Numerous studies have considered the ability of humans to perceive differences in forces and how this affects our ability to interpret the properties of materials. Previous research has not considered the effect of the rate of change of the material stiffness in our ability to perceive differences, however, an important factor in exploration processes such as a doctor’s palpation of the skin to examine tissues beneath. These effects are the topic of this research which attempts to quantify the effects of stiffness gradient magnitude and form on the discernment of changes in stiffness.

In the South African context, a geographical region prone to the occurrence of frequent and intense periods of drought, the emergence of climate conditions reaching new extremes raises concerns of adaptability to sustain living and work well-being in such circumstances. The realisation of economic, social, environmental and psychological impacts resultant from drought conditions is particularly relevant to farmers, an occupation group who are often characterised by socio-economic vulnerability in South Africa. Consequently, this research seeks to explore the yet undocumented experiences of farmers living and working in the current drought conditions, located in the Karoo region of South Africa. A further aim of this research is to explore how these experiences have affected farmers' psychological well-being, as well as understanding the coping mechanisms they have used to deal with this long-standing crisis situation. The present study adopted an exploratory case study design using an interpretivist paradigmatic stance. Based on research conducted and reviewed within the climate change domain, it was understood that farmers' experiences of working in drought conditions were complex, context specific and differed amongst individuals. Therefore, knowledge was viewed as subjective as there was no particular, correct path to knowledge as it emerged through various contexts. The case under study was Karoo farmers in the Western Cape province. Their living and working experiences, and coping mechanisms were specific to their surrounding landscapes and chosen type of farming. Furthermore, this case study was particularly concerned with farmers who retained close living, working and cultural relationships to their natural environments. Consequently, the unit of analysis in this study was the individual. A purposive sampling strategy was adopted and a total of eight participants were interviewed. An inductive approach to analysing the data was undertaken, using Braun and Clarke's (2006) Thematic Analysis. Three major themes emerged during the analysis with a number of associated sub-themes. The results describe the sample's shared ecological grief experiences due to both implicit and explicit impacts resultant from sustained drought conditions. The negative psychological outcomes the sample endured as a result of these experiences, demonstrates the implication of living and working in such conditions for work and psychological well-being. The common coping mechanisms employed over this time are also extracted from the themes. The discussion presents the findings of this study through the lens of the Sustainable Livelihoods Approach framework, to understand how drought conditions presents barriers to these farmers sustaining their well-being.

Exploratory testing (ET) is an agile approach towards software testing. It is simultaneous learning, testing, reporting of problems and then generating new tests based on the learning. The aim of this thesis is to investigate exploratory testing in the industry. This thesis was proposed by Sogeti AB in Lund. Therefore the research questions were formulated and finalized according to their requirements and consent. Initially, a literature survey was conducted to study the different concepts of ET. After that a descriptive case study was conducted to investigate ET practices in an industrial environment. The research methodology used is qualitative. It comprises of ten semistructured interviews with industrial practitioners including both ET testers and customers having different perspectives. The study explores the misconceptions about ET and also identifies its claimed pros and cons. The investigation also studies its suitability with different types of testing and its effective combination with other techniques. In addition to the interviews, a survey was conducted to further investigate and analyze our findings with a larger sample of 25 practitioners. A framework for a session-based exploratory testing as practiced by the industrial partner is presented as part of our results. ET has different opinions and it is hard to say whether they are misconceptions or not. The most prominent advantage of ET from the testers view point is utilization of tester’s creativity and experience however, customers think the biggest benefit of ET approach is its ability to provide focused testing. The major disadvantage according to the testers resulted to be, difficulty in finding testers with appropriate experience, skill set and knowledge. On the other hand Inability to produce decision material was the biggest concern of the customers. The results also showed that ET approach was preferred to be used in combination with other testing techniques. Combination of Risk Based Testing and ET was reported to be used the most. ET was considered very suitable for situations where the testing requirements included learning of the system, time constraints and complementary testing. It was considered unsuitable for testing critical systems. / +46- (0)762005979

Research in the area of English as a Foreign Language (EFL) teacher satisfaction and teacher motivation has recently gained momentum, and several studies completed in different parts of the world have contributed to this growing field (Al Hashmi, 2004; Al-Maawali, 2003; Dörnyei, 2001; Gheralis-Rouss, 2003; John, 2011; Kızıltepe, 2008; Manuel and Hughes, 2006; Menyhárt, 2008; Shoaib, 2004). However, studies from Oman, particularly with expatriate teachers, are still limited. The purpose of the current naturalistic qualitative research is to explore the factors that motivate and discourage expatriate EFL teachers in a public university in Oman. The conceptual framework of this study is based on the Needs Hierarchy theory (Maslow, 1954) and the Motivation-Hygiene theory (Herzberg, 1976). An exploratory methodology was used, and the sample selected for this study comprised exclusively expatriate teachers whose average number of years of experience in Oman is 18.75 years. In-depth semi-structured interviews with sixteen expatriate teachers revealed several intrinsic and extrinsic factors that motivated teachers to work and live in Oman, such as, interaction with students, job security, and living in Oman. Teachers also expressed several discouraging factors that affected their personal and professional life in Oman. Examples include difficulties in getting promoted, faculty evaluation surveys, and bureaucratic administrative policies. This study is significant in giving voice to experienced expatriate teachers who share their vast experience and suggestions and offer recommendations to administrators and managers on adopting policies that are holistic and present optimal working conditions to teachers.

This study examined how Korean co-ethnic churches serve as connections between Korean seniors and the agencies that offer social and health care services. The study developed from a pilot outreach program funded by the North Central Texas Council of Governments’ Area Agency on Aging (NCTAAA) to inform Korean seniors about Medicare-related programs between February and May of 2011. The results of the pilot program suggested that the Korean-American church can be an effective place for program outreach. The dissertation project, working in partnership with the NCTAAA and 2-1-1 services, further explored the use of Korean churches as a vehicle to connect Korean seniors to Extra Help (EH) and Medicare Saving Programs (MSP) and 2-1-1 services, a toll-free number for information about non-emergency health and social services. Fifty-three pastors were contacted to participate in a telephone survey and a face-to-face, in-depth semi-structured interview. Thirty telephone surveys and 11 face-to-face interviews were conducted. Five of the 30 pastors agreed to host program outreach presentations for the EH, MSP, and 2-1-1 services in their churches. Host churches tended to be more likely highly structured, regularly scheduled programs (e.g., Senior College) for seniors already in place. A total of 405 Korean seniors participated in the program outreach sessions. Five seniors received the EH application information, and 17 MSP application forms were distributed. Additionally, 28 seniors were assisted by phone, not only with the targeted programs, but also with other benefits information. Together, these outcomes indicate that the co-ethnic church can be a vehicle to connect Korean seniors to services offered by outside agencies.

Since the completion of the Human Genome Project in 2003, biologists have become exceptionally good at producing data. Indeed, biological data has experienced a sustained exponential growth rate, putting effective and thorough analysis beyond the reach of many biologists. This thesis presents BioBridge, an interactive visualization tool developed to bring intuitive data exploration to biologists. BioBridge is designed to work on omics style tabular data in general and thus has broad applicability. This work describes the design and evaluation of BioBridge's Entity View primary visualization as well the accompanying user interface. The Entity View visualization arranges glyphs representing biological entities (e.g. genes, proteins, metabolites) along with related text mining results to provide biological context. Throughout development the goal has been to maximize accessibility and usability for biologists who are not computationally inclined. Evaluations were done with three informal case studies, one of a metabolome dataset and two of microarray datasets. BioBridge is a proof of concept that there is an underexploited niche in the data analysis ecosystem for tools that prioritize accessibility and usability. The use case studies, while anecdotal, are very encouraging. These studies indicate that BioBridge is well suited for the task of data exploration. With further development, BioBridge could become more flexible and usable as additional use case datasets are explored and more feedback is gathered.

This thesis considers the different forms of knowledge and ways of knowing generated through the processes and products of practitioner research from an Aristotelian relational perspective. I adopt the term 'gnoseology', which encompasses many different knowledge types, rather than the narrower, yet more commonly used term 'epistemology', and detail the development of a gnoseology framework. I use this framework to examine the understandings generated by a group of international postgraduate learners on a 10-week, intensive English for Academic Purposes course at a private UK institution as they explore the things that puzzle them about their language learning lives. Their explorations are grounded in the principles of Exploratory Practice (EP), a form of practitioner research that proposes learners themselves be viewed as 'key developing practitioners' alongside the teacher. The principles of EP also inform both my research methodology and my approach to classroom pedagogy for the purposes of this study, and the data used is generated naturalistically through the daily activity of the classroom. The thesis offers an account of both the processes and products of the learners' explorations, highlighting some of the potential benefits and tensions that surface as learners engage in exploring their language learning puzzles. It discusses the possibilities of viewing learners as 'key developing practitioners' for the learners themselves, teachers and the academy. Using my gnoseology framework I explore the emergent and developing understandings of the learners that arise through this work as they develop their praxis. I conclude that in contrast to the traditional separation of knowledge types into scientific (episteme), craft (techne) and practical wisdom (phronesis), my data shows these different forms and ways of knowing are multifaceted, interrelated and often operate simultaneously. I suggest that my gnoseology framework is the principle contribution of this thesis as it provides a potentially new way of examining and understanding the nature of, and relationships between, the different forms and ways of knowing produced through practitioner research. I also relate these developing and emerging learner understandings to the principled framework of EP, offering suggestions for its development, with particular regard to issues of relevance, learner expectations, and the processes of puzzling and puzzlement. This critique of EP is also a key contribution of this thesis.

The purpose of this study is to find solutions on how to improve secondary school students’ persuasive argumentative English essay writing. The participants of this study are groups of ESL students aged 13 and 17 who live and study in a sub-urban area in Malaysia. All students and teachers converse amongst themselves using the Malay language on a daily basis while English language is merely used during classroom interaction time. Not only do they have very little opportunity to communicate using English language in their daily lives and for academic purposes, they also have limited opportunity to learn how to argue persuasively in their English classroom. Thus, they have difficulties in writing two-sided argumentative essays in English. The teaching-to-the-test culture has taken its toll on students’ writing performance when writing argumentative essays. In order to help students to score well in examination, teachers often overlook the need to teach critical thinking skills for the English subject. They focus solely on writing narrative essays as these essays require less critical thinking skill from the students. The Design-Based Research is employed to solve this problem of writing persuasive argumentative essays. Based on the pre-intervention essays written by the participants, it is believed that their difficulties are because of two major factors; insufficient English language skills and no exposure to persuasive argumentation skills. The initial design framework asserts that students should improve their persuasive argumentative essay writing if they are initially exposed to face-to-face group argumentation. However, the findings from the exploratory study revealed that face-to-face group argumentation is unmanageable in the context studied. Hence, an online learning intervention was considered to support secondary school students to improve their written argument. It was developed underpinned by design principles based on Exploratory Talk to achieve persuasive argumentation. The prototype online intervention was tested and developed through a series of iterations. Findings from Iteration 1 show that only a small number of students manage to write two-sided essays because most of them have an extreme attitude when writing about an issue and display a lack of positive transfer from group to individual argumentation. Prior to Iteration 2, the prototype intervention was adapted to tackle the extreme attitude and negative transfer issues by highlighting five elements: face-to-face classroom practice, focus more on three main ground rules, argument game, role of teachers during group argumentation and the use of argument map during the post-intervention essay writing. The findings demonstrate that all students in the second iteration wrote argumentative essays which are more persuasive. The final design framework developed in this study suggests a design framework that could be used by future researchers and ESL teachers at secondary school level who are interested in improving students’ persuasive argumentative essays.

<div>In 1972, visual arts giftedness was recognized as an aspect of giftedness that needed to be nurtured and developed (Marland, 1972). However, students with gifts and talents in visual arts continued to be overlooked in the field of gifted education. Addressing these gaps in the field of gifted art education, I conducted a mixed methods study to examine the issues. The quantitative part of the study consisted of developing a survey instrument, Perceptions about Art Giftedness, and conducting an exploratory factor analysis (EFA) to investigate construct validity of the instrument. The initial instrument consisted of 23 items. Due to the focus of the study and the specificity of the survey, it was necessary to be selective in recruiting the participants. The inclusion criteria are: (a) they must be art teachers in an arts school or a public school that serves middle or high school grade levels; and/or (b) they must be teaching visual arts or fine arts. A total of 150 participants completed the survey. For the qualitative part of the study, I contacted the participants who completed the survey and asked if they were willing to be interviewed (n=11). Since this was an exploratory study, I began with the qualitative analysis. Three major themes were developed from the qualitative analysis: (a) attitudes and behaviors aligned with Art, (b) attitudes and behaviors aligned with giftedness, and (c) the participants’ use of the selection process and the limitations. These themes highlighted how differently art teachers perceived visual art giftedness from the common understanding about giftedness and the importance of creative behaviors in art giftedness. Additionally, these art teachers also commented on the similarities between visual arts giftedness and conventional understanding of giftedness. They shared examples of characteristics, such as being self-directed and able to work independently that they observed among their gifted art students. From the quantitative analysis, the EFA results indicated a two-factor model with Factor 1 had a Cronbach's Alpha of .89 and Factor 2 has a Cronbach's Alpha of .91, suggesting that they were reliable estimates of the data’s internal consistency. After examining the factor loading for the items, four items were eliminated due cross-loading and low communalities. Of the 19 items were retained, 10 items (.467 to .895) loaded onto Factor 1 and nine items (-.451 to -.937) loaded onto Factor 2. After examining the items for each of the factor and based on the results from the qualitative analysis, new descriptors were developed. Factor 1 (dispositions towards creative giftedness) consisted of items focusing the artistic attitudes and behaviors demonstrated by students who were gifted in visual arts. Factor 2 (dispositions towards conventional giftedness) contained items focusing on attitudes and behaviors that were traditionally associated with giftedness. In summation, results from qualitative and quantitative analysis helped to illustrate how participants were looking for characteristics in gifted visual arts students that goes beyond those highlighted by researchers in gifted education. The participants were not only focused on creative behaviors when identifying gifted art students, but they were also looking for conventional gifted characteristics; such as self-directedness, independence, and task commitment. The participants recognized that for students with gifts and talents in visual arts to develop their potential, they would need to possess both sets of characteristics. Interestingly, although there was consensus among the participants about the characteristics and behaviors observed in gifted art students, there was no agreement among them when asked about specific art making skills.</div>

The purpose of this dissertation was to explore critical issues and challenges that might arise in agile software development processes with Scrum. It also sought to provide management guidelines to help organizations avoid and overcome barriers in adopting the Scrum method as a future software development method. A qualitative research method design was used to capture the knowledge of practitioners and scrutinize the Scrum software development process in its natural settings. An in-depth case study was conducted in two organizations where the Scrum method was fully integrated in every aspect of two organizations' software development processes. One organization provides large-scale and mission-critical applications and the other provides small- and medium-scale applications. Differences between two organizations provided useful contrasts for the data analysis. Data were collected through an email survey, observations, documents, and semi-structured face-to-face interviews. The email survey was used to refine interview questions; all of the interviews were audio-taped and transcribed, and later coded for analysis. Triangulation in the data collection process provided useful information for different perspectives on the issues, allowed for cross-checking, and yielded stronger substantiation of concepts and common categories. The research presented four common categories of issues and challenges of the Scrum method, and management guidelines to help organizations that are already using the Scrum method or planning to employ it in the future. The framework for a hybrid software development model is then proposed as a future study.