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This dissertation covers two different but related topics: the construction of consistent models in type IIB and heterotic string theories, and the higher derivative couplings for D-brane action, which will enable us to relate some models of type IIB to the heterotic side through duality chain. In the first part, we describe an alternative to the KKLT scenario, in which one can achieve de-Sitter space after fixing all moduli. We fix complex structure moduli and the axio-dilaton by deriving the stability conditions for the critical points of the no-scale scalar potential that governs the dynamics of the complex structure moduli and the axio-dilaton in compactifications of type IIB string theory on Calabi-Yau three-folds. In the second part, we show the existence of a class of flux backgrounds in heterotic string theory. The background metric we will consider is a T2 fibration over a K3 base times four-dimensional Minkowski space. Unbroken space-time supersymmetry determines all background fields except one scalar function which is related to the dilaton. The heterotic Bianchi identity gives the same differential equation for the dilaton, and we will discuss in detail the solvability of this equation for backgrounds preserving an N=2 supersymmetry. In the third part, we obtain the higher derivative D-brane action by using both linearized T-duality and string disc amplitude computation. We evaluate disc amplitude of one R-R field C^(p-3) and two NS-NS fields in the presence of a single Dp-brane in type II string theory. We obtain the action for the higher derivative brane interactions among one R-R field C^(p-3) and two NS-NS B-fields after carefully comparing the supergravity amplitudes with the corresponding string amplitude up to alpha^r2 order. We also show that these higher derivative brane couplings are invariant under both R-R and NS-NS B-field gauge transformations, and compatible with linear T-duality.

In this study I explored the research questions, how do students understand membership in a community and the responsibilities of our various locations and what pedagogical rationales and practices move students from awareness of social injustice towards acting to transform the societal structures that reinforce injustice? This project engaged in a critical and classroom action research using ethnographic tools with a class of Grade 7 students from a Vancouver elementary school. The purpose was to create spaces in curriculum for student initiated social justice oriented actions while testing a pedagogy founded in student inquiry, criticality and praxis. This was an experiment in applying critical discourse to instructional design. While teaching about social justice issues, the teacher- researcher sought to employ the principles of social justice in the pedagogy as well as the methodology of this study. The methodology sought to be consistent with the principles of social justice through attempting to create a collaborative critical research cohort with students through using data collection to foster a dialogic relationship between teacher- researcher and students. The data collection was in the forms of teacher and student generated fieldnotes, a communal research log, photography, questionnaires, interviews and written reflections. The findings from this research were analyzed through the themes of teacher tensions, constructs of student and teachers, and resistance. The analysis of the data provided opportunities for identifying power dynamics within the concepts being critiqued, exploring the makings of the cognitive unconscious and entering into a dialogic relationship with students about official and hidden curricula. Conclusions drawn from this research included that the experiment of teaching and researching for social justice in a socially just manner requires not only a grounding in theory and an awareness of the normative discourse, but an investigation of and critical reflection on those social constructions of teacher and student that are deeply embedded in the collective cognitive unconscious of the classroom. Teacher tensions and student resistance are productive as they provoke awareness of these constructions and their effects on the classroom.

Lacosamide (LCM) is a new antiepileptic drug with a previously unknown mode of action. Using electrophysiological recording techniques in a range of in vitro preparations I have determined a mechanism of action of the new drug. In a 4-aminopyridine model of tonic-clonic seizures in rat visual cortex in vitro, LCM stereoselectively reduced maximal frequency and duration of tonic activity with EC[50�s] of 71 and 41 [mu]M respectively. LCM (100 [mu]M) significantly reduced excitability in whole cell patch clamped neurons producing non-selective reduction in the incidence of excitatory/inhibitory postsynaptic currents (EPSCs; LCM: 46.1 � 15.5 %, P <0.01, n = 4, IPSCs; LCM: 24.9 � 9.6 %, P <0.01, n = 4) and block of spontaneous action potentials (EC₅₀ 61 [mu]M). The inhibitory effects of LCM did not result from changes in passive membrane properties (including resting membrane potential or input resistance) as assessed by application of voltage ramps between -70 to +20 mV. LCM did not mimic the effects of diazepam as an allosteric modulator of GABA[A] receptor currents, nor did it inhibit evoked excitatory currents mediated by AMPA or NMDA receptors. Unlike phenytoin (DPH), carbamazepine (CBZ) or lamotrigine (LTG) that blocked sustained action potential firing evoked by brief depolarising steps (750 ms) or ramps (-70 to 20 mV, 90 mV.sec⁻�), LCM could weakly reduce the frequency of action potentials evoked by brief depolarisation suggesting a potential interaction with VGSCs. In accordance with this, the effect of LCM upon neurotransmission was negated in the presence of tetrodotoxin (200 nM, TTX). The frequency of miniature EPSCs was not altered by the drug (100 [mu]M). These results discounted some crucial potential anticonvulsant targets for LCM but implied a potential interaction with electrogenic VGSCs. When SRF duration was prolonged (10 s) LCM produced significant (P <0.01, n = 4-10, EC₅₀: 48 [mu]M) inhibition, but not within the first second of the burst EC₅₀: 640 [mu]M). Evoked TTX sensitive sodium currents in N1E-115 neuroblastoma cells were significantly reduced by LCM, CBZ, LTG and DPH when V[h]: -60 mV. Hyperpolarizing pulses (500 ms) to -100 mV could reverse block by CBZ, LTG and DPH but not LCM. The V₅₀ for steady state fast inactivation was more hyperpolarized by CBZ (-79.45 � 2.64 mV, n = 5, P < 0.001), LTG (-72.30 � 1.70 mV, n = 6, P <0.05) and DPH (-77.17 � 2.32 mV, n = 6, P <0.05) but not by LCM (-65.02 � 1.75 mV, n = 6, CONTROL: -65.84 � 0.86 mV). In contrast to CBZ, LCM did not slow recovery from fast inactivation or produce frequency dependent facilitation of block of a 3 s, 10 Hz pulse train. LCM (100 [mu]M) did produce a (V₅₀: CONTROL ~64 mV, LCM -57.47 � 4.53 mV, P <0.001, n = 4-8) hyperpolarizing shift in the voltage dependence of slow sodium channel inactivation and promoted channel entry into the slow inactivated state (P <0.001, n = 6) but did not alter the rate of recovery. I therefore conclude that LCM produces inhibition of epileptiform cellular activity, at least in part, via enhancement of voltage gated sodium channel slow inactivation and represents a molecule possessing a unique anticonvulsant mechanism of action.

Within the ephemeral world of fad products and activities (such as teenage fashion and the hula-hoop) things come and go quickly. In such a competitive market many new products become obsolete from the moment they reach the market. It is therefore essential to launch new products on the market as soon as possible in order to sustain business and profits. / With activities that can easily become passing fads and fashions, such as going to a Karaoke box, it is important to sustain the novelty value of the leisure-time pursuit by keeping customers motivated and interested in coming back for more. A failure to operate successfully in a fad business seriously threatens profit margins, return on investments and ultimately the lifespan of the product. / Thesis (DBA(DoctorateofBusinessAdministration))--University of South Australia, 2006.

Thesis (DBA(DoctorateofBusinessAdministration))--University of South Australia, 2004.

The purpose of the thesis was to investigate the use of action research in the conceptual development of the aim of developing managers through action learning and determining the effectiveness of this in Singapore, Hong Kong and China. / The concept did not begin its practical life as an applied idea already formed; it emerged and developed naturally in something of an evolutionary process. It took on a more definitive form and spirit through a series of cycles of learning, reflection, modification and re-application. / In evolving this concept, the research was intended to provide new contributions in adapting action learning as a form of workplace managerial development. In this scenario, managers learn and develop by using their experience in solving workplace problems in project teams. / The first of three cycles of action research was conducted at Apex Technologies, Singapore, for a group of seven managers. The expected outcome was to integrate a common problem-solving framework and the action learning process into a practical process for developing managers. The second cycle took place at Intraco Limited, Singapore, for a group of 12 managers. The objective was to familiarise the managers with the action learning process and to encourage them to pass on the process in the training and development of their staff. The third cycle of the research study was at Viasystems Asia Pacific in Hong Kong and China for 120 middle managers and frontline supervisors. The objective was to apply action learning as an on-going process in developing managers to address the many issues and challenges facing the company as it expanded rapidly. / The research findings showed that the action learning process in Apex and Intraco was effective in meeting the expected outcome. In Apex, the senior management was pleased with the progress made and morale among the management team improved. At Intraco, the managers were enthusiastic and indicated that action learning was effective in helping them to become better managers. In Viasystems, the participants were recognised by senior management for developing the ability to manage change and to work together to solve problems and improve practices. Following the completion of the research study, Viasystems implemented the second phase of the Team Learning Circle process to develop 42 high-potential managers. / Overall, the thesis demonstrated that action research, involving a spiral of three research cycles-planning, acting and observing and reflecting- was effective in devising the Team Learning Circle for developing managers through action learning. From the research data, I have contributed to the theory of action learning by developing the Team Learning Circle model. This adds the team learning process to action learning and action research in managerial development. It demonstrates that managers will learn most effectively with and from each other, through regular dialogue sessions and skilful discussions, and by working on real problems or projects in the workplace. / Thesis (PhDBusinessandManagement)--University of South Australia, 2004.

Thesis (MEd)--University of South Australia, 1994

Thesis (PhD)--University of South Australia, 1999

Errata is tipped in between leaf 9 & 10. / Bibliography: leaves 209-235. / 235 leaves : ill. ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Focusses specifically on the role of acetylcholine in the circadian timing system of mammals, using the rat as an animal model. / Thesis (Ph.D.)--University of Adelaide, Dept. of Obstetrics and Gynaecology, 1999