How do people listen to soundscapes in the built environment? Current soundscape research within urban planning disciplines tends to focus on measuring outdoor spaces in the built environment by interviewing the people within. This thesis, by contrast, followed individual listeners, using a qualitative, Grounded Theory methodology, examining listening preferences and habits across multiple environments. This approach gave a broad range of reactions to different soundscapes, from homes to workplaces to bars, clubs, and places of worship. This thesis reviews various soundscape epistemologies, methodologies, and methods, and argues that we need a stronger theoretical understanding of all these elements. It questions what is being measured, and how people are measuring it. The thesis suggests some ways qualitative and quantitative research can work together more effectively, and move soundscapes from the current multidiciplinary research landscape to a truly interdiciplinary one. In defining the soundscape as ‘the listener's perception of their auditory surroundings’, I shift the focus from measuring people's evaluation of spaces, to evaluating people themselves. This leads to a radically new empirical approach and theoretical description of the soundscape, using social science methods to build thick description of listening habits. Twenty people were given audio recorders and log books, and asked to record their day-to-day lives for two weeks. They were then interviewed about their experiences. The main finding was that soundscapes are not noticed most of the time, with participants seeming to have a ‘noticing threshold’: affected by factors such as control, expectation, and activity. Soundscapes which were noticed fell into one of four categories: positive--loud, positive--quiet, negative--loud or negative--quiet, with different judgement criteria for each. Participants were also highly adept at using coping mechanisms, such as recorded music and TV, to counteract undesirable sound environments.

This research was conducted to seek answers to these questions: 1. To what extent could historic properties in the city represent a place brand image of that city in the early twenty-first century? 2. Could historic preservation be an effective tool for place branding? Contemporary cities in the world fiercely compete with others nowadays, so cities have wanted to distinguish themselves from others. This phenomenon has encouraged cities to use a conventional commercial marketing strategy, branding. When branding is used to promote a place, we call it place branding. If a fundamental aim of place branding is to distinguish one city from another, the notion of place branding would be closely related to the discussion on contemporary historic preservation's role in urban development. The common target market of twenty-first-century cities is talent, who, in turn, will be a magnet for global industry. As the talent tends to seek diverse urban life, cities have actively made efforts to revitalize and market their downtowns. In this regard, historic preservation can help cities retain their unique character and diversity of urban fabric in downtown areas. Consequently, historic preservation can provide cities a foundation upon which they can develop their unique place brands that attract talent. At the same time, historic properties can be used as a marketing resource for place branding. In addition to the theoretical discussion on the potential for historic preservation as a place branding tool, this thesis incorporates an empirical study on relocation guides officially published by Texas cities, including Austin, Houston, Fort Worth, and San Antonio. This study aims to investigate where, how, and to what extent historic properties are represented in the official marketing publications. / text

Packer and Goicoechea (2000) and Wortham (2006) propose that academic learning is both personal and social transformation. This transformation is continuously negotiated through classroom interaction and curricular choices. The current ethnographic study of an urban southwestern charter high school investigates academic learning in two contexts: a Spanish heritage-language (SHL) class and a humanities class.The study examines Mexican-origin students' resistance to studying their ancestral language. From the first day of their SHL class, students refused to speak Spanish (despite their proficiency), rejected published Spanish-language materials, and acted out. Student resistance was rooted in their perceived lack of relevant tasks and materials, teacher-respect for their home language and culture, and student belief that learning "proper Spanish" could threaten social and familial relationships (see also Fordham & Ogbu, 1986; Labov, 1972a; Mehan, Hubbard, & Villanueva, 1994).The resistance of the heritage language learners contrasts sharply with the engagement of the same students in their Humanities course in which students connect enthusiastically with subject matter and instructor. Findings suggest that engagement was fostered through the teacher's strict adherence to the principles of place-based learning (Gruenewald, 2003a, 2003b), critical democratic pedagogy (Shor, 1992), and the instructor's teacher ethos.Latinos have the greatest high school dropout rate in the United States while simultaneously being the largest growing demographic group (Carreira, 2003; "US Census Report," 2004; Waggoner, 2000). The pairing of these two statistics should draw alarm. Thus the study of Latino student engagement and resistance to academic learning is crucial for understanding this problem as well as exploring what pedagogies hold most promise. In terms of HL instruction, analyses reveal that a critical place-based approach to heritage-language instruction holds such promise.

This study investigated reading comprehension, reading fluency and attitudes of students after exposure to extensive reading (ER), an approach to teaching and learning foreign languages without using a dictionary or focusing on grammar, but aiming to get learners to read extensively by choosing books on their own, for general comprehension, good reading habits and enjoyment (Day and Bamford 1998; Prowse 1999). It was conducted in the Thai context with English as foreign language (EFL) students at Rajamangala University of Technology Thanyaburi (RMUTT) in Thailand during a period of four months, one academic semester. The teaching procedure conformed to the principles of ER with a wide-ranging selection of graded reader books. Multiple measurements used to assess comprehension with three narrative texts were written recall protocol, and translation tests; multiple choice questions with twelve texts in timed reading to assess reading fluency; and a survey questionnaire as well as an in-depth interview to gather data on attitudes towards extensive reading. The study employed a double-control pre- and post-test (Solomon) design: two experimental groups (N = 52 and 50) and four control groups (N = 46, 48, 42, and 46) of which two are excluded from the pretest to separate out the effects caused by using the same instruments. The findings suggest positive effects of ER on the learners’ reading comprehension and provide conclusive evidence of reading fluency improvement together with a positive attitude towards ER. The study also revealed that credit or score is a key factor to encourage students to read and they preferred reading in a controlled situation in class including taking the tests of timed reading. The thesis discusses the possibility of using testing as a pedagogical tool for the improvement of reading skills. Implications drawn from the findings suggest that in order to maximize the benefits of ER, an adjustment of procedures is essential prior to the integration with language courses in the Thai and other similar contexts.

Work-related stress is an issue of growing concern around the world.[1] The relationship between work stress and individuals’ psychological and physical health is well acknowledged.[2] In the survey of “stress in the workplace” conducted by American Psychological Association in 2012, two in five (41%) of employed adults report that they typically feel stressed during the workday, up from 36% in 2011, while less than six in ten (58%) report that they have the resources to manage work stress.[3] Historically, Central Business Districts are a focal point of cities, and are occupied by a large group of office buildings and a number of retail spaces. According to Elsbach and Bechky (2007), office workers regularly leave their offices in search of more relaxed, creative environments.[4] However, there is limited "third space" to serve office workers' daily life in the central business district. Most of the design research about wellness of office workers have done focus on the spaces in which people work during office hours. Consideration for office workers in the CBD after office hours is relatively rare. What else is needed to support the life of the office worker, and what kind of spaces they are looking for after hours. Several primary research methods were adopted. First, a survey of research on how the design of traditionally planned CBDs fails to support wellness of office workers was made. Then, the thesis examined what is needed to support the wellness of office workers. In order to make it be specific to the office workers in the CBD of Richmond, qualitative methodology, including interviews and video records of the daily CBD living habits were made. In addition, case studies of recently done CBDs that tackle this question. The Shibaura House, designed by Kazuyo Sejima, located in the business district of Tokyo in Japan, will serve as a primary case study. There are three aims in this research. First is the design of a series of mixeduse spaces in an existing building in the Central Business District of Richmond to support the life of office workers after office hours. It also aims to improve wellness of the office workers in the CBD of Richmond, and try to define the CBD in a new way. The preliminary results for this research indicates the importance of the concern for office workers after hours. It is necessary to focus on the practical effect of the mixed-use building on reducing work stress, improving office workers’ health and enhancing wellness of office workers.

Translation quality assessment is a fast growing sub-field of Translation Studies. It focuses on the inter-relationships between the text translated from (ST) and the text translated into (TT). These inter-relationships involve the lexis, grammar, syntax, and semantics of both texts. Unlike sentences in isolation, texts are context-bound. Distinctions between text and sentence are made. Text-bound translation can only be conducted and assessed within the domain of text-linguistics. Assessment of translation quality should be based on a definable, applicable, and testable model which, in turn, should be based on a sound, comprehensive theory of translation. Current models for translation emphasite one aspect against other aspects. For instance, the grammatical model focuses on the linguistic aspect of translation. The cultural model, on the other hand, highlights the communicative aspect whereas the interpretive model concentrates on the pragmatic aspect of translation. Such artificial compartmentalization is alien to the nature of translation. As a process translation, in fact, involves the integrated synthesis of the above aspects. This theris presents a model for translation quality assessment based on a sound theory of translation which comprehends the philosophical (pragmatic), communicative (cross-cultural), and semiotic (linguistic) aspects of langauge. Since translation is a semantic entity, our model - which we label 'rhetorical' - focuses on the concept of 'meaning shifts' according to which the meaning of a text is classifiable into obligatory, extended, and accessory meanings. This does not suggest that the semantic structures of a text exist in a state of utter un-relatedness. On the contrary, they survive in the form of inter-related layers within the macro-structure of the text. The relative dominance of any of the three meaning categories determines the type of text. According to this model, texts are broadly classified into literary, non-literary, and hybrid texts. In a literary text, extended and accessory meanings abound leaving a tiny room for obligatory meaning. In non-literary texts, on the other hand, extended and accessory meanings recede to the background leaving the obligatory meaning in the foreground. In hybrid or fuzzy texts, semantic structures are disproportionately distributed with no dominance of any specific category. The topic and scope of a hybrid text determine the volume of extended and accessory meaning in relation to obligatory meaning. The model is not intended for translation quality assessment only. It has pedagogical implications as well. Translation students and trainees can implement this model in textual analysis before they embark on the process of translation. Phonological, grammatical, syntactic, semantic, and lexical correspondences between SL and TL texts are identified before assessment of translation quality is established.

No description available.

This thesis is about people with mental health problems who happen to be older, rather than older people with mental health problems. Health policy that has focused on older people as a category has maintained a narrow focus on recognising depression and dementia, with older people being excluded from mental health policy aimed at adults of working age. This has resulted in age discriminatory practices, but in addition, the unique needs of people who have lived long term with mental ill health into later life have been ignored. Older people have been often conceptualised as consumers of care rather than citizens with aspirations and research about long term experience of mental ill health and recovery commonly excludes older people. This study aimed to redress this marginalisation and lack of knowledge by exploring the experience of long term mental ill health to older age from a strengths perspective congruent with recovery principles. The study is based on a social constructionist epistemology and narrative inquiry methodology. The research questions were: 1) How does living with long term mental ill health affect achievement and 2) How does long term mental ill health affect life in the present? People who were aged over 50 and who had at least 20 years duration of mental ill health that started before the age of 45 were included. Seven people were recruited though posters placed in GP surgeries, leisure centres and libraries and contacts through mental health services. Four women and three men between the ages of 52 and 76 participated. The study develops the curriculum vitae as a research tool, a method unique in mental health research, in order to root the enquiry within participant relevancies and perspectives to ensure that this previously unheard voice is captured. This tool is congruent with a biographical method that informs the development of two personalised interviews and enables the implementation of this method within a recovery (strengths) frame of reference. The resulting individual narratives were interpreted with reference to the principles of over reading and life course theory. A collective text was also developed which discusses the key findings. The novel approach taken in this research study resulted in an original contribution to current knowledge which provides evidence that can be used to challenge beliefs about people who have lived a lifetime with mental ill health. The study revealed a lifelong process where participants returned to their early life in making sense of their experiences. Long term mental ill health appeared to create an environment whereby participants maximised their chances of success by avoiding stress which has a myriad of personally relevant causes. This appeared to be achieved by keeping silent, which, whilst self-protective, nevertheless potentially exacerbated their stress further and resulted in further stressful consequences. In later life the changed sociocultural and personal environment became part of an autobiographical reasoning that sustained self-theory. This created a situation whereby the participants felt better but also worse at the same time, where personal growth co-existed alongside stress burnout but was coupled with a renewed sense of hope in later life. The implications for health and social care are discussed in relation to policy, practice, research and education in the context of age equality, recovery and long term conditions. Recommendations include: to focus on extensive durations of mental ill health as a special characteristic, to review the of use stress assessments and trauma histories in practice and research, for practitioners to establish the hopes and aspirations of older people who come into contact with services and for researchers to examine the presence of hope in older people with long term mental health problems.

Entitlement to drive is now viewed by many people as an essential component in the maintenance of independence (Box et al, 2010). Private motor vehicles are considered a key component in many aspects of contemporary life and are particularly important for people with a limitation in personal mobility. The driving task involves the smooth integration and coordination of a number of cognitive, perceptual and physical elements (Hoffman and Snyder, 2005). Testing tools designed to evaluate the effect of cognitive impairment upon driving are available but many perform poorly when evaluating both older individuals and people with a diagnosis of dementia (Molnar et al, 2006). This research project aimed to give voice to the experience of people with dementia, carers and health professionals in the construction of an effective and clinically useful prototype screening tool, specifically for use in predicting the safety of drivers with a diagnosis of dementia. A participatory action research approach was taken with two separate groups formed from a dementia volunteer support group and a health professional dementia special interest group. The key findings of the research identified characteristic driving behaviours associated with a decline in driving safety and these were used to develop a dementia and driving screening tool. Additionally, a comprehensive information guide for the monitoring and management of driving with dementia was constructed through the action of group meetings. The experiences of both research groups strongly suggested that early consideration and planning is essential in the successful management of driving and eventual driving cessation for people with dementia.

This study is a comprehensive attempt to grapple with diasporic Palestinianness in Santiago de Chile. Based on long-term fieldwork from 2013 to 2014 within Palestinian-Chilean networks, organizations, and places it explores how an inherently political Palestinianness is constituted, expressed and explored via memory on the one hand and processes related to space and place on the other. Palestinianness is employed here as a concept that captures all that goes into maintaining a Palestinian presence in Santiago. Rather than a fixed category, Palestinianness is something that works and is worked upon in ways that are inseparable from, in this case, the context of lived life in the Chilean capital. It is a host of experiences and practices that cannot be neatly separated, but that are constantly weaved together in steadily recurrent, but sometimes disruptive and surprising patterns. By interrogating Palestinianness within the distinct context of present-day Santiago, the thesis unsettles and reconfigures conceptualizations of the relationship between memory, space, and politics. It does so by delving into the ambiguities at play in Palestinian-Chilean relationships to the often uncomfortable memory politics of post-dictatorship and the ongoing Palestinian struggle respectively. To shed light on the dynamics at play, transmemory is introduced as a concept that seeks to capture the spatial and spatially mobile qualities of memory. The thesis argues that by engaging with traveling memories of life and conflict in the old land and simultaneously rejecting involvement with continuously troubling memories of the recent Chilean past, Palestinian-Chileans form a collective politics of Palestinianness that is nonetheless distinctly marked by an inescapable Chileanness.