The radial velocity anomaly which affects spectroscopic observations of stars undergoing transit by a companion body is known as the Rossiter-McLaughlin effect. This effect can be used to measure the obliquities of the orbits of transiting planets. In this thesis I present a tomographic method for analysing the effect, which manifests itself in stellar spectral line-profiles. I implement this method on seven systems known to host transiting planets, and some systems with early-type host stars, for which the transit events have not yet been shown to be the result of planetary companions. Despite being well-suited to examining systems with early-type, rapidly-rotating host stars which have a more pronounced Rossiter-McLaughlin effect, I find the tomographic method is able to produce reasonable results for the system parameters of planets orbiting relatively slowly-rotating stars. I show that the method provides a significant increase in the accuracy of determinations of the stellar rotation rate and is able to better constrain values for the transit impact parameter. Though I do not confirm the existence of any new planets around early-type stars, I do use the tomographic method to reject one candidate as a stellar eclipsing binary system, and also reveal that one of the candidate host stars is a non-radial pulsator. I show that the method is able to examine systems involving stars with a range of spectral types and rotation rates.

Where do beginner readers read in the English, mainstream primary school and where could they read? Emma Jane Dyer This thesis explores design for the beginner reader in Year One by evaluating existing spaces in the English primary school and imagining new ones. Three significant gaps identified in the literature of reading, the teaching of reading and school design are addressed: the impact of reading pedagogies, practices and routines on spatial arrangements for beginner readers inside and beyond the classroom; a theoretical understanding of the physical, bodily and sensory experience of the beginner reader; and the design of reading spaces by teaching staff. The study uses a design-oriented research methodology and framework proposed by Fällman. A designed artefact is a required outcome of the research: in this case, a child-sized, semi-enclosed book corner known as a nook. The research was organized in three phases. First, an initial design for the nook was created, based on multi-disciplinary, theoretical research about reading, school design and architecture. Secondly, empirical research using observation, pupil-led tours and interviews was undertaken in seven primary schools to determine the types of spaces where readers read: spaces that were often unsuitable for their needs. Thirdly, as a response to the findings of phases one and two, the nook was reconceived to offer a practical solution to poorly-designed furniture for reading in schools and to provoke further research about the ideal qualities of spaces for the beginner reader. The study demonstrates how the experience of the individual reader is affected by choices made about the national curriculum; by the size of schools and the spaces within them where readers can learn; by the design of classrooms by teachers; and by regulatory standards for teaching and non-teaching spaces. In developing a methodology that can stimulate and facilitate communication between architects, educators, policy-makers and readers, this thesis offers a valuable contribution to the ongoing challenge of improving school design for practitioners and pupils.