This research describes two invesitgations into temporal processing by dyslexics. Firstly, the accuracy and speed of response that dyslexic children and matched controls demonstrate on three types of time comparison task was explored. The participants were 96 boys and 24 girls, divided into three age bands: 7:0 - 7:11; 11:0 - 11:11 and 14:0 - 14:11 years of age of whom 60 were dyslexic and 60 non-dyslexic. Dyslexics in all age bads took longer and made fewer correct responses than non-dyslexics in time telling. Younger dyslexics were differentially disadvantaged when compared to older dyslexics in speed and correctness. Both groups showed improved accuracy and speed with age. The dyslexic cohort aged 14 years improved in accuracy from age 11, though with only marginal improvement in reaction time speed. Complex time perception proved most difficult for both groups. Reason for these differences are discussed with reference to limited sort-term memory problems affecting performance especially for dyslexics. The research substantiates particular theories of dyslexia and a new model helps to explain the process. Practical implications are suggested for parents, teachers and examiners concerned with dyslexic children. Secondly, the time management skills of dyslexic and non-dyslexic adults were examined for 43 dyslexic and 41 non-dyslexic particpants who answered an online questionnaire about their time management skills. The adult questionnaires revealed that dyslexics find time management, estimation, planning and sticking to a schedule particualrly difficult, resulting in task delay or incompletion, and heightened levels of stress as time pressures increase. Questions revealed lack of confidence in time management techniques amongst dyslexics. Many dyslexics had found these difficulties placed severe contraints on career choices, areas of employment and lifestyle. Possible reasons for these diffierenecs are discussed with an accompanying model that stresses the contraints caused by poor working memory.

Thesis (Ph. D.)--University of Washington, 2000. / Vita. Includes bibliographical references (leaves 91-98).

Context. Volvo Construction Equipment is planning to use Microsoft Hololens as a tool for the on-site manager to keep a track on the automotive machines and obtain their corresponding work information. For that, a miniature site has been build at PDRL BTH consisting of three different automotive vehicles. We are developing Augmented Reality applications for Microsoft Hololens to recognize these automotive vehicles. There is a need to identify the most feasible recognition method that can be implemented using Microsoft Hololens. Objectives. In this study, we investigate which among the Vuforia 3-D recognition method and the feasible method is best suited for the Microsoft Hololens and we also find out the maximum distance at which an automotive vehicle can be recognized by the Microsoft Hololens. Methods. In this study, we conducted a literature review and the number of articles has been reviewed for IEEE Xplore, ACM Digital Library, Google Scholar and Scopus sources. Seventeen articles were selected for review after reading their titles and abstracts of articles obtained from the search. Two experiments were performed to find out the best recognition method of the Microsoft Hololens and the maximum distance at which an automotive vehicle can be recognized by the Microsoft Hololens. Results. QR-code recognition method is the best recognition method to be used by Microsoft Hololens for recognizing automotive vehicles in the range of one to two feet and Vuforia 3-D recognition method is recommended for more than two feet distance. Conclusions. We conclude that the QR-code recognition method is suitable for recognizing vehicles in the close range (1-2 feet) and Vuforia 3-D object recognition is suitable for recognition for distance over two feet. These two methods are different from each other. One used the 3-D scan of the vehicle to recognize the vehicle and the other uses image recognition (using unique QR-codes). We covered effect of distance on the recognition capability of the application and a lot of work has to be done in terms of how does the QR-code size effects the maximum distance at which an automotive vehicle can be recognized. We conclude that there is a need for further experimentation in order to find out the impact of QR-code size on the maximum recognition distance.

This thesis examines Leadership Development in both a corporate setting and an expedition-based setting. The assumptions that are the foundations of current Leadership Development originate, and are informed by, aspects of the natural sciences. These methods are critiqued in terms of usability and applicability in the context of human relating. An alternative approach is investigated based on nonlinear causality and the complex responsive process of relating using the work of Stacey (2003, 2007, 2010), Stacey and Griffin (2005), Stacey et al. (2000). What is explored is the Leader as expert and the ability through communication, decision making, and planning to create certainty. What is problematized is the fantasy that this creates in ongoing day-to-day interactions. The work explores interactions between a leadership consultant/coach and clients in varied domains: the role of the practitioner in the delivery and creation of theory, models, best practices and standard operating procedures; and the reflections of both the practitioner and clients that what is emerging cannot be foreseen. This leads to a further exploration cycle of the human experience in organizations and how reification, the uncanny, and the struggle for recognition might offer other ways of making sense of the experience. The work examines the role of the consultant/teacher and the client/student and the emergence of knowledge. It further investigates the relationship of time and causality and how this is connected to theoretical knowledge and knowledge in action. This leads to a further connection of thinking, reflecting and reflexivity and what this means as practice for leadership development. Using the context of leadership coaching for management teams and connecting the reflexive aspect of knowledge, what is argued is that sensemaking as developed by Weick (1995, 2001, 2009), Weick and Sutcliffe (2007) is not a sufficient practice to explain and create best practices, standard operating procedures, models, and theories. What is also necessary, and is identified as sensemaking and connected to Elias (1987) work, is our own involvement and detachment as we abstract to understand what is happening in the moment between human agents. It is argued that paying attention to these aspects of ongoing human relating offer the possibility of thicker and a more contextualized understanding of the emergent unpredictable outcomes that leaders deal with every day.