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Musculoskeletal disorders are a considerable burden to the individual and the society at large. Therapeutic exercise and psychosocial interventions are longer-term therapies for relieving pain, improving function and outcomes after musculoskeletal disorders, and for enabling patients to manage their conditions. Healthcare professionals such as physiotherapists and occupational therapists widely use therapeutic exercise as part of a single or complex intervention. However, adherence to supervised or home exercise remains low among patients with musculoskeletal disorders. Understanding the barriers and facilitators of exercise adherence has the potential to improve the delivery of exercise programs and the design of interventions to improve adherence. Similarly, psychosocial interventions are recommended as a supplement to exercise therapy for the management of prolonged pain and disability after musculoskeletal disorders. Several psychosocial factors have been linked to prolonged pain and disability after hand injuries. However, while clinicians believe they have a role in managing psychosocial problems in hand therapy, barriers such as limited access and lack of knowledge pose a challenge to delivering psychosocial interventions. Current evidence shows that online-based coping skill programs provide cost-effective and accessible options for delivering psychosocial interventions in musculoskeletal care. However, there is a dearth of literature on the design, development, and implementation of online-based psychosocial interventions in hand therapy. This thesis includes four manuscripts with three overarching objectives. The first objective was to synthesize the qualitative evidence on barriers and facilitators of therapeutic exercise towards closing the gaps in adherence literature. The second objective was to understand the beliefs, attitude, knowledge and practice behavior of clinicians with regarding to managing psychosocial problems in hand therapy. The third objective was to provide a report on the design and development of a web-based coping skill training program for psychosocial problems specific to hand therapy. The fundamental aim is to provide toolkits that can be used to increase the knowledge and clinical practice behavior of physiotherapists and occupational therapists to optimize musculoskeletal health using therapeutic exercise and psychosocial interventions. The second and third manuscripts are a protocol and completed meta-synthesis of qualitative literature outlining the factors influencing adherence to therapeutic exercise in individuals with musculoskeletal disorders from the perspective of patients and healthcare professionals. We identified numerous factors influencing adherence to therapeutic exercise, which were organized according to the World Health Organization (WHO) multidimensional adherence framework. Based on the meta-ethnography line of argument, interpretation of identified themes: personal and lifestyle characteristics, health status and illness perception, nature of the program, health system, and social/environmental resources, showed that while some factors interact, others could be conceptualized as being on a continuum. These findings expanded the original model introduced by the WHO. The fourth manuscript presents a qualitative descriptive study designed to understand the knowledge, attitude, beliefs, and practice behavior of hand therapists practicing in Ontario with regards to psychosocial problems. The findings informed by the Theoretical Domains Framework provide insights into factors influencing the decision of clinicians to assess and manage psychosocial interventions in hand therapy. Addressing factors such as knowledge, attitudes, and beliefs about psychosocial factors at the individual and organizational level has the potential to increase the capacity of clinicians to adopt a clinical practice behavior that promotes the assessment and management of psychosocial problems in hand therapy. The fifth manuscript is a mixed-methods study describing the design, development, and usability testing of Hand Therapy Online COping Skills (HOCOS) training online program to support hand therapists in the management of psychosocial problems. Using a three-step process that involved needs assessment, heuristic testing, and user testing, we sought feedback from Information and Communication Technology experts and clinicians in hand therapy to develop the HOCOS prototype using iterative cycles. The results revealed heuristic violations and usability related to task performance, navigation, design aesthetics, content, functionality, and features and desire for future use. All violations were corrected in the final prototype, and participants expressed a high degree of satisfaction with using the final prototype in practice. The next phase of HOCOS design would require user testing by patients with hand injuries. / Thesis / Doctor of Philosophy (PhD) / Bone and joint injuries are very common in orthopedic practice and massive burden to individuals and society at large. Many patients are given exercises as part of their treatment to reduce pain and improve function. Unfortunately, many individuals continue to struggle with attending therapy sessions and doing exercises by themselves. Starting and continuing exercises are required to maximize the benefits from exercise recommendations. However, many barriers continue to make exercising a challenge. Research is needed to identify the challenges of starting and continuing exercises from the perspectives of both patients and healthcare professionals. In some situations, some patients with bone and joint injuries such as hand injuries continue to have pain and reduced function even after the original injury has healed. The weak relationship between the initial injury and present experience of pain and reduced function means other reasons like the mental, emotional, and social factors need to be considered in clinical practice. Healthcare professionals have reported several difficulties when dealing with psychosocial problems and want to learn strategies and skills for dealing with the mental, emotional, and social challenges affecting recovery after injuries to bones and joints. The use of the web-based coping skills training for managing psychosocial problems in individuals with bone and joint conditions has shown positive results. However, these strategies are yet to be explored in individuals with injuries to the hand and upper limb. This thesis includes four papers with the first two papers aimed at examining the literature on adherence to therapeutic exercise. Findings from these papers showed the interactions among the five factors influencing adherence to exercise according to the World Health Organization’s model: patient, health condition, treatment plan, health system, and socioeconomic factors. The third paper sought to understand the opinion of clinicians working in hand therapy about the mental, emotional, and social issues of patients. The result showed that participant’s beliefs, attitudes, knowledge and behavior concerning the assessment and management of psychosocial issues are shaped by several factors organized into six themes. The final paper reports on the steps involved in the making of a new internet coping skill program developed for use in individuals with hand and upper limb conditions. Review of the website by technology experts and clinicians showed areas for improvement which were subsequently amended until the participants reported satisfaction with the system. The clinicians expressed interest in using the online coping skill program in their hand therapy practice.

Virtual environments are visually dominant systems. It seems that individuals" visual perception abilities would have an effect on their performance in a virtual environment. One such visual perception ability that seems a logical fit for study in virtual environments is that of disembedding ability. Disembedding ability is one part of a greater psychological construct known as field dependence. This research investigates how the learner characteristic of field dependence affects learning outcomes in virtual environments In order to examine the effect of virtual environments on recall among learners of differing levels of field dependence, the following specific questions and hypotheses were formed: 1) Does the use of virtual environments affect participants" performance in a task of recall? 2) Do participants of different levels of field dependence perform differently on a task of recall when presented with virtual environments versus static images? 3) Do field-dependent participants score higher on a test of recall when presented with a virtual environment? An experimental design using a sample of Virginia Tech students was employed in this study. The analysis consisted of a 2 X 2 factorial design with main effects for two levels of field dependence (field dependent and field independent), two levels of image representation (virtual environment versus static images), and interaction effects between the two factors. The factorial analysis showed no significant difference in recall test scores for the two treatments. Likewise, there was no significant difference in test scores for field dependent participants who received the virtual-environment treatment versus the static-image treatment. However, a significant interaction existed between field dependence and treatment type, favoring the field-independent participants who received the virtual-environment treatment. It can be concluded from this study that virtual environments have no effect on the recall ability of field-dependent learners. Further research might focus on other individual differences, such as spatial ability, that may have an effect on field-dependent learners" strategies for working in a virtual environment. / Ph. D.

Advanced pipeline risk management is contingent on accurately locating the buried pipelines, the milieu, and also the physical condition of the pipelines. The web-based and geospatially enabled tool presented in this thesis provides an improved way to assess the risks associated with the failure of water and wastewater pipelines. This thesis focuses on the development of a web-based and geospatially enabled tool and a network level risk model for the quantitative risk assessment of water and wastewater pipelines by taking into account the likelihood and consequence of pipeline failure. The parameters used in the risk model are evaluated by water and wastewater utility asset managers in the United States, and derived by GIS using advanced geospatial tools. A web-based and geospatially enabled proof of concept is developed as a tool for utilities to access the risk model results for the water and wastewater pipelines. An exclusive working environment will be provided for each utility with access to their respective data and risk model results. Also, this is a risk model for strategic infrastructure risk management, and it is to be used for asset allocation, financial planning, and determining condition assessment methods on a network level. / Master of Science

A Java applet is developed to interactively and dynamically illustrate the fundamental concepts of finite element analysis. An applet is a computer program written in the object-oriented Java programming language and is embedded in web pages. Java applets are well suited for delivering interactive graphical content over the Internet since they are platform and operating system independent. The applet developed includes a wide range of elements including one-dimensional truss and beam elements, triangular and quadrilateral plane stress and plane strain elements, and two-dimensional four-node and eight-node iso-parametric elements and plate elements. Along with the applet there is a series of web pages describing the fundamental concepts of finite element analysis, example problems and instructions for use. The applet provides a novel approach for teaching basic finite element analysis concepts. It provides students a means for checking their work, reinforces fundamental concepts learned in class, and enhances students' learning experiences by allowing them to experiment by building and analyzing complex models and visualizing results as changes are made to the model. The applet can be used as supplementary material complementing classroom and textbook instruction. / Master of Science

The XDRIVE engine is a runtime solution for the coordination and display of web-based multimedia presentations that feature three-dimensional content. This 3D content is rendered in real-time, which facilitates user-defined navigation and interaction with objects contained within the 3D virtual environment. These presentations can run independently, or they can be synchronized with audio and video files. As web browsers interpret HTML formatted files, XDRIVE presentations are authored in and interpreted from XML formatted files, which are loaded and interpreted by the engine to display the defined content. Just as web browsers can load and display external files as guided and linked by the HTML tags, XDRIVE presentations rely on links to external files that are imported and displayed as guided by the XML tags. Developed using Macromedia Director MX - a multimedia development software package - the XDRIVE engine itself is a Shockwave file that is embedded in a web page. Shockwave, a format whose browser plug-in is free to install and is loaded on a variety of systems, allows for the coordination of multiple media and data types, and features a powerful set of tools for the use of 3D content through the Shockwave3D format. XDRIVE is designed to open the functionality of web-based 3D to a wider audience - allowing for custom presentations to be authored without a prerequisite knowledge of complicated programming languages, and 3D scripting. The XDRIVE engine is a series of scripted systems that utilize and connect various components of Director, and provide additional capabilities above those that already exist. / Master of Science

Asset management of force main infrastructure entails accurate prediction of the condition of the system to operate and maintain at the lowest overall costs. In this thesis report, guidelines for asset management of force main infrastructure is provided by synthesizing the trends observed in the inspection, condition assessment and renewal engineering strategies. Furthermore, this thesis focuses on development of a centralized web-based platform for advanced asset management of force main infrastructure. The key components involved in this comprehensive asset management of the force main infrastructure are data management, model implementation and information visualization. The thesis depicts various aspects involved in developing a web-based application for utilities that store, collect and analyze the data in dissimilar methods. A risk assessment model employed by a utility to prioritize the assets for renewal is demonstrated with various utilities' data. Consequently, the model is published as geo-processing services through ESRI ArcGIS Server. A visualization tool is developed for individual utilities that interacts with the geo-processing services and renders a web-based interactive map to visualize the model results. A drupal website (www.pipeid.org) is developed to support the data collection and model dissemination process. / Master of Science

With increasing urbanization and population growth, humankind faces multiple environmental challenges. Stresses on limited resources, especially water resources, are now greater than ever before. Watershed monitoring and management are important components of programs to abate water resource stresses. The increasing water quantity and quality monitoring has produced a need for better data management techniques to manage the vast amount of watershed monitoring data being observed. These data must be stored, error checked, manipulated, retrieved and shared with the watershed management community. The web-based data visualization and analysis technology has played a critical role in all aspects of watershed management. Especially in recent years, computer-assisted data analysis has matured enormously. This maturing technology makes web-based visualization and analysis technology change its role to become an integrated system which combines applications of databases, and internet technology. The main objective of this study is to develop a prototype system which has ability of data visualization and analysis. Microsoft SQL Server is used to build a comprehensive database, which includes all datasets collected by OWML. A Web-Based Data Visualization and Analysis System which provides an integrated interface for permitted users to explore, analyze and download data has been developed. / Master of Science

Improvements in both software and curricula have helped introductory computer science courses attract and retain more students. Pythy is one such online learning environment that aims to reduce software setup related barriers to learning Python while providing facilities like course management and grading to instructors. To further enable its goals of being beginner-centric, we want to integrate full support for media-computation-style programming activities. The media computation curriculum teaches fundamental computer science concepts through the activities of manipulating images, sounds and videos, and has been shown to be successful in retaining students and helping them gain transferable knowledge. In this work we tackle the first two installments of the problem namely, supporting image and sound-based media computation programs in Pythy. This involves not only client-side support that enables students to run media-computation exercises in the browser, but also server-side support to leverage Pythy's auto-grading facilities. We evaluated our implementation by systematically going through all 82 programs in the textbook that deal with image and sound manipulation and verifying if they worked in Pythy as-is, while complementing this with unit-tests for full test coverage. As a result, Pythy now supports 65 out of the 66 media-computation methods required for image and sound manipulation on both the client and the server-side, and 81 out of the 82 programs in the media-computation textbook can be executed as-is in Pythy. / Master of Science

This study was undertaken to provide ways to strengthen and enhance existing online courses and to assist music educators in creating new online classes that are effective and engaging for students. Prior to the pandemic there was a clear lack of instructional expectations, guidance for online music education, and technical support for content development. Training initiatives and support for online education were launched during the pandemic, however, the findings from this study revealed that these initiatives were not adequate in assisting music educators, who found themselves needing to supplement their online classes with knowledge and resources from online communities of practice and assistance from colleagues. Based on the analysis of online courses and methods, a 15-week professional development course design with synchronous and asynchronous components was created and evaluated to guide music educators in creating effective and engaging online courses. The online course design created for this study was intended to prepare primary, secondary, and post-secondary music educators in designing and implementing effective and engaging online courses through the exploration of issues surrounding content development, learning, and teaching online. The study was informed by the literature surrounding the related issues of teaching online and the necessary considerations to create and implement an effective and engaging online course. An overview of issues related to instructors, students, and content development was reviewed with additional consideration of the specific issues for instructors outlined in Kebritchi et al., (2017). The findings from this study supported the related literature that the instructor is the most critical factor in the effectiveness of a course. The course design was evaluated, modified, and refined given the analyzed data collected in three phases. The first phase included a review of the course design by three academic scholars with extensive experience in online education and music technology. The second phase included three synchronous meetings with a public middle school music teacher, who had experience with music technology, to review the content, sequence, modules, and assignments. The final phase of data collection concluded with semi-structured interviews of five music educators, who reviewed the course design and provided their perspectives and experience with online education. The sample population from Phase 3 included music educators from across the United States in K-12 private and public schools, higher education, and private studios. This study found that an engaging online course involves the instructor’s understanding of how to effectively present and deliver course content in an online environment and how to build an online community that fosters student engagement. The findings from this study supported that an instructor’s content delivery must be adapted for an online environment as a digital setting requires unique pedagogical, social, managerial, and facilitation skills than traditional in-person methods (Hurlbut, 2018). The findings suggest that effective training for online music educators include models of developed content, guidance in adapting existing content for an online environment, an introduction to available resources for music educators and students, and ways to integrate interactive elements to effectively design and deliver online music courses and engage students.