This conversation is an invitation to a research and artistic experience engaging in teaching and learning with sensitivity and consideration, and in the course of doing, revealing insights about the transformative processes of becoming-teacher in art education. Invoking the architecture of the contemporary triptych, this installation involves structural frames of arts research processes, practices and products, and iconographic frames of becoming-teacher as unfolding, unexpectedness and uncertainty. I explore how arts research opens possibilities through the act and art of sharing stories and visuals in a triptych which may be read sequentially, or out of order, as a relational experience, entering at any point across and/or within each panel. In doing arts research, I question: What insights are generated through the arts in a case study concerning the lived and learning experiences of women becoming-teachers? How does arts research inform research processes, practices and products? How do I theorize arts research as customary methodological ecotones? Based on this study, a number of key issues are illuminated concerning teacher education. The reconceptualization of teacher education in terms of health and well-being is critical. Emphasis on geographies of self and the evolution of situated knowledges as a means to negotiate becoming-teacher, along with notions of teacher as researcher and collaborative leadership in teacher education, provide a basis for active reform in teacher education. An emotional journey, complex and complicated, rich in artful expressions, this conversation moves between theoretical and methodological considerations and culminates in a series of realizations about becoming-teacher and arts research, honouring the knowledge creation of research partners, and my discoveries and realizations as an arts researcher, to make this expression of arts research an opportunity to share alternate perspectives within teaching culture. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

In recent years there has been increased interest in the development of sensorless switched reluctance machine drives. The proper operation of a switched reluctance machine (SRM) requires knowledge of the position of the rotor of the machine. The inclusion of a physical position sensor compromises the inherent robustness of this type of machine. Thus, there has been a need to develop techniques to estimate the position of the rotor in SRM drives. Switched reluctance machines are able to operate over a large range in speed. A fully loaded SRM is typically designed to saturate the ferromagnetic material that comprises the stator and rotor of the machine whereas a lightly loaded machine does not. Therefore, the model of the machine should be able to handle both a large range in frequency and input excitation levels of the magnetic material in the machine. The development of a new dynamic circuit-based ferromagnetic model is described in this thesis. The investigation of the behaviour of 24 gauge M19 silicon steel led to the conclusion that, for this material, a circuit model that has static parameters is unable to accurately reproduce the behaviour of the actual material over a large range of input frequencies and excitation levels without resorting to retuning the parameters of the model. This thesis provides two new mechanisms that dynamically adjust the resistance values of the flux tubes of the model. Comparisons using a normalized vertical least-squares metric between the newly proposed dynamic model and a model that has static resistance values clearly show the improvement that is gained by using these mechanisms. A practical implementation of the new model is also given. Timing using a general purpose CPU shows that this implementation of the model will most likely be able to be used as part of a multi-phase lumped parameter model for a SRM in realtime. / Applied Science, Faculty of / Electrical and Computer Engineering, Department of / Graduate

Activity-based costing (ABC) is a forward-looking product costing method. Unlike traditional volume-based approaches, which are historically oriented, ABC concepts guide managers in seeking the best strategies to pursue in the future. This product costing method can be a valuable tool in planning and managing costs not only in the manufacturing area, but also in all aspects of business operations, from product design to distribution. Although its main advantage is its ability to provide more realistic product cost information for financial reporting purposes, use of ABC can lead to a better understanding of the strategic linkages existing between the various cost areas in the organisation. It enables managers to have a holistic view of cost management. ABC was developed to better understand, manage and control the overheads. The brief fundamental of ABC is: Products consume activities, activities consume resources, and resources consume costs. Based upon this fundamental principle, ABC can trace the cost from resources to activities that are consumed by product manufacturing processes as well as from activities to products. ABC investigates the transactions that trigger cost instead of concentrating solely on measures of physical volume or a certain amount of labour hours. Compared to the traditional costing systems, ABC can not only answer how much product cost is but also tell executives the factors triggering costs and the way to manage costs. ABC helps managers make better decisions about product design, pricing, marketing, and mix and encourages continual improvement. Unlike the traditional method, instead of using the single pre-determined overhead rate to absorb the indirect cost to products, ABC uses actual incurred cost to v determine the product cost. By tracing the absorption process of indirect cost, ABC would provide more information to management and help it find better ways to manage costs. However, the cost drivers used in ABC are constants but the cost driver rates are continually changing. ABC still uses predetermined cost drivers so it has the same fundamental problem as the traditional methods for estimating.

Governance is a response to a recognition that traditional forms of decision-making have become inadequate to address complex societal and health problems generated by significant social and global changes (Chhotray & Stoker, 2009). The contributions of scientific and technical knowledge towards solving these complex problems have also been recognized as insufficient (Jasanoff, 2007). Community-based research (CBR) is an approach to research which is designed to make use of the knowledge of community and university members and their participation and collaboration ―in all phases of the research process, with a shared goal of producing knowledge that will be translated into action or positive change for the community‖ (Lantz, Israel, Schulz & Reyes, 2006, p. 239). However, although the contributions of lay knowledge have been acknowledged, how governance or collaborative decision-making is arranged in the context of community-based research is not well described in the literature. In order to address this knowledge gap, a study was undertaken in which in-depth interviews were conducted with community and university members of Canadian CBR collaborations to determine their governing experiences. Results are reported in a thesis by research papers. The first paper focuses on describing the governance structures that CBR collaborations used. In the second paper, the nature and content of problems which occurred in governing CBR collaborations, point to the importance of theory for conceptualizing and solving governance problems. To develop a theory of participation in governance of community-based research, the third paper uses Arnstein‘s theory of participation to propose a grounded theoretical basis for implementing participation in governance of CBR collaborations (Arnstein, 1969). Governance is a means of organizing, shaping and steering a course of decision-making. Governance is a critical component in the organization of knowledge production. Study and theory of governance in community-based research may help in improving understanding and implementation of a critical population health practice.

There are two main objectives of this thesis. First, to review the social science evidence on the extent to which different police practices have been proven to reduce crime, or not reduce crime, as well as those cases where the evidence is not clear. This thesis synthesizes crime reduction strategies to short-list those practices that are proven to reduce crime. Second, it uses the evidence collected to facilitate an exploratory case study with three key informants from the Ottawa Police Service (OPS). The case study examines the current use and perceived future role of the police in evidence-based crime prevention efforts. Overall, the research study seeks to answer the following four research questions: 1. What sources of literature provide well-researched and reliable data on effectiveness of policing in crime reduction? 2. In this literature, what policing strategies/practices are shown to reduce crime, not reduce crime or are promising in reducing crime? 3. To what extent is the OPS using evidence-based knowledge to guide their policing strategy/practices? 4. To what extent is the OPS open to using evidence-based knowledge to guide their policing strategy/practices in the future?

This study examines an educational intervention, which attempts to create experiential learning opportunities, to gain an understanding of the effects of teachers’ and students’ development as active democratic citizens. The educational intervention comes in the form of a youth program entitled ‘Day of Information for a Lifetime of Action’ (DILA). The research answers the following question: does an experiential approach to the delivery of the Grade 10 Civics Curriculum such as DILA affect the development of active democratic citizens - as characterized by civic identity, civic engagement, and civic competence? And if so, how does it influence the students' understanding of their role in a democratic society, their self-reported likelihood of future civic engagement and their self-reported ability to be civically effective?

The purpose of the present study was to examine the effects of participation in a Problem-based learning (PBL) teacher education program at the University of British Columbia. The PBL teacher education program included changes to the program of studies and changes to the practica experiences. First, this study examined changes in the PBL teacher education students' feelings of teacher efficacy, feelings of teacher preparedness, and learning styles arid strategies. The PBL students, showed significant increases in their feelings of personal teaching efficacy and feelings of teacher preparedness. In order to better understand the changes over time in the PBL teacher education students the present study also compared the opinions and attitudes towards inclusion of students with special needs, feelings of satisfaction with their programs, feelings of preparedness, and ratings of self-directed learning using both Likert-scale and short answer responses of the. same PBL students to 40 non-PBL teacher education students. The results indicated that proportionally more PBL than non-PBL teacher education students had increased concerns about inclusion of children with special needs. As well, proportionally more PBL than non-PBL teacher education students felt the time that they had spent in the classroom had the greatest influence on changes in their opinions. The results revealed that proportionally fewer PBL than non-PBL teacher education students felt well prepared. Participation in a PBL curriculum was not found to have an effect on students' feelings of satisfaction with their program or ratings of self-directed learning. To further examine the effects of a PBL curriculum in teacher education, the present study also examined the perceptions of university and school-based personnel who were involved with PBL. The results from this investigation revealed that the majority of the groups involved agreed that a PBL curriculum does have an effect on reasoning, interest, enthusiasm, and satisfaction of faculty and teacher education students. The majority of participant groups also were of the opinion that PBL and non-PBL curriculums provided equal knowledge of basic skills and principles, and professional preparation to the students. Implications of the findings are discussed. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Violence against women is not a social ill which has recently emerged, nor is it an unexplored topic in the realm of feminist academics, activists and lawyers. Yet despite streams of published articles unpacking the issue and numerous campaigns aimed at raising awareness about and combatting the prevalence of violence against women, it continues to be deeply entrenched in all factions of society. Furthermore, the idealistic society envisioned by the Constitution of the Republic of South Africa, 1996 has not translated into reality and the rights enshrined in the supreme law have not dissipated incidents of violence against women. With the aforesaid in mind, this paper intends to contribute to the array of solutions already developed, in order to assist in countering the most extreme manifestation of patriarchy, sexual gender-based violence against women.1 As the time-honoured saying goes, ‘prevention is better than cure’ and in the same vein, a total reliance on the legislation and the legal processes in place to deal with the aftermath of rape, sexual assault and harassment, arguably have not and will not adequately address the root causes of these crimes. Hence, this paper contemplates a mechanism to strike at the core from which sexual gender-based violence stems, that core being the psychological entrenchment of male superiority and female inferiority - in other words, gender inequality. Overlooked prejudices against girls and women need to be brought into consciousness, to address them and break them down. If gender equality is sought, then we should be encouraging children to evaluate the status quo from a younger age and prioritise their role in re-imagining a society which values and promotes equality and dignity. Accordingly, it is submitted that a potential solution may lie in children’s human rights education (HRE), specifically aimed at promoting gender equality and deconstructing patriarchal beliefs and ideas about masculinity. HRE is not a novel concept and is promoted in international treaties such as the Universal Declaration of Human Rights (UDHR) and the Convention on the Rights of the Child (Child Convention), and has, in fact, already been implemented in schools in South Africa in order for the post-apartheid generation of children to strive towards racial integration and societal transformation. Unfortunately, it appears that the goal of gender equality has fallen somewhat to the wayside in the formulation of these HRE programmes. It is submitted that the UDHR and the Child Convention read together with the Convention on the Elimination of All Forms of Discrimination Against Women and the Declaration on the Elimination of Violence against Women, as well at the African (Banjul) Charter on Human and Peoples’ Rights and the Protocol to the African Charter on Human and Peoples’ Rights on the Rights of Women in Africa, support the advancement of gender equality through HRE programmes. In order to explore the possibility of developing HRE programmes in schools throughout South Africa with an underlying goal of advancing gender equality, empirical research was conducted in collaboration with the non-governmental organisation, Children’s Resource Centre, based in Cape Town, which has developed a programme called the Girl Child Movement (GCM). The GCM aims to use the creative energies of girls to help build and sustain a qualitatively better world for girls and women. The goal of advancing the GCM is acutely targeted towards preventing the pain, suffering, humiliation and dehumanisation of girls and women who are subjected to incidents of sexual gender-based violence, the war on female bodies.

Thesis (M.ED.) --University of Limpopo, 2006 / South Africa chose an Outcomes-Based Education approach to underpin the new education system called Curriculum 2005, which was later reviewed to become the Revised National Curriculum Statement. This became policy and it was delivered to schools for educators to apply in their learning programmes work schedules and lesson plans. This study focuses on the lesson plan as a tool to be used by individual educators. Although the other curriculum development steps cannot be ignored, the empirical study of this investigation will be on lesson planning. The empirical study investigates the problems experienced by educators in planning Social Sciences lessons and uses them as tools to achieve the learning outcomes at senior Phase level. In order to find possible solutions to problems experienced by educators in the Department of Education, the following questions were constructed for investigation: • What is the structure of a lesson plan in the Social Sciences learning area? • How have educators changed their ways of planning lessons from the old to the new system? • What are the problems experienced by educators in the planning and use of Social Sciences lessons? The above questions guided this study to yield the following results: • The majority of educators does not know and understand how to plan by using learning outcomes in the lesson plan structure. It is not only with learning outcomes but even the use of other elements of a lesson plan structure makes planning difficult for educators. • Most educators are resistant to change from the old to the new ways of planning lessons. In some cases, educators start by implementing the curriculum without a well written, structured lesson plan because of delays in the delivery of policy documents to schools, workshops which do not address classroom issues but emphasize the design features without relating them to the Social Sciences learning area specifics. ii • The majority of educators experience problems in planning Social Sciences lessons because they were not trained in the revised National Curriculum Statement, because of being in excess. They are not taken for training and are frequently not enthusiastic to implement what they have learnt from Outcomes- Based Education workshops in the classroom because they fear failure due to a lack of managerial intervention for support, guidance and follow-ups. The recommendations of this study were guided by the findings of the empirical results.

Join your colleagues for dynamic group discussions about best practice in pediatric physical therapy. Attendees will participate in Team-Based Learning activities, sharing their knowledge, experiences, and skills, to problem-solve and come to a team consensus on clinical decisions. Participants will review a case study that is designed to address pediatric therapy across the lifespan, incorporate multiple practice areas, and stimulate critical thinking. Team-Based Learning is an instructional strategy that uses a set of structured activities to create active, energetic, collaborative learning environments. Information designed to support individuals’ ability to participate in the activities and clinical decision-making will be provided prior to APPTAC to those registered for the session. This session will take place in multiple rooms.