本文是一個關於香港中學教師追尋「人生目標」的生命故事的研究，探討香港中學教師如何從日常生活中，與教學生活中追尋「人生目標」的經歷。 / 本研究是以深度訪談的形式，訪談了六位教學年資達十年以上，人生目標測試存有最少達到一般教師人生目標平均數值的香港中學教師。研究員將訪談收集的資料進行編碼，按資料的性質與主題去分類;在分析資料時，亦參考了研究時個人日誌的內容，與有關「人生目標」的文獻內容作比較，發現被訪教師的人生目標，都是包含有：委身承擔 (commitment)、目標導向 (goal directedness)、個人意義性 (personal meaningfulness)及超越自己 (beyond-the-self)的元素；而在追尋人生目標的歷程上，藉着「反思」與「討論」的活動，可協助被訪教師調節與鞏固其人生目標。研究中發現，因着被訪教師存有一個「以學生為中心」的專業態度，能協助他們有效地對抗因教育改革後的轉變與挑戰。 / 在被訪教師成長的歷程中，他們人生目標的建立，是曾經受到師長及照顧者(如：父母、親人)所影響及導引，而這些人生目標，亦能協助他們建立正面的信念、價值觀及生命態度，從而使他們能有效地協助他們的學生正面與健康地成長。研究的結論，能對辦學團體及教育政策的決策人，在訂立教育的方向與策劃時，具啓示的作用；同時，對於設計有關教師與學生人生目標的培訓工作上，有重要的參考價值！ / This is a research about the life stories of Hong Kong secondary school teachers to search for their purpose in life. It explored on the experiences of Hong Kong secondary school teachers how to search for their purpose in life in daily lives and teaching work. / This research adopted the in-depth interview approach and has interviewed six Hong Kong secondary school teachers who have more than ten years teaching experiences. And they also got the above average marks of local similar researches in the purpose in life test. Based on the theme and nature of the data, the researcher categorized it and coded accordingly. After making comparison among interview records, personal log book and the relevant academic literatures, these research results proved that the elements included in the purpose in life of Hong Kong secondary school teachers are: commitment, goal-directedness, personal meaningfulness and beyond the self. On the process of searching for purpose in life, Hong Kong secondary school teachers usually make good use of the reflection and discussion activities in helping them to adjust and consolidate their purpose in life as well. This research manifested that teacher with professional attitude of "student-focused" could support teacher to face the challenges by the educational reforms effectively. / In their personal growth experience, Hong Kong secondary school teachers formulate their purpose in life which was inspired by their teachers and care-takers, e.g. parents and relatives. Moreover, their purpose in life facilitated them to establish positive belief and values, as well as their good life attitudes which in turn assist their students to grow up happily and healthily. The results of this research could enlighten the school’s developmental directions to the organizing body as well as the education policy makers. Moreover, this thesis also provided as a good reference for whom wanted to design or conduct "Purpose in Life" program for teachers and students. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 顏林發. / Parallel title from added title page. / Thesis (Ed.D.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 256-281). / Abstracts also in English. / Yan Linfa.

Background: Self-help interventions can be useful in improving well-being and improving symptoms of low-level mental health problems. Goal-setting has also been found to be linked to well-being. In order to maximise the benefit of any goal related self-help interventions, it may be advantageous to consider for whom they may work best. Objective. The study aimed to replicate and extend previous findings relating to the efficacy of the Goal Setting and Planning (GAP) self-help intervention for improving well-being using an active control group to allow for a more carefully controlled test of GAP. In addition to this, the study aimed to examine the potential mediating effect that the intervention has via goal progress. Lastly the study aimed to investigate whether the gains in well-being associated with the GAP intervention will be greatest for individuals scoring more highly in ‘agentic’ value scores. Method. A controlled trial of 58 participants completed pre and post measures of well-being and were also led through a goal selection exercise in which they chose two goals to work towards over a five week period. Twenty-nine participants were allocated to the intervention condition which involved working through the GAP intervention in an online format to support their goal progress. The remaining 29 participants were allocated to the control group and were asked to work towards their goals without any further support. All participants were asked to provide goal attainment scores at the end of week three and at the end of week five. Results. There was no significant effect of condition on post-intervention outcome measures (p = .87, partial h2 = .02). Post measures indicated small but not significant gains in well-being across groups. Goal progress averaged across the two assessments did not differ significantly between groups. The conditions for mediation were not met therefore it was not possible to test for the mediating effects of goal progress on well-being. Lastly, moderation analysis showed that agency value scores did not significantly moderate the effectiveness of GAP in improving scores on any of the well-being measures. Conclusion: These null-findings particularly in relation to the efficacy of the GAP intervention were unexpected given significant findings in previous trials. However, the use of an active control group allowed for a more focused examination of the efficacy of the self-help components compared to previous trials. It is suggested that the goal-setting elements of GAP completed by both conditions may account for the small gains in well-being. Limitations of the current study are discussed particularly in relation to the use of a non-clinical, mainly undergraduate student sample. It is also suggested that goal-based self-help interventions may have limited use in non- clinical student populations. Ideas for future research are made including the recruitment of participants who would potentially benefit more from an intervention to improve well-being such as GAP.

Action control arises from the interaction of two anatomically distinct decision-making systems, namely goal-directed and habitual behaviour. Goal-directed behaviour is characterized by the consideration of future choices and respective outcomes whereas habitual responding is driven by stimulus-response associations. Response inhibition is essential for goal-directed behaviour and deficits are shown in impulsivity. We administered an acute clinically relevant dosage of the commonly used serotonin reuptake inhibitor escitalopram to sixty-six healthy volunteers in a double-blind, randomized, placebo-controlled design. We administered a large task battery in order to study the effect of escitalopram in several cognitive functions including response inhibition, learning and affective processing. We found dissociate effects on cognitive aspects possibly mediated by distinct cortico-striatal loops. Acute escitalopram administration had a beneficial effect on action cancellation, one aspect of inhibitory control, without any effect on action restraint or waiting impulsivity. The treatment resulted in impaired performance in a probabilistic reversal-learning task and increased sensitivity to misleading feedback thus leading to maladaptive performance. An extra-dimensional set shift impairment during an attention set shift task and a tendency towards impaired instrumental learning discrimination were also observed in the escitalopram group. Our results are discussed in the context of well-documented effects of the dopaminergic system and suggestions of opponent interaction of serotonin and dopamine.

Existing computational theories of collaboration explain some of the important concepts underlying collaboration, e.g., the collaborators' commitments and communication. However, the underlying processes required to dynamically maintain the elements of the collaboration structure are largely unexplained. Our main insight is that in many collaborative situations acknowledging or ignoring a collaborator's affective state can facilitate or impede the progress of the collaboration. This implies that collaborative agents need to employ affect-related processes that (1) use the collaboration structure to evaluate the status of the collaboration, and (2) influence the collaboration structure when required. This thesis develops a new affect-driven computational framework to achieve these objectives and thus empower agents to be better collaborators. Contributions of this thesis are: (1) Affective Motivational Collaboration (AMC) theory, which incorporates appraisal processes into SharedPlans theory. (2) New computational appraisal algorithms based on collaboration structure. (3) Algorithms such as goal management, that use the output of appraisal to maintain collaboration structures. (4) Implementation of a computational system based on AMC theory. (5) Evaluation of AMC theory via two user studies to a) validate our appraisal algorithms, and b) investigate the overall functionality of our framework within an end-to-end system with a human and a robot.

Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1982. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ENGINEERING / Bibliography: leaves 126-134. / by Gerald Ramón Barber. / Ph.D.

O objetivo desse estudo foi investigar os efeitos da liberdade na escolha das respostas, da variabilidade de resposta resultante dessa liberdade e da variabilidade externamente determinada no processo adaptativo em aprendizagem motora. Foram realizados oito experimentos, compostos por duas fases: estabilização, contendo 100 tentativas com conhecimento de resultados (CR), e adaptação, com 24 tentativas em uma mesma condição para todos os grupos, sem CR. Participaram do estudo 96 adultos de ambos os sexos, sem experiência prévia na tarefa utilizada. Como tarefa foi utilizada uma habilidade motora sequencial e de precisão temporal que consistiu em movimentar um cursor, usando o mouse, direcionando-o a seis alvos numa sequência, de forma que os \"toques\" nos alvos fossem realizados em coincidência com estímulos auditivos. A ordem dos toques na sequência foi livre nos grupos com liberdade na escolha das respostas e determinada nos grupos yokeds. Na fase de adaptação foi realizada uma modificação perceptivo-efetora na tarefa. O experimento 1 foi realizado para investigar o efeito da liberdade na escolha das respostas no processo adaptativo em aprendizagem motora. Os resultados evidenciaram que a liberdade na escolha da resposta, durante a fase de estabilização, beneficiou o processo adaptativo. O experimento 2 foi realizado para investigar o efeito da meta de aprendizagem nas escolhas dos aprendizes e no processo adaptativo em aprendizagem motora. Os resultados indicaram que a meta de aprendizagem teve efeito nas escolhas dos aprendizes, mas essas escolhas não ocasionaram superioridade nas medidas de desempenho na fase de adaptação. Houve menor tempo de planejamento da ação no primeiro bloco da fase de adaptação, indicando melhor preparação para uma nova situação nessa condição. Os experimentos 3 e 4 foram realizados para investigar o efeito da variabilidade de resposta resultante da condição de liberdade na escolha das respostas com meta de aprendizagem no processo adaptativo em aprendizagem motora. Os resultados desses dois experimentos apontaram que na presença da meta de aprendizagem, quando a liberdade na escolha das respostas é explorada ativa e efetivamente, o desempenho na fase de adaptação é favorecido, com indicativos de superioridade da condição com maior quantidade de variações na sequência quando comparada à condição com maior número de sequências utilizadas na fase de estabilização. Os experimentos 5 a 8 foram conduzidos para comparar o efeito da variabilidade resultante da liberdade na escolha das respostas com meta de aprendizagem com o da variabilidade externamente determinada no processo adaptativo em aprendizagem motora. Os resultados desses experimentos indicaram que a condição de liberdade na escolha das respostas com meta de aprendizagem não é suficiente para beneficiar o processo adaptativo. Quando a variabilidade de resposta resultante foi menor os benefícios da liberdade na escolha das respostas foram anulados, mas quando a variabilidade de resposta resultante foi maior os benefícios da liberdade na escolha das respostas foram igualados aos da variabilidade de resposta externamente determinada / The purpose of this study was to investigate the effects of freedom in response choice, variability resulting from this freedom, and externally determined variability on the adaptive process in motor learning. Eight experiments were carried out, each of them comprising two phases: stabilization, which consisted of 100 trials with knowledge of results (KR), and adaptation, with 24 trials in a same condition for all groups, without KR. Ninety-six adults of both sexes with no previous experience with the task took part in this study. The task consisted of a spatiotemporal sequential motor skill of moving a cursor, using the computer mouse, to six targets in sequence, so that the \"touches\" in the targets were performed in coincidence with auditory stimuli. The order of touches in the sequence was free for the groups with freedom in response choice and determined for the yoked groups. A perceptual-motor change in the task was introduced in the adaptation phase. The experiment 1 was conducted to investigate the effect of freedom in response choice on the adaptive process in motor learning. Results showed that freedom in response choice during the stabilization phase benefited adaptive process. The experiment 2 was conducted to investigate the effect of learning goal both on the learner\'s choice and on the adaptive process in motor learning. Results indicated that learning goal had an effect on learners\' choices, but these choices did not lead to superiority in performance measures during the adaptive phase. The results also showed less time for planning the action in the first block of adaptive phase, suggesting better preparation for a new situation in the learning goal condition. Experiments 3 and 4 were conduced to investigate the effect of response variability resulting from freedom in response choice with learning goal on the adaptive process in motor learning. Results of both experiments revealed that, with learning goal, when freedom in response choice is actively and effectively explored, performance in the adaptation phase is favored, with indicative of superiority of higher sequence variations condition over the higher number of sequences used condition in the stabilization phase. Experiments 5 to 8 were conduced to compare the effect of variability resulting from freedom in response choice, with learning goal, to the effect of externally determined variability on the adaptive process in motor learning. The results of these experiments indicated that freedom in response choice is not enough to benefit adaptive process. When response variability resulting from freedom was lower, the benefits were absent, but when it was higher, the benefits were matched to those of the externally determined response variability

Regular physical activity and the inclusion of fruits and vegetables in dietary intake contribute to a variety of positive health outcomes and improve quality of life. With more than half of college students falling short of government guidelines for exercise and nutrition (ACHA, 2009), effective interventions targeting young adults during this transitional time are critical. Mobile phone use has become increasingly common among college students, providing an opportunity to develop intervention strategies that may be better integrated into their daily lives. Research on intervention components delivered by phone is essential for developing easily utilized, efficacious nutrition and physical activity interventions for students. Study objectives were (1) to examine the utility of a combined web-based and text-messaging intervention for physical activity and nutrition among college students, and (2) to examine the value of text message tailoring to maximize improvement in these outcomes. Students recruited from introductory psychology classes (n=151) completed measures of physical activity and nutrition at baseline and one-month follow-up. Students were randomized into one of four conditions: assessment only, web-based health behaviors feedback only, web-based feedback with standardized daily text-messages, web-based feedback with tailored daily text-messages. Primary hypotheses were that the intervention that combined web-based feedback with tailored daily text-messages would result in increased physical activity, increased fruit and vegetable intake, and greater likelihood of meeting government standards for these behaviors at follow-up compared to the assessment control condition. Regression analyses were performed with planned contrasts between experimental conditions to examine the additive impact of each intervention component on primary outcomes. Secondary analyses were conducted on additional nutrition and physical activity outcomes. Exploratory analyses were conducted to examine whether individual difference variables moderated the influence of the intervention on outcomes. Study hypotheses were not supported. No significant effect was observed for the intervention on physical activity or nutrition outcomes. These findings may suggest the need for more intensive intervention strategies to impact behavior. Future iterations should include two-way text-message communication and feedback to increase depth-of-processing, alternative tailoring approaches based on self-reported goal-systems variables, and further exploration of intervention components that may improve physical activity and nutrition among college students.

Business processes are essential instruments used for the coordination of organisational activities in order to produce value in the form of products and services. Information security is an important non-functional characteristic of business processes due to the involvement of sensitive data exchanged between their participants. Therefore, potential security shortfalls can severely impact organisational reputation, customer trust and cause compliance issues. Nevertheless, despite its importance, security is often considered as a technical concern and treated as an afterthought during the design of information systems and the business processes which they support. The consideration of security during the early design stages of information systems is highly beneficial. Goal-oriented security requirements engineering approaches can contribute to the early elicitation of system requirements at a high level of abstraction and capture the organisational context and rationale behind design choices. Aligning such requirements with process activities at the operational level augments the traceability between system models of different abstraction levels and leads to more robust and context-aware operationalisations of security. Therefore, there needs to be a well-defined and verifiable interconnection between a system’s security requirements and its business process models. This work introduces a framework for the design of secure business process models. It uses security-oriented goal models as its starting point to capture a socio-technical view of the system to-be and its security requirements during its early design stages. Concept mappings and model transformation rules are also introduced as a structured way of extracting business process skeletons from such goal models, in order to facilitate the alignment between the two different levels of abstraction. The extracted business process skeletons, are refined to complete business process models through the use of a set of security patterns, which standardise proven solutions to recurring security problems. Finally, the framework also offers security verification capabilities of the produced process models through the introduction of security-related attributes and model checking algorithms. Evaluation of this work is performed: (i) through individual evaluation of its components via their application in real-life systems, (ii) a workshop-based modelling exercise where participants used and evaluated parts of the framework and (iii) a case study from the public administration domain where the overall framework was applied in cooperation with stakeholders of the studied system. The evaluation indicated that the developed framework provides a structured approach which supports stakeholders in designing and evaluating secure business process models.

There are many mathematical and engineering methods, problems and experiments which make use of the finite element method. For any given use of the finite element method we get an approximate solution and we usually wish to have some indication of the accuracy in the approximation. In the case when the calculation is done to estimate a quantity of interest the indication of the accuracy is concerned with estimating the difference between the unknown exact value and the finite element approximation. With a means of estimating the error, this can sometimes be used to determine how to improve the accuracy by repeating the computation with a finer mesh. A large part of this thesis is concerned with a set-up of this type with the physical problem described in a weak form and with the error in the estimate of the quantity of interest given in terms of a function which solves a related dual problem. We consider this in the case of modelling the large deformation of thin incompressible isotropic hyperelastic sheets under pressure loading. We assume throughout that the thin sheet can be modelled as a membrane, which gives us a two dimensional description of a three dimensional deformation and this simplifies further to a one space dimensional description in the axisymmetric case when we use cylindrical polar coordinates. In the general case we consider the deformation under quasi-static conditions and in the axisymmetric case we consider both quasi-static conditions and dynamic conditions, which involves the full equations of motion, which gives three different problems. In all the three problems we describe how to get the finite element solution, we describe associated dual problems, we describe how to solve these dual problems and we consider using the dual solutions in error estimation. There is hence a common framework. The details however vary considerably and much of the thesis is in describing each case.

There are different criteria that affect active leadership styles that enhance the role of a principal as an Instructional Leadership. However, many principals lack such criteria where a strong principal considered as an Instructional Leadership. To become Instructional Leaders, principals must transform their practices from managerial to instructional. They need to exercise their leadership by exhibiting the leadership styles in their role and character, or their role will merely perform administrative duties that are akin to an administrative position. Furthermore, a school principal as a leader should play an important role in enhancing teachers' satisfaction. This study investigated the moderating effect of four leadership styles Directive, Supportive, Participative, and Achievement-oriented (D, S, P, A) on Instructional Leadership and teachers' outcomes (job satisfaction, job expectancies and acceptance of leader). The study used mixed methods, qualitative survey and quantitative focus group to develop a model based upon empirical data. The findings are based on a survey of 536 participants including teachers, principals and senior chiefs at various levels of primary, elementary and secondary schools across the Kingdom of Bahrain. The statistical and thematic analysis of the data shows that there is a direct and positive relationship between Instructional Leaderships and teacher's outcomes when moderated by the four leadership styles. The contribution of this study is the empirically tested relationships between Path Goal Theory and Instructional Leadership which shows that there are statistically significant relationships between D, S, P, A and the relationship between Instructional Leadership and the teacher's job satisfaction, job expectancy and acceptance of leader. Focus group finding shows that Leadership styles D, S, P, A transforms Instructional Leadership into a form that enhances the leadership role in Kingdom of Bahrain that Transactional Leadership influences Job expectancy, whilst Referent Power influences acceptance of leaders.