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Transfer-appropriate processing (TAP) proposes that retrieval success is based on the match between processing at encoding and retrieval. We propose that the processing described by TAP determines the contextual cues that are encoded with an event. At retrieval, the presence or absence of contextual cues matching the encoding cues will influence success. To implement these principles as a strategy to improve memory, the nature of future retrieval processing or cues must be known during encoding. As this is unlikely in real-world memory function, we propose that increased encoding variability – increasing the range of encoded cues – increases the likelihood of TAP when the retrieval scenario is unknown. The larger the set of encoded cues, the more likely those cues will recur during retrieval and therefore achieve TAP. Preliminary research in our lab (Diana, unpublished data) has found that increased encoding variability improves memory for item information in a novel retrieval context. To test whether this benefit to memory is due to the increased likelihood of TAP, the current experiment compared the effects of encoding variability under conditions that emphasize TAP to conditions that reduce TAP. We found main effects of encoding variability and TAP, but no interaction between the two. Planned comparisons between high and low variability encoding contexts within matching and non-matching retrieval contexts did not produce a significant difference between high and low variability when encoding-retrieval processing matched. We conclude that further studies are necessary to determine whether encoding variability has mechanisms that benefit memory beyond TAP. / M.S. / It is well accepted within the episodic memory literature that successful memory retrieval is often driven by context cues. Specifically, the cues that are stored with the memory of the event. To develop a better understanding of how episodic memory works, we must understand how manipulating context cues changes memory performance. One way to investigate the effects of context manipulation is using encoding variability, which refers to the amount of variability (i.e., change) in context cues from one repetition of an item or event, to the next. Preliminary research in our lab (Diana, unpublished data) has found that increased encoding variability improves memory retrieval in a novel context, but it is unclear why this is the case. We proposed that the mental processing described by transfer-appropriate processing (TAP) – a principle stating that memory retrieval success is determined by the match, or overlap, between the mental processing at encoding (i.e., memory formation) and memory retrieval – determines the contextual cues that are stored with the memory at encoding. We hypothesized that encoding variability works even when TAP has already been achieved by matching the processing and cues at encoding to those at retrieval. Alternatively, we hypothesized that encoding variability works by specifically achieving TAP, so that encoding variability is only helpful when the encoding and retrieval contexts do not match. Results indicated partial support for the alternative hypothesis, suggesting that encoding variability works by achieving TAP. However, these results were not sufficiently conclusive, and it is likely that there are other mechanisms that allow for encoding variability to improve memory. This study establishes the groundwork for future work examining encoding variability and its effects on memory.

In an attempt to increase opportunity and quality of life for people living in poverty,governments and non-government organisations (NGOs) sell and donate products to developing countries. Typically, these are essential household items such as cook stoves, water filters and solar lighting. However, to date there has been limited research into the uptake and long term effectiveness of these products and few methods or tools are available to guide the product development process. This has resulted in a number of well documented product failures as a result of poor design choices. To overcome this problem and provide guidance to future or existing designers and NGOs this research investigated the factors required for long lasting and effective product design. This was carried out through the use of a literature review, the analysis of 64 products, a survey, interviews with product designers, and a case study with a Social Enterprise in Myanmar (Burma). The information gathered was analysed and used to create a framework consisting of various tools to guide designers and NGOs. Specifically, the research focused on the creation of a taxonomy of products designed for developing countries and an assessment method consisting of eight critical indicators for product success. These were presented as a website, set of cards and book which guides and assists designers during the process to ensure that future products are appropriate and to prevent current unacceptable levels of waste. Following the creation of the framework it was evaluated by students, practitioners and existing product users in Myanmar. The findings revealed that participants felt the assessment method and indicator cards were beneficial during the design process and assisted them in the development of more suitable and appropriate products.

Children diagnosed with autism spectrum disorder (ASD) per DSM-5 criteria are characteristically limited in their ability to interact socially due to conversational speech delays. Typically, children with ASD experience a more constrained number of appropriate initiations and responses in conversations with peers. Previous research has shown the benefits of using scripted language to increase verbalizations in these children. However, limited research has been conducted on the use of technology to increase social interactions between children with ASD. This study will be based on hypotheses and results from the dissertation, “Teaching Conversational Speech to Children with Autism Using a Text Message Intervention” by Denise Grosberg. Grosberg evaluated the performance of a text message intervention (TMI) procedure using scripted language to teach conversational speech with typically developing peers. The present study used a multiple baseline design across dyads to again assess the efficacy of a text message intervention between dyads of children with ASD, including younger and lower-functioning participants. Results demonstrated an increase in appropriate conversational speech through the TMI and an increase in unscripted language following the intervention. Seven of the participants generalized the behavior across peers and settings as well as after a two-week follow-up period. Data are discussed in terms of the percentage of appropriate phrases used, as a function of appropriate phrases, inappropriate phrases, and the number of times a participant did not respond.

The aim of this dissertation is to describe and analyse individual stages of a civil process for the protection of personal integrity. The civil process is a unique stream, within which there is a protection of personal rights offered to individuals. Immaterial damage caused by unauthorized interference in such important personal right such as rights of personal integrity without doubt are, is often correctly replaced only by the judicial decision. For this reason, it requires knowledge of both the substantive civil law, which underlines the protection of the rights of personal integrity, as well as civil procedure law, in which the substantive law is being implemented. The content of this dissertation is the analysis of the various parts of the judicial process from filing an action for protection of personal integrity to the court's decision, enforcement and execution in matters of protection of personal integrity. The dissertation illustrates the complex picture into the issues of civil proceedings in the matters of protection of personal integrity and quotes directly from court decisions in each of the stages of the proceedings. Given the general arrangements for the protection of personal integrity the report of judgment and decisions is one of the main sources of knowledge during the civil...

Doctor of Education / Department of Educational Leadership / Robert Shoop / Many school leaders do not understand their rights and responsibilities to facilitate social media use by their staff in P-12 education. This dissertation was designed to research, develop, and validate a resource guide school leaders can use to facilitate social media use by school staff. Research, Development, and Validation of a School Leader’s Resource Guide for the Facilitation of Social Media Use by School Staff was developed using the research and development (R & D) methodology by Gall, Borg, and Gall (2003) and Dick and Carey (2009). The seven steps in the R & D cycle included: (1) research analysis, needs assessment, and proof of concept; (2) product planning and design; (3) preliminary product development; (4) preliminary field testing; (5) product revision; (6) main field testing; and (7) the final product revision (Gall, Borg & Gall, 2003). An analysis of the literature, needs assessment questionnaire, and proof of concept results provided information used to develop the resource guide design. This initial design was then evaluated by preliminary field testers (social media experts) using a Likert scale and open-ended questions to provide feedback. Revisions were prepared based on their responses. A main field test was then conducted with additional social media experts. Final revisions were made based on this feedback. Major conclusions of this study included the following: (1) school leaders need more resources to understand their rights and responsibilities concerning social media use by staff; (2) this resource guide for school leaders should include legal information, case studies, and vocabulary used in the social media world; (3) and the R & D process produced a resource guide school leaders can use to understand their rights and responsibilities concerning social media use by staff. The resource guide’s information includes (1) background on social media, (2) legal aspects of social media use by staff, (3) social media promising practices, (4) digital citizenship, (5) emergence of issues and challenges in social media, and (5) how employers can avoid adverse employment actions. The focus of the resource guide is school leaders must understand their rights and responsibilities in guiding social media use by staff members.

This study utilized a causal-comparative design to investigate a relationship between the independent variable, National Board certification, and the dependent variable, perceived use of developmentally appropriate practices (DAP). A self-developed survey, the Early-childhood Teacher Inventory of Practices (E-TIP), was emailed to participants to collect data comparing differences in perceived use of DAP among early childhood teachers. Two hundred and forty-six Non-National Board certified (Non-NBCT) and 135 National Board certified (NBCT) early childhood teachers were surveyed. Inferential and descriptive statistics were used to analyze scores to determine if there was a difference in the mean scores. Descriptives were reported for age, years of teaching experience, grade level currently teaching, ethnicity, degree type, certification type, and degree level. Multiple analysis of variance (MANOVA) and univariate analysis of variance (ANOVA) were used to understand the differences between perceived use of DAP. NBCTs scored significantly higher than Non-NBCTs on the E-TIP in three of the four target areas and on the Total of the Scale. Pearson product-moment corelations were used to determine a relationship between years of experience or level of education and NBCTs' perceived use of DAP. Years of experience were significantly related, but level of education was not. The findings indicate that National Board certified teachers perceive they incorporate more developmentally appropriate practices into their teaching than Non-National Board certified teachers.

The measurement of turbidity is currently conducted using a variety of methodologies for different applications, primarily using calibration standards composed of formazin, a material which can be difficult to obtain, short-lived, and toxic. The discrepancies between the various measurement methods lead to unreliability in sharing meaningful data across applications, and the deficiencies of the primary calibration standard make it difficult to conduct measurements in appropriate-technology environments. This research focused on examining the current methodologies and synthesizing new materials to use as calibration standards. The selection criteria for these materials were such as to ensure longevity, stability in solution, and ease of creation. Results showed that dilutions of dissolved sodium chloride yielded parabolic regression curves of comparable accuracy to formazin, which could be used for device calibration. These standards can be easily and safely synthesized in appropriate-technology settings. The use of fluorescent materials as calibration standards was also investigated, and the implications of the characteristic curves of turbidity versus solute concentration are discussed.