Frequently a discrepancy is found between the stimulated shale volume (SSV) estimated from production data and the SSV expected from injected water and proppant volume. One possible explanation is the presence of a fracture network, often termed fracture complexity, that may have been opened or reopened during the hydraulic fracturing operation. The main objective of this work is to investigate the role of fracture complexity in resolving the apparent SSV discrepancy and to illustrate whether the presence of reopened natural fracture network can be observed in pressure and production data of shale gas wells producing from two shale formations with different well and reservoir properties. Homogeneous, dual porosity and triple porosity models are investigated. Sensitivity runs based on typical parameters of the Barnett and the Horn River shale are performed. Then the field data from the two shales are matched. Homogeneous models for the two shale formations indicate effective infinite conductivity fractures in the Barnett well and only moderate conductivity fractures in the Horn River shale. Dual porosity models can support effectively infinite conductivity fractures in both shale formations. Dual porosity models indicate that the behavior of the Barnett and Horn River shale formations are different. Even though both shales exhibit apparent bilinear flow behavior the flow behaviors during this trend are different. Evidence of this difference comes from comparing the storativity ratio observed in each case to the storativity ratio estimated from injected fluid volumes during hydraulic fracturing. In the Barnett shale case similar storativity ratios suggest fracture complexity can account for the dual porosity behavior. In the Horn River case, the model based storativity ratio is too large to represent only fluids from hydraulic fracturing and suggests presence of existing shale formation microfractures.

Teacher education between familiarity and strangeness. An inquiry into the descriptions of lived experience told by teachers and student teachers in school and at the university. The aim of this dissertation is to study teacher education as lived experience with an overall ambition to contribute to a deeper understanding of teacher education as a complex phenomenon. A basic interest is to approach teacher education from a point of view where the lived experience of teachers and student teachers in school and on campus is brought into focus. The main question of the study is: what meanings of the phenomenon teacher education emerge, when teacher education is studied as lived experience? To empirically inquire into lived experience a hermeneutical phenomenological perspective is developed. This means a phenomenological understanding of the life-world as an intentional, lived and social world, and a hermeneutical openness to put repeated and confirmed experience into play to open for new experience. The choice of participant observation and conversational interviewing as research methods made it necessary to develop a methodological strategy involving a flexible position as well as a wakeful position. The results of the empirical study are presented in three in-betweens. Each of them focuses on a certain aspect of the life-world, as it emerges from the research question posed. The themes of unifying, modelling and of being market-oriented explore the meaning of teacher education as it comes forth between actor and institutional setting. Between actor and task, the meaning of teacher education takes shape in the lived situations of teachers and teacher students in school and on campus. When the meaning of the phenomenon teacher education unfolds between actor and actor, it is formed in the encounter with the “other”. So far, the results are consistent with earlier research on teacher education. To challenge familiar descriptions and to approach complexity, the results are put into play by the use of corporality, temporality and spatiality as existential themes. This leads to the conclusions that the meaning of the phenomenon teacher education transpires from male and female perspectives. This conclusion puts at risk the gender neutral description of women and men within teacher education as “teachers” and “students”. Secondly, the meaning of the phenomenon teacher education is intertwined with situations where personal and collective experience of teachers and student teachers is expressed in feelings of familiarity and strangeness. This means that the past in the sense of what “traditional” teacher education used to mean is challenged by transformation in terms of what teacher education could mean. Thirdly, the meaning of the phenomenon teacher education always includes different meanings as well as a prevailing meaning that is interacting with the institutional setting. This puts into play the assumption that traditions always stay the same, and that reproduction dominates transformation.

In this thesis we formulate joint cell, channel and power allocation problems within wireless communication networks. The objectives are to maximize the user with mini- mum data throughput (Shannon capacity) or to maximize the total system throughput, referred to as the max-min and max-sum problem respectively. The complexity is stud- ied together with proposed optimization- and heuristic-based approaches. In the first paper an overall joint cell, channel and power allocation max-min prob- lem is formulated. We show that the decision problem is NP-hard and that the op- timization problem is not approximable unless P is equal to NP, for instances with a sufficiently large number of channels. Further, it follows that for a feasible binary cell and channel allocation, the remaining continuous power allocation optimization problem is still not approximable unless P is equal to NP. In addition, it is shown that first-order optimality conditions give global optimum of the single channel power al- location optimization problem, although the problem is in general not convex. In the following two papers heuristics for solving the overall problem are proposed. In the second paper we consider the single channel problem with convex combinations of the max-min and the max-sum objective functions. This variable utility provides the ability of tuning the amount of fairness and total throughput. The third paper investi- gates the multiple channel setting. On a system with three cells, eight mobile users and three channels, we perform an exhaustive search over feasible cell and channel alloca- tions. The exhaustive search is then compared to the less computationally expensive heuristic approaches, presenting potential earnings to strive for. A conclusion is that several of the proposed heuristics perform very well. The final paper incorporates fixed relay stations into the overall joint cell, channel and power allocation max-min problem. The complexity is inherited from the formula- tion without relay stations. Further, we propose a heuristic channel allocation approach that shows good performance, compared to an optimization based approach, in numer- ical simulations on the relay setting. / Financial support by the Swedish Foundation for Strategic Research (SSF) QC 20110915

This study describes archaeological excavations carried out at Unguja Ukuu on the main island of Zanzibar, Tanzania. The site has long remained obscure, oral histories do not mention it and no particular group among the living community of the island describes its origin from the site. A stone well at Unguja Ukuu together with several other early monuments of the east African coast that survive on the site have been attributed to the Wadebuli, suspected by early scholars to be people of Arab descent from their colonies in India or elsewhere on the Islands of eastern Indian Ocean. Surface survey and the drilling of more than 200 cores have defined the lateral extent and the stratigraphy of the site. Unguja Ukuu is a large site (c.16–17 ha) and the study reveals that it is a major center of an African iron-using farming community who occupied it from c. 500 AD. Radiocarbon dating and pottery provide the basis for this chronology. The study addresses an old controversy whether some of the pre-stone built settlements that developed on the east African coast could be indications of urbanization. Knowledge of the functional specialization of the settlement prior to its abandonment c. 900 AD is based on the evidence on the density of craft activity, community engagement in the regional trade with the mainland African continent, as far away as Roman Egypt, and in the interregional trade connected to the Indian Ocean, as well as redistribution of foreign merchandise to other sites and areas in the region. These as well as the location of the site linking the external trade and the mainland resource base indicate that Unguja Ukuu was a key urban centre built of mud and timber structures. This challenges our previous understanding of 8–9th centuries AD as the onset of early urbanism on the east African coast. The study proposes cycles of urbanism and emphasizes the need to reassess the problem of early urban identity and the use of wide range of criteria to overcome limitations of previous early urban investigations south of the Sahara and beyond. The results of the investigation given in this study are relevant to the history and archaeology of Zanzibar and the rest of East Africa and make a contribution particularly to extending the known time depth of the early urban tradition often conceived to occur in the late first millennium ad.

Abstract Background: Cognitive Behaviour Therapy, (CBT) is well established as an effective treatment for depression. Its applicability in routine public mental health practice is however unknown, as most published studies excluded participants with suicide risk or if co-morbid with other disorders such as schizophrenia or bipolar affective disorder. Clients of public mental health services are characterised by symptom severity, chronic course of illness, treatment resistance and / or co-morbidity. In order to determine whether CBT has utility in routine public mental health practice, it is important to find out whether symptoms of depression (and anxiety) in this client population will respond to a course of CBT provided as part of standard care. Aims and Hypotheses: This effectiveness study aimed to ascertain if CBT is effective in treating depressed and/or anxious symptoms when such symptoms exist within the clinically more complex population found within Community Mental Health Services / Settings, (CMHSs). It was hypothesised that clients receiving CBT would show reliable and clinically significant improvement in symptoms of depression and anxiety but that the amount of improvement would be less than that reported in efficacy studies with less complex client groups. Method: This was a repeated measures, uncontrolled intervention study with results benchmarked against published data. Forty six adult clients of the Inner North Brisbane Mental Health Service (INBMHS) with diagnoses of Depression and / or Anxiety, in isolation or in conjunction with Schizophrenia, Bipolar affective disorder, or a Personality Disorder were treated with an eight (8) session manualised CBT program as part of routine clinical care. Standardised measures of depression, anxiety and stress were taken at time of referral, time of the commencement of treatment, time of treatment completion and at six-month post completion of treatment. Results: Participants showed reliable and statistically significant improvement in self reported symptoms from commencement to completion of treatment. Gains were retained at follow-up. Effect sizes were in the moderate to large range and improvements were clinically significant for approximately one third of the participants. Conclusions: CBT seems to be an effective treatment for depression and anxiety where such symptoms exist within a mental health population. Further research addressing the limitations of this study would add strength to the argument that the mental health population could benefit from the broad availability of such treatment.

Since their discovery 150 years ago, Neanderthals have been considered incapable of behavioural change and innovation. Traditional synchronic approaches to the study of Neanderthal behaviour have perpetuated this view and shaped our understanding of their lifeways and eventual extinction. In this thesis I implement an innovative diachronic approach to the analysis of Neanderthal faunal extraction, technology and symbolic behaviour as contained in the archaeological record of the critical period between 80,000 and 30,000 years BP. The thesis demonstrates patterns of change in Neanderthal behaviour which are at odds with traditional perspectives and which are consistent with an interpretation of increasing behavioural complexity over time, an idea that has been suggested but never thoroughly explored in Neanderthal archaeology. Demonstrating an increase in behavioural complexity in Neanderthals provides much needed new data with which to fuel the debate over the behavioural capacities of Neanderthals and the first appearance of Modern Human Behaviour in Europe. It supports the notion that Neanderthal populations were active agents of behavioural innovation prior to the arrival of Anatomically Modern Humans in Europe and, ultimately, that they produced an early Upper Palaeolithic cultural assemblage (the Châtelperronian) independent of modern humans. Overall, this thesis provides an initial step towards the development of a quantitative approach to measuring behavioural complexity which provides fresh insights into the cognitive and behavioural capabilities of Neanderthals.

The Intensive Care Unit (ICU) is a unit that manages the most critically ill, complex and unstable patients in the hospital. As a result, the ICU is characterised by a high degree of clinical and organisational unpredictability and uncertainty. In Western discourse, uncertainty is often portrayed as problematic, and as something to be controlled and reduced. This research challenges this discourse by examining the productive relationship between certainty and uncertainty in the work practices of ICU clinicians, and subsequently, how intensive care clinicians utilise uncertainty to construct order in a highly unpredictable work environment. To understand how order can coexist with ICU’s unremitting unpredictability, complexity theory is used to frame this investigation. This research engaged an emergent, interventionist methodology, deploying multiple methods. Using ethnography, video-ethnography, and video-reflexivity, this research relied on clinicians’ participation in the construction and analysis of video data of the ICU clinicians’ work practices. This resulted in clinician-led practice change in the ICU. This research suggests that methods need to be deployed adaptively in order to deal with the complexity of ICU, in addition to the moment-to-moment emergence of events that require the researcher’s own work plans to be revisited. Moreover, in order to gain traction with, and understand highly complex and changeable environments, the researcher needs to also enter and experience uncertainty herself. Using complexity theory as its analytical tool, this research shows an inseparability of uncertainty and certainty in the ICU which is labeled ‘un/certainty’. Three main conclusions emerge from this research. First, un/certainty predominates in intensive care, and due to this, ordering is a process rather than a final state. Un/certainty is at the heart of the adaptive practices that clinicians enact. These adaptive practices are highly interconnected to the changes that the ICU environment may require, and thus produce a dynamic order in the unit. Second, the researcher herself, in order to come to terms with the complexity and un/certainty of the ICU environment must also enter un/certainty in order to gain traction with the ICU environment: unpredictability and complexity cannot be studied from a neat and disengaged distance. Third, the presence of un/certainty in the ICU can be significant and enabling rather than disabling for clinicians in their ongoing pursuit of dynamically ordering practice. The contribution of un/certainty to frontline practice is as a central driver to managing change and complexity. Therefore it should be positively revalued by health services researchers, policy makers and clinicians alike.

To manage an uncertain future relevant societal groups, such as government and corporate sectors, utilise economic forecasts to help plan future strategies. Many vital decisions are based on economic forecasts. Economists have traditionally been the professionals employed as economic forecasting experts. The dominant paradigm for present day forecasting is the "rational expectations theory", which assumes that a forecaster is capable of making optimal use all of the available information. The field of psychology offers a different, yet complementary, approach to the topic of economic forecasting. The aim of the current study was to research mental processes and behaviours of individuals participating in a forecasting task. The role of the following psychological variables within economic prediction behaviour was assessed: (1) task complexity, (2) decision making style, (3) the anchoring and adjustment heuristic, (4) the framing effect, and (5) personal feelings about the task content. All of these variables were hypothesised to have a direct influence on prediction behaviour. In addition, task complexity and decision making style were assumed to moderate the influence of the other psychological variables. A conceptual framework was designed to depict the assumed relationships. (For complete abstract open document)

For future generations to maximise their capability to operate within technologically driven economies, it is critical to foster computer abilities at every level of the schooling process. Teachers are central to this process. Yet, for many teachers, the need to integrate computer use in their teaching is threatening and overwhelming. This thesis argues that, given the rapid rate of technological change, skills-based approaches to computer education inadequately prepare teachers for a career of continued technological change. Effective computer education for teachers requires more than skills training. It involves changes in attitudes, values and beliefs that provide confidence for ongoing learning. Furthermore, it involves learning to adapt to change, to be flexible, intuitive and above all persistent. It requires the fostering of teachers who know how to be self-directed and independent in their computer learning, rather than those dependent on structured routines or guidelines. This thesis is the ‘story’ of an action research initiative underpinned by a belief in the importance of approaches to computer education which foster lifelong computer learning. It traces the journey of a reflexive process of change and iterative development in the teaching of an educational information technology (computer) unit to pre-service teacher education students. Over a period of three years (1999-2001) I pursued a central research question, namely: How can I develop my teaching practice to better facilitate the development of capable computer users? The research explores the distinction between a ‘competent’ and a ‘capable’ computer user and trials a range of teaching and learning approaches that aim to facilitate the development of capable computer users.From this constructivist research and teaching process a multidimensional approach to computer education emerged, founded on metacognition and reflection. This approach is demonstrated to offer many advantages over a skills-focused approach. This thesis maps the complexity of the computer learning and teaching context, arguing that simplistic approaches to teaching will produce narrow and limited learning outcomes. Rather, a holistic approach is proposed, one that moves beyond the development of computer competency toward a longer term vision of facilitating computer capability. It is argued that the role of the computer ‘teacher’ is to foster reflective awareness and develop a learning environment that can assist computer learners to become comfortable existing on the ‘edge of chaos’.This research supports previous studies which indicate the important role of computer self efficacy and the influence of factors such as perceived usefulness, anxiety, support and frequency and duration of use. However, the research also documents the unpredictable influence of these factors on individuals’ resultant approach to computers and challenges dichotomous interpretations of such factors. Appropriate attribution is also shown to be a major influence on computer capability, as are factors such as help-seeking, motivation and goal-setting, although again, these influences are non-linear. It is argued that computer capability cannot be ‘taught’ but, rather, computer educators should look to creating environments where its emergence can be facilitated. The metacognitive computer learning context developed and explored through this research is one such approach.

For future generations to maximise their capability to operate within technologically driven economies, it is critical to foster computer abilities at every level of the schooling process. Teachers are central to this process. Yet, for many teachers, the need to integrate computer use in their teaching is threatening and overwhelming. This thesis argues that, given the rapid rate of technological change, skills-based approaches to computer education inadequately prepare teachers for a career of continued technological change. Effective computer education for teachers requires more than skills training. It involves changes in attitudes, values and beliefs that provide confidence for ongoing learning. Furthermore, it involves learning to adapt to change, to be flexible, intuitive and above all persistent. It requires the fostering of teachers who know how to be self-directed and independent in their computer learning, rather than those dependent on structured routines or guidelines. This thesis is the ‘story’ of an action research initiative underpinned by a belief in the importance of approaches to computer education which foster lifelong computer learning. It traces the journey of a reflexive process of change and iterative development in the teaching of an educational information technology (computer) unit to pre-service teacher education students. Over a period of three years (1999-2001) I pursued a central research question, namely: How can I develop my teaching practice to better facilitate the development of capable computer users? The research explores the distinction between a ‘competent’ and a ‘capable’ computer user and trials a range of teaching and learning approaches that aim to facilitate the development of capable computer users.From this constructivist research and teaching process a multidimensional approach to computer education emerged, founded on metacognition and reflection. This approach is demonstrated to offer many advantages over a skills-focused approach. This thesis maps the complexity of the computer learning and teaching context, arguing that simplistic approaches to teaching will produce narrow and limited learning outcomes. Rather, a holistic approach is proposed, one that moves beyond the development of computer competency toward a longer term vision of facilitating computer capability. It is argued that the role of the computer ‘teacher’ is to foster reflective awareness and develop a learning environment that can assist computer learners to become comfortable existing on the ‘edge of chaos’.This research supports previous studies which indicate the important role of computer self efficacy and the influence of factors such as perceived usefulness, anxiety, support and frequency and duration of use. However, the research also documents the unpredictable influence of these factors on individuals’ resultant approach to computers and challenges dichotomous interpretations of such factors. Appropriate attribution is also shown to be a major influence on computer capability, as are factors such as help-seeking, motivation and goal-setting, although again, these influences are non-linear. It is argued that computer capability cannot be ‘taught’ but, rather, computer educators should look to creating environments where its emergence can be facilitated. The metacognitive computer learning context developed and explored through this research is one such approach.