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Can Landscape be created like a caricature? How can the key characteristics of a site be celebrated in different ways through design? Can potential design possibilities be generated through celebrating the key characteristics of a site's contexts? My research started with the idea of 'Identity', as the existing Central Plaza copies the physical form of an adjacent park (People's Park) in a simplistic way without considering its own unique key contexts, and I think every location and context is different. Careful consideration of both physical and cultural contexts is what a landscape architect undertakes as an essential part of developing a design, however, how can a stronger or more interesting idea be created for a specific site? One day, the idea of CARICATURE suddenly occurred to me when I was having a shower. What I find inspirational about caricature is the aspect of 'Celebration' which it encourages. Just as a site has unique characteristics and each of them can be celebrated differently, each caricature celebrates the particular physical and emotional characteristics of a single, unique original identity. Each successful caricature can be related clearly to the key characteristics of its own identity, so you can still recognize the person and you are encouraged to have fun as well in that game of recognition. By 'Celebration' I mean the carefully chosen, positive exaggeration, intensification and emphasis of key characteristics which reveal how good, how important, or how unique the site is. 'Celebration' is an act of revealing and sharing the positive potential qualities of a site. In terms of landscape design, what I sought to do is to reinforce the key qualities of my site through design or designs which would emphasize. If landscape is thought about and designed like caricatures are created, interesting or potential possibilities could be generated for design responses. Before celebrating, it is necessary to make sure that the site contexts have been fully analyzed and understood. After that, we can celebrate particular qualities through design. I have produced three different designs based on the conceptual idea of 'caricature'. They are called Topopark, Occupark and Tocopark. Topopark started from a focus on one of the physical context of the site - that is, its topography. It celebrates the topographic context as well as the relationship of the activities between and beneath Central Plaza and People's Park. Occupark focuses on the celebration of the various types of occupation activities which take place. Tocopark started around the possibility of generating the plaza's organisation from the organization of circulation systems and combines to celebrate both topography and active occupation. Although Tocopark is more intensive than Topopark and Occupark in terms of the idea of celebration, all three have different strengthens and weaknesses. Like the example of the caricatures of Ronaldinho, the same identity is celebrated in different ways, but you still can recognize him in each one and enjoy them equally as well, because all of them relate to t he key characteristics of his appearance and personality.

The purpose of the study was to conduct a phenomenological analysis of the experience of consensual unwanted sexual activity (CUSA). College men and women (N=10) in relationships ranging from casual to committed who were enrolled at a university in the southeastern United States were interviewed about experiences of CUSA. Interviews were conducted in person with participants who were asked to answer the following research question: “Describe a time in which you did not want to participate in some sexual activity, but you decided to anyway.” Interview transcripts were analyzed using phenomenological research methods in the context of an interpretive research group, as well as by the author alone (Pollio, Henley, & Thompson, 1997). Analysis of interview data rendered a unique structure of the experience of consensual unwanted sexual activity (CUSA). The structure of CUSA is characterized by themes of Focus, Expectation, and Outcome, which emerged as figural against the ground of the interpersonal relationship in which CUSA occurred. These three themes are interrelated parts of an experiential gestalt. When an individual engages in CUSA, there is a minimization of focus on the desires of the self, in favor of a focus on the desires of the other, often to the exclusion of one’s full presence in the interaction (Focus). Engaging in CUSA involves the use of social rules, gender roles, and standards for reciprocation (Expectation). An individual engages in CUSA to bring about various desired outcomes and/or to avoid undesired outcomes; however, engaging in CUSA often results in unexpected outcomes (Outcome). Findings suggest that CUSA may be experienced differently in committed relationships than in casual ones. In satisfied committed relationships, engaging in CUSA may be harmless or even adaptive, akin to other sacrifices made for the good of a relationship. In casual relationships, however, engaging in CUSA may result in negative outcomes such as regret and resentment. This study demonstrates the importance of context (the interpersonal relationship) to the experience of CUSA. Results suggest that the experience of CUSA might be gendered-- experienced similarly by men and women yet informed in complementary ways by rules dictating masculinity and femininity.

The present thesis investigates whether the emotional background (context) in which a neutral face is viewed changes one’s memory for that face. In Experiment 1, neutral faces were overlaid centrally onto emotional (positive or negative) or neutral background scenes, and recognition memory for faces was assessed. Memory for faces initially encoded in negative contexts was boosted relative to memory for faces initially encoded in neutral contexts. Further investigation was necessary to reveal the mechanism behind the influence that emotional context had on memory for faces. In Experiments 2 and 3 the spotlight theory of attention was tested to examine whether visual attention was mediating the memory effect. The spotlight theory of attention postulates that positive affective states broaden one’s scope of attention, while negative affective states narrow one’s scope of attention (Easterbrook, 1959; Derryberry & Tucker, 1994). According to this theory, the negative contexts may have narrowed attentional scope and therefore led to a richer processing of the face which happened to be presented centrally in Experiment 1, leading to boosted recognition of these faces. To test whether the varying emotional contexts did indeed shift attentional scope, Experiment 2 was designed in which neutral faces were presented once again in positive, negative or neutral contexts, however location of face presentation was peripheral rather than central. Results revealed a loss of the memory boost, for faces paired with negative contexts, reported in Experiment 1. Experiment 3 was designed to test the spotlight theory of attention using an intermixed design in which faces were presented either centrally or peripherally, randomly across trials, in emotional and neutral background scenes. In this experiment, faces were better remembered when they were viewed peripherally in positive, relative to neutral, contexts at time of study. Experiment 4 was designed to assess the validity of the spotlight theory in accounting for how emotional scenes change visual attention, by examining how performance on a flanker task differed when emotionally positive or negative scenes were presented centrally. Results suggest that positive scenes broaden the spotlight of attention, relative to negatives ones. In summary, emotional contexts lead to a boost in memory for faces paired with negative information, and this effect may be due to shifts in attention varied by the valence of the context.

The present thesis investigates whether the emotional background (context) in which a neutral face is viewed changes one’s memory for that face. In Experiment 1, neutral faces were overlaid centrally onto emotional (positive or negative) or neutral background scenes, and recognition memory for faces was assessed. Memory for faces initially encoded in negative contexts was boosted relative to memory for faces initially encoded in neutral contexts. Further investigation was necessary to reveal the mechanism behind the influence that emotional context had on memory for faces. In Experiments 2 and 3 the spotlight theory of attention was tested to examine whether visual attention was mediating the memory effect. The spotlight theory of attention postulates that positive affective states broaden one’s scope of attention, while negative affective states narrow one’s scope of attention (Easterbrook, 1959; Derryberry & Tucker, 1994). According to this theory, the negative contexts may have narrowed attentional scope and therefore led to a richer processing of the face which happened to be presented centrally in Experiment 1, leading to boosted recognition of these faces. To test whether the varying emotional contexts did indeed shift attentional scope, Experiment 2 was designed in which neutral faces were presented once again in positive, negative or neutral contexts, however location of face presentation was peripheral rather than central. Results revealed a loss of the memory boost, for faces paired with negative contexts, reported in Experiment 1. Experiment 3 was designed to test the spotlight theory of attention using an intermixed design in which faces were presented either centrally or peripherally, randomly across trials, in emotional and neutral background scenes. In this experiment, faces were better remembered when they were viewed peripherally in positive, relative to neutral, contexts at time of study. Experiment 4 was designed to assess the validity of the spotlight theory in accounting for how emotional scenes change visual attention, by examining how performance on a flanker task differed when emotionally positive or negative scenes were presented centrally. Results suggest that positive scenes broaden the spotlight of attention, relative to negatives ones. In summary, emotional contexts lead to a boost in memory for faces paired with negative information, and this effect may be due to shifts in attention varied by the valence of the context.

Counter binge drinking advertisements most commonly feature fear appeals, but this research moves away from this tradition and investigates the potential use of key relationships and binge drinking contexts in young university students’ lives in counter binge drinking advertisements. This involved creating advertisements featuring one of three key relationships (either a best friend, mother or bartender) and one of two drinking contexts (either a 21st birthday or a Friday night out) and examining how these advertisements affected young university students’ likelihood to binge drink, attitude towards the act of binge drinking, and attitude towards alcoholic products. A between subject factorial design was implemented, and data was collected through the distribution of a survey to 301 participants. Statistical analysis of the data showed that the context shown significantly influences young university students’ likelihood of binge drinking and their attitude towards the act of binge drinking, while the relationship shown had a significant effect on their emotional and rational attitudes towards the advertisement. The type of relationship a young university student has with their best friend and mother also affected many of the results, while the gender of the spokesperson caused female university students to develop more negative attitudes towards the act of binge drinking than their male counterparts. Conclusions are drawn based on these results, and the implications for social marketers and the development of counter binge drinking advertisements is finally discussed.

This aim of this thesis evolved following a review of the literature investigating the factors which influence children’s participation in outdoor play. The review was conducted in light of theory recommending that when seeking to promote physical activity, considering context-specific behaviours and behaviour-specific determinants can enhance the effectiveness of interventions. An initial focus on outdoor play was warranted given the capacity for promotion of physical activity during leisure-time, concerns that children’s independent time outdoors is becoming increasingly restricted, and limited research focus on this domain of physical activity. The synthesised quantitative and qualitative evidence indicated that independent mobility, parental perceptions of safety and the availability of other children to play with were important factors related to outdoor play. However, the review also demonstrated that current understanding of how, where and with whom children spend their leisure-time is limited, and that traditional notions of children’s outdoor time may need to be re-evaluated. These deficiencies were in part due to the complexity of defining and measuring children’s outdoor play. The contributions of different indoor and outdoor leisure-time contexts towards total daily moderate to vigorous physical activity (MVPA) was identified as a particular knowledge gap. The aim of this thesis was therefore to develop greater understanding of the indoor and outdoor contexts of children’s leisure-time physical activity. A novel approach to context-specific physical activity research was devised. This method incorporated use of accelerometry to record physical activity intensity with high resolution, Global Positions System (GPS) receivers to automatically record indoor or outdoor location, and diary data to provide complementary contextual detail. Rather than utilise a domain label such as outdoor play, this method sought to combine measurement tools to not only objectively record physical activity intensity, but also build a picture of the context of this activity using combinations of contextual attributes. Children at the transition between primary and secondary school were the focus of the research due to the changes in independence which occur at approximately this age (10-13 years). The research consisted of three studies presented across three chapters. Chapter Five used data collected between 2006 and 2008 from children aged 10–11 years from Bristol involved in the Personal and Environmental Associations with Children's Health (PEACH) project. Given the association of outdoor play with independent mobility and the availability of other children, the chapter quantified who children spent their time with when indoors or outdoors after school, and measured associations with MVPA. Using a newer GPS receiver, Chapter Six aimed to assess the feasibility of using GPS data to differentiate indoor and outdoor location, and establish a cut-point for use in free-living individuals. Chapter Seven then used this GPS method in combination with accelerometry and diary data provided by children aged 11-13 years from Edinburgh. Owing to concerns that children’s unstructured outdoor time is restricted by parents in favour of adult organised sport and clubs, the chapter aimed to record the profile of children’s physical activity. This was achieved by recording whether indoor and outdoor leisure-time physical activity was structured or unstructured, and exploring relationships between periods spent in these contexts and total daily MVPA. Chapter Six demonstrated that using the signal-to-noise ratio from GPS data is an accurate tool for differentiating indoor and outdoor location, with 96.8% of all ten-second epochs correctly classified. Together the findings of Chapters Five and Seven suggest that children obtain their physical activity in multiple contexts and that no single context appears to fulfil the recommendation of 60 minutes of MVPA per day. Chapter Five showed that children spent most of the after school period with parents or alone, especially when indoors. However when participants were outdoors with other children, multivariate regression analyses indicated that these periods were most strongly associated with MVPA. Complementing these findings, Chapter Seven revealed that in a relatively active and affluent sample, participants accumulated most of their MVPA in school-time or unstructured leisure-time contexts (both indoors and outdoors). The results revealed that these active children spent more than one hour in unstructured outdoor leisure-time contexts each day. However, associations with MVPA were weaker than expected, and whilst being outdoors was favourable compared to being indoors, it was apparent that there is scope to maximise MVPA further when children are outdoors. The median contributions of structured leisure-time contexts to daily MVPA were minimal regardless of indoor or outdoor location. Deconstructing leisure-time according to contextual attributes recorded by a combination of measurement tools proved to be an informative approach for understanding variation in children’s MVPA. Taken together the findings of the thesis indicate potential for leisure-time to contribute greater volumes of MVPA. The results emphasise the importance of children being outdoors, the value of unstructured forms of physical activity and the necessity for children to spend time with their peers. It is clear from these studies that indoor time is also a vital source of MVPA. The work presented in this thesis makes a valuable contribution to our understanding of how children spend their leisure-time and how this relates to physical activity. Further research is required to explore the many other contextual attributes of children’s leisure-time, so that indoor and outdoor environments can be manipulated as part of multi-component interventions that promote physical activity as effectively as possible.

The dissertation, of limited scope, reviewed existing research on multilingualism in challenging educational contexts. The aim was to explore and determine the state of research in the area of multilingualism in educational contexts that are considered challenging, over the time period 2010 to 2020. In addition, the dissertation of limited scope also explored the benefits of multilingualism and how the current state of research influences future research through the identification of trends and gaps. The research was collected and identified through a rigorous process whereby specific search strategies were used with particular keywords. Distinct databases such as JSTOR PsycARTICLES, Academic Search Complete, and Linguistic Collection as well as other journal and Internet resources were used to obtain 34 studies relevant to the research questions of the dissertation of limited scope. The results showed that 1) research related for multilingualism in challenging contexts of education is centred around the trends of pedagogical practices of learning, first language as the language of instruction, academic achievement and the resourcefulness of multilingualism, 2) multilingualism in 3) there is great opportunity for future research in this linguistic and academic area due to the lack of research and visible gaps in the literature over the last ten years. As there has been no previous overview, the findings provide a theoretical contribution to research on multilingualism in challenging contexts. They both encourage future research in a South African context and also indicate that research in other similar global contexts should be conducted. The findings provide an overview of relevant information for any parties that may be interested in this area of multilingualism and serve as a reference point for further research. / Dissertation (MEd)--University of Pretoria, 2020. / Educational Psychology / MEd / Unrestricted

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