M.Ed. (Subject Didactics) / The focus in this study is on roleplay as a technique for second language education, wi the specific reference to oral communication. The field study as well as the theoretical framework is placed against the background of Communicative Language Teaching (CLT) as language education approach or; The theoretical research encompasses role-play as Anthropological phenomenon and especially also as a didactic principle. This framework is complemented by a brief exposition of LT as language education paradigm. The field work is based on qualitative observation. The researcher had participant observation st.atus at a school for a month. A multi-faceted analysis of two oral communication lessons were made. The qualitative observation is triangulated with structured interviews (questionnaire type), open-ended interviews, document analysis as well as structured systematic analysis of two recorded lessons. It was found that there was a significant difference in interpersonal social language usage in the two lessons. The lessons in which role-play was implemented as a technique showed a qualitative increase in language production. It is to be concluded that role-play accommodates oral communication in second language context meaningfully as a mode of pedagogic discourse, supported by a simulated naturalistic milieu.

Psychobiographies offer the illuminating experience of uncovering the story of an individual’s life through the lens of a psychological theory. Psychobiographies offer the chance to gain a deeper understanding of what makes that individual unique. This study aimed to explore and describe the emotional intelligence of Archbishop Emeritus Desmond Tutu according to Goleman’s (1998) theory of Emotional Intelligence. Tutu was chosen as a subject for this study because of his extraordinary life and accomplishments, and because he is regarded as a prominent figure of moral leadership in South Africa. A qualitative psychobiographical research method was utilised. Data was collected from both primary and secondary sources to enhance internal validity, and was then analysed according to Miles and Huberman’s (1994) approach. The findings suggest that Tutu applied all of the twenty five emotional intelligence capacities during his life, and that at times, some were used more extensively than others. This study is groundbreaking in that it is the first psychobiography on Desmond Tutu, and it is the first psychobiography undertaken at the University of Fort Hare. Psychobiographies offer an opportunity to evaluate the psychological theory which is applied. It was found that Goleman’s (1998) theory of Emotional Intelligence is supported by this study.

This dissertation explores the ways in which media, visuality, and politics intersect through an analysis of contemporary war photography. In so doing, it seeks to uncover how war photography as a social practice works to produce, perform and construct the State. Furthermore, it argues that this productive and performative power works to constrain the conditions of possibility for geopolitics. The central argument of this project is that contemporary war photography reifies a view of the international in which the liberal, democratic West is pitted against the barbaric Islamic world in a ‘civilizational’ struggle. This project’s key contribution to knowledge rests in its unique and rigorous research methodology (Visual Discourse Analysis) – mixing as it does inspiration from both quantitative and qualitative approaches to scholarship. Empirically, the dissertation rests on the detailed analysis of over 1900 war images collected from 30 different media sources published between the years 2000-2013.

Doctor Educationis / This dissertation is a study of a primary school teacher researching her classroom practice within the broader specific aim of the project was to investigate how a primary school teacher could go about her work in more for democratic ways. The research method used in the study was that of action research, and the empirical basis for argument in the dissertation lies in the use of data created during the process of researching that classroom practice. A fundamental assumption of the study is that teachers are the central driving force in any meaningful development of a critical pedagogy. Teachers, acting as trans formative . intellectuals, can work towards socialist transformation, because viewing teachers as intellectuals redefines their work and the political nature of schooling. The study, therefore, takes the problematic relationship between authority and emancipation as central to its concerns and tries to develop a rationale for making an emancipatory view of authority, and thus a rationale for a particular notion of professionalism, a central category in the development of a critical theory of schooling. In taking the position that teachers are central to learning in the classroom, and are the nexus of the authority/emancipation problematic, critical reflection on the classroom practices was approached both reflexively and dialectically so that uncertainties and contradictions could surface and be explored. The epistemological radicalism inherent in action research made this form of reflection possible. The study views primary school teachers as important mediators of change. This meant examining the process of instruction more carefully. The task was to understand how mediation generates higher mental functioning. To this end, Vygotsky's notion of a zone of proximal development, as the zone in which mediation can take place, is explored. The problem of how to investigate the substance of the zone of proximal development is met by the use of rationally reconstructed mediational operators. Drawing from the data in the study, three mediational operators are fashioned to study the one-to-many interaction in the process of instruction. These mediational operators serve as explanatory constructs to explicate the interrelation between the teacher's (and other significant others') instructional process and the learners' existing levels of development. • The preoccupations of this reflective dissertation writing take a multi-disciplinary approach, for to consider critical pedagogy means also to consider the psychological functioning of human beings within society - the mind-in society dialectic. The study reveals that 'democratic practice' is something to be negotiated and contested continually, for the authoritative position of teachers has to be questioned endlessly to locate the contradictions within that position. The experience of this study suggests that action research is a powerful means whereby teachers can reflect both reflexively and dialectically on their practice, that action research is intrinsically educational. A significant realization in the study, therefore, is the ways in which the educators themselves may become educated to take responsibility for their agency in transformation. • Bringing power relations into question is a permanent political task inherent in all social existence, thus a local specific inquiry such as this one can take on a general significance at the level of that regime of truth which is essential to the structure and functioning of our society. • Chapters One to Three provide the social and theoretical context for the study, dealing as they do with the crisis in schooling, the role of the teacher in change and the ways in which a teacher can research her practice for a transformed pedagogy. Chapters Four to Six consider the teacher-researcher at work in her classroom and indicate how she goes about trying to understand her role as mediator in the instruction process her process of reflection and action while she was teaching. • Chapters Seven to Nine represent the reflection which took place after the initial investigation of actual day-to-day practice. These chapters arise historically out of the research process and include argument for developing a more critical pedagogical discourse, a deeper understanding of the instruction process (the teaching/learning dynamic), and discussion of the validity of an action research paradigm for emancipatory pedagogical practices .

LOHAS stands for “Lifestyle of Health and Sustainability”. LOHAS describes an emerging new lifestyle that is defined by attention to health and well-being and, environmental sustainability. The problem with the introduction of a description of a lifestyle that is supposed to capture broad social, political, economic, and behavioral changes is that the discussions of this lifestyle have moved faster than any research to support it. The validity and the conceptual richness and implications of the LOHAS can only proceed if there is a reliable and valid instrument to measure the LOHAS lifestyle; and there isn’t. The research focuses on the development of a reliable and valid LOHAS scale. The proposed research consists of five studies; specification of domain of the LOHAS, item generation, measurement purification, reliability assessment and validity assessment. This research will contribute to the understanding of the nature of LOHAS and provide a variety of theoretical and practical applications.

This investigation examined the heart rate responses and movement characteristics of experienced footbag net players during singles play. Footbag net is a net/court sport similar to volleyball, but it is played with a footbag (e.g., Hacky-SackTM) using only the feet. In singles footbag net, players are allowed either one or two kicks to propel the footbag over the net. Subjects were 15 males and 1 female, ranging in age from 18- 60 years, with a mean age of 33.6 years. Subjects played two games of singles footbag net using two different scoring systems: "sideout" scoring and "rally" scoring. Mean heart rates were 149.4 bpm for games played under the sideout scoring system and 148.7 bpm for games played under the rally scoring system. Sideout games were 1.2 minutes (~11%) longer than rally games. The mean heart rate responses to competitive play using sideout scoring and rally scoring were not significantly different (p>0.05). For play under both scoring systems, the average exercise intensity--expressed as a percentage of age-predicted maximum heart rate (MHRest)--was 80-81% MHRest. Accelerometer counts accumulated during play were similar for both scoring systems. It is recommended that additional research be conducted to evaluate the extent to which accelerometry may contribute to physiological and metabolic measurements of footbag net competition.

Indiana University-Purdue University Indianapolis (IUPUI) / Purpose: Script concordance tests (SCTs) are assessments purported to measure clinical data interpretation. The aims of this research were to (1) test the psychometric properties of SCT items, (2) directly examine the construct validity of SCTs, and (3) explore the concurrent validity of six SCT scoring methods while also considering validity at the item difficulty and item type levels. Methods: SCT scores from a problem solving SCT (SCT-PS; n=522) and emergency medicine SCT (SCT-EM; n=1040) were used to investigate the aims of this research. An item analysis was conducted to optimize the SCT datasets, to categorize items into levels of difficulty and type, and to test for gender biases. A confirmatory factor analysis tested whether SCT scores conformed to a theorized unidimensional factor structure. Exploratory factor analyses examined the effects of six SCT scoring methods on construct validity. The concurrent validity of each scoring method was also tested via a one-way multivariate analysis of variance (MANOVA) and Pearson’s product moment correlations. Repeated measures analysis of variance (ANOVA) and one-way ANOVA tested the discriminatory power of the SCTs according to item difficulty and type. Results: Item analysis identified no gender biases. A combination of moderate model-fit indices and poor factor loadings from the confirmatory factor analysis suggested that the SCTs under investigation did not conform to a unidimensional factor structure. Exploratory factor analyses of six different scoring methods repeatedly revealed weak factor loadings, and extracted factors consistently explained only a small portion of the total variance. Results of the concurrent validity study showed that all six scoring methods discriminated between medical training levels in spite of lower reliability coefficients on 3-point scoring methods. In addition, examinees as MS4s significantly (p<0.001) outperformed their MS2 SCT scores in all difficulty categories. Cross-sectional analysis of SCT-EM data reported significant differences (p<0.001) between experienced EM physicians, EM residents, and MS4s at each level of difficulty. When considering item type, diagnostic and therapeutic items differentiated between all three training levels, while investigational items could not readily distinguish between MS4s and EM residents. Conclusions: The results of this research contest the assertion that SCTs measure a single common construct. These findings raise questions about the latent constructs measured by SCTs and challenge the overall utility of SCT scores. The outcomes of the concurrent validity study provide evidence that multiple scoring methods reasonably differentiate between medical training levels. Concurrent validity was also observed when considering item difficulty and item type.

Indiana University-Purdue University Indianapolis (IUPUI) / There have been many endeavors to design humanoid robots that have human characteristics such as dexterity, autonomy and intelligence. Humanoid robots are intended to cooperate with humans and perform useful work that humans can perform. The main advantage of humanoid robots over other machines is that they are flexible and multi-purpose. In this thesis, a human-like robotic arm is designed and used in a task which is typically performed by humans, namely, catching a ball. The robotic arm was designed to closely resemble a human arm, based on anthropometric studies. A rigid multibody dynamics software was used to create a virtual model of the robotic arm, perform experiments, and collect data. The inverse kinematics of the robotic arm was solved using a Newton-Raphson numerical method with a numerically calculated Jacobian. The system was validated by testing its ability to find a kinematic solution for the catch position and successfully catch the ball within the robot's workspace. The tests were conducted by throwing the ball such that its path intersects different target points within the robot's workspace. The method used for determining the catch location consists of finding the intersection of the ball's trajectory with a virtual catch plane. The hand orientation was set so that the normal vector to the palm of the hand is parallel to the trajectory of the ball at the intersection point and a vector perpendicular to this normal vector remains in a constant orientation during the catch. It was found that this catch orientation approach was reliable within a 0.35 x 0.4 meter window in the robot's workspace. For all tests within this window, the robotic arm successfully caught and dropped the ball in a bin. Also, for the tests within this window, the maximum position and orientation (Euler angle) tracking errors were 13.6 mm and 4.3 degrees, respectively. The average position and orientation tracking errors were 3.5 mm and 0.3 degrees, respectively. The work presented in this study can be applied to humanoid robots in industrial assembly lines and hazardous environment recovery tasks, amongst other applications.

Indiana University-Purdue University Indianapolis (IUPUI) / The cyber Peer-Led Team Learning (cPLTL) workshops are a synchronous online adaptation of the educational intervention PLTL, in which students, under the guidance of undergraduate peer facilitators, collaboratively solve problems in small groups. The purpose of this parallel convergent mixed methods study was to assess the impact of implementing cPLTL in an organic chemistry course on students’ workshop experiences, performance, and development of curved-arrow formalism skills. Statistical analyses revealed comparable attendance rates, distribution of course grades, and achievement on American Chemical Society First-semester Organic Chemistry Exams. However, plotting workshop grades by AB, C, and DFW grade groupings revealed that PLTL students earned more successful grades than their cPLTL counterparts (91% vs 77% ABC grades). Utilization of a new curved-arrow formalism analytic framework for coding student interview artifacts revealed that cPLTL students were statistically less likely to successfully draw the product suggested by the curved-arrows than their PLTL classmates. Both PLTL and cPLTL students exhibited a comparable incidence of relational to instrumental learning approaches. Similarly, both PLTL and cPLTL students were more likely to exhibit a common Scheme for Problem-Solving in Organic Chemistry (SPOC) than having dialogue that could be characterized by Toulmin’s Argumentation scheme. Lastly, implications for faculty are suggested, including: developing more explicit connections concept, mode, and reasoning components of understanding curved-arrow formalism for organic chemistry students; optimizing graphical collaborative learning activities for online learners; and developing online students’ sense of community.

This dissertation explores the philosophical and aesthetic continuities and changes of the shanshui genre and the ongoing relevance of Chinese philosophy, in particular Daoism, within a subfield of modern and contemporary Chinese art. This dissertation has been created in dialogue with these traditions. Reflections on how this research has impacted my own art practise is intertwined with the historical and analytical discussion. This multi-threaded, multi-disciplinary dissertation has been written as a form of dialectical discourse which employs both analytical and personal writing. As such it combines elements of visual art-making as both artistic expression and research process; art historical research and analysis; and, ongoing self-reflections around both practices. In addition to the analysis of the art of a selection of contemporary Chinese artists, my art-based research led to the creation and discussion of a series of artworks, including the core painting series and exhibition titled, For a Moment, Silence in 2016. My research led me to the conclusion that shanshui is much more than a traditional visual form in Chinese art history for it offers a unique modality of thinking, perceiving and engaging. This, in turn, is based on a fundamental and dynamic perception of the interrelatedness of all things in the world, a perception which is embedded in a classical Chinese worldview. I demonstrate from various angles that by connecting the personal with the art historical, as well as with a philosophical and a pragmatic understanding of traditional Chinese philosophy, the experience of shanshui can be internalized through contemporary art practice as a method of reflective and experiential learning. / Graduate / 2022-11-07