class (WIHIC)? questionnaire and of the Test of Science-Related Attitudes (TOSRA). A major finding of the study was that the modified version of the What Is Happening In This Class? (WIHIC) questionnaire in the English and Spanish languages displayed satisfactory factorial validity and internal consistency reliability when used with kindergarten students and their parents. Secondly, parents perceived a more favorable actual classroom environment than did kindergarten students, but students preferred a much more favorable classroom environment than did their parents. The magnitudes of differences between students and parents are greater for the preferred form than the actual form. Finally, statistically significant associations were found between kindergarten students' perceptions of the. classroom environment and the outcomes of achievement and attitudes to science.

ABSTRACT Seagrass beds, mangrove forests and coral reefs as a part of marine environments play an important role in the coastal regions. These environments support the coastal communities by providing resources such as food and income. For many years, marine environments have been facing destruction the majority of which is caused by human impact. The lack of knowledge of how to use and manage the marine resources wisely and sustainably is one reason why marine environments are still facing degradation. Primary school children who live in two coastal villages in Lombok Island, Indonesia were questioned about their conceptual understanding of their local marine environments and their ideas about sustainability in these environments. Using an interpretive methodology framework, children and their teachers from Grades 5 and 6 in two primary schools in coastal villages, and elders in the villages were studied and. The data gathered from the children through questionnaires and interviews, and from teachers and elders through interviews. Quantitative and qualitative analysis was used to analyse this data. The children's experiences in their marine environment appear to have strong connection with their knowledge. Their knowledge also developed by interaction with the people in the communities. Children value their local marine environment as a place that provides food for them and their parents teach them to respect it. Long traditions such as dumping waste in the beach or sea has an impact on children from fishing families and creates a contradiction between the positive values they have and negative attitudes they act on. The children are not taught environmental education in the schools since it is not a compulsory subject and teachers lack knowledge about the marine environment. Teachers and elders feel the importance of teaching about the marine environment to their children to give them the knowledge and ability to use the marine resources in sustainable way. For children who are a part of coastal communities, learning about their local marine environment should be made a priority to so they have basic knowledge and understanding in using the marine environment in sustainable ways. Marine environmental education should not only educate children in formal school but also educate people in the communities. The coastal communities as a whole should be working together to achieve the aims of education and conservation. Additionally, the school as a whole needs to support the implementation of marine environmental education.

Speech recognition systems have improved in robustness in recent years with respect to both speaker and acoustical variability. Nevertheless, it is still a challenge to deploy speech recognition systems in real-world applications that are exposed to diverse and significant level of noise. Robustness and recognition accuracy are the essential criteria in determining the extent of a speech recognition system deployed in real-world applications. This work involves development of techniques and extensions to extract robust features from speech and achieve substantial performance in speech recognition. Robustness and recognition accuracy are the top concern in this research. In this work, the robustness issue is approached using the front-end processing, in particular robust feature extraction. The author proposes an unified framework for robust feature and presents a comprehensive evaluation on robustness in speech features. The framework addresses three distinct approaches: robust feature extraction, temporal information inclusion and normalization strategies. The author discusses the issue of robust feature selection primarily in the spectral and cepstral context. Several enhancement and extensions are explored for the purpose of robustness. This includes a computationally efficient approach proposed for moment normalization. In addition, a simple back-end approach is incorporated to improve recognition performance in reverberant environments. Speech features in this work are evaluated in three distinct environments that occur in real-world scenarios. The thesis also discusses the effect of noise on speech features and their parameters. The author has established that statistical properties play an important role in mismatches. The significance of the research is strengthened by the evaluation of robust approaches in more than one scenario and the comparison with the performance of the state-of-the-art features. The contributions and limitations of each robust feature in all three different environments are highlighted. The novelty of the work lies in the diverse hostile environments which speech features are evaluated for robustness. The author has obtained recognition accuracy of more than 98.5% for channel distortion. Recognition accuracy greater than 90.0% has also been maintained for reverberation time 0.4s and additive babble noise at SNR 10dB. The thesis delivers a comprehensive research on robust speech features for speech recognition in hostile environments supported by significant experimental results. Several observations, recommendations and relevant issues associated with robust speech features are presented.

The prevalence of childhood obesity is escalating rapidly and it considered to be a major public health problem. Diet is a recognised precursor of fatness, and current evidence supports the premise that in Westernised countries, the dietary intakes of children are likely to be important in obesity genesis. However, we have a relatively poor understanding of the environments in which a child’s eating is learnt and maintained. Much of the existing work in this area is based on small-scale or experimental studies, or has been derived from homogeneous populations within the USA. Despite these limitations, there is evidence that aspects of the child’s family environment are likely to be important in determining obesity risk in children. This thesis examines the impact of the family food environment on a child’s eating through two related studies. The first study, titled the Children and Family Eating (CAFÉ) study comprised three phases. Phase one involved qualitative interviews with 17 parents of 5-6 year-old children to explore parental perceptions regarding those factors in a child’s environment believed to influence the development of their child’s eating habits. These interviews were used to inform the development of quantitative measures of the family food environment. The second phase involved the development of a Food Frequency Questionnaire (FFQ) to assess dietary intake in 5-6 year-olds. The FFQ was informed by analysis of 1995 Australian National Nutrition Survey data. In the final phase the relationships between dietary intakes of 5-6 year-old children, and potential predictors of dietary intake were examined in a cross-sectional study of 560 families. Predictors included measures of: parental perceptions of the adequacy of their child’s diet; food availability and accessibility; child-feeding; the opportunities for parental modelling of food intake; a child’s television exposure; maternal Body Mass Index; and maternal education. Analysis of the CAFÉ data provides unique information regarding the relationships between a child’s family food environment and their food consumption. Models developed for a range of dietary outcomes considered to be predictive of increased risk for obesity, including total energy and fat intakes, vegetable variety, vegetable consumption, and high-energy (non-dairy) fluid consumption, explained between 11 and 20 percent of the variance in dietary intake. Two aspects of the family food environment, parental perception of a child’s dietary adequacy, and the total minutes of television viewed per day, were frequently found to be predictive of dietary outcomes likely to promote fatness in these children. The second study, titled the Parent Education and Support (PEAS) Feeding Intervention Study, was a prospective pre/post non-randomised intervention trial that assessed the impact of a feeding intervention to 240 first-time mothers of one-year-old children. This intervention focused on one aspect of the family food environment, child-feeding, which has been proposed as influential in the development of obesogenic eating behaviours. In this study, Maternal and Child Health Nurses (MCHNs), using a ‘Division of Responsibility’ model of feeding, taught parents to provide nutritious food at regular intervals and to let children decide if to eat and how much to eat. Thus parents were encourages to food their child without exerting pressure, or employing coercion or rewards (controlling behaviours). The aim was to influence parental attitudes and beliefs regarding child-feeding. Through the use of these feeding techniques, this intervention also aimed to increase the variety of fruits and vegetables a child consumed by teaching parents to persist with offering these foods, over the year of the intervention, in non-emotive environments. Fruits and vegetables were chosen in this intervention because they are likely to be protective in the development of obesity. Analysis of the PEAS data suggests that this low-level feeding intervention, delivered through existing Maternal and Child Health services, was modestly effective in changing parental attitudes and beliefs regarding the feeding of young children. Further, the validity of fruits offered to intervention group children increased. This thesis expands the existing knowledge base by providing a comprehensive analysis of the relative impact of aspects of the family environment on dietary intakes of 5-6 year-olds. Further, the analysis of a feeding intervention in first-time parents provides important insights regarding the potential to influence child-feeding and the impact this may have on the promotion of eating behaviours protective against obesity.