The main aim of this thesis is to explore the use of learning technology within the music technology curriculum. First of all, it is recognised that there is a problem for music technology tutors in providing support for students who have 24-hour access to a music technology studio: typically, there is no support available outside of normal working hours. One solution is to implement the use of learning technology in the studio. However, there is no research to date in the field of music education that considers the pedagogical value of an interactive multimedia-based tool for music technologists. In order to address this matter, two learning technology interfaces were designed to support music technology students in different areas of the curriculum, specifically recording and psychoacoustics, and empirical work was carried out in order to evaluate their effectiveness. The intention was for both interfaces to enable contingent learning, or learning at a time of need, so that music technology students could undertake a creative task and retrieve help without having to leave the studio environment or seek assistance from a member of staff. In the light of general educational literature on learning and teaching, the information contained within the pages of these interfaces was divided into two categories, procedural and conceptual. The former provided step-by-step guidance on the execution of a task, while the latter provided broader theoretical knowledge associated with that task. A second aim of this thesis is to examine the effect of acquiring procedural and conceptual information through the interfaces on students' abilities to perform a task and retain knowledge about it. Two experiments were carried out involving 48 first-year undergraduates and 30 second-year undergraduates respectively. For each experiment, the students were divided into two groups and were required to carry out a task using one of the interfaces. In completing the set task, the first group was asked to gather procedural information from the interface, while the second group had to gain conceptual information. One month later, the students were asked to carry out the same task, but without using the interface. On both occasions, the students submitted task material for assessment. In general, the results showed that there were some significant differences in the levels of knowledge retention and task performance between the two groups of students, notably in favour of those who had acquired conceptual information.

This thesis explores the nature of the self and how the various self-perception constructs – self-esteem, self-concept, and self-efficacy – contribute to academic functioning. The research was undertaken in three stages. The first was designed to examine how the self is represented. Bandura’s Multidimensional Scales of Perceived Self-Efficacy (1990) and Harter’s Self-Perception Profile for Adolescents (1988) were utilised to examine the extent to which self-efficacy and competency-related elements of the self-concept are independent constructs. Factor analysis of data provided by secondary school students revealed that when measured using domain-specific measures such as these, self-efficacy and competency self-concept do not represent totally separate, distinct aspects of the self. The second stage was designed to examine how representations of the self relate to academic performance, intrinsic motivation, and occupational and educational aspirations. Taking account of past academic performance and other factors that might impact on the self-perception–academic outcome relationship, self-efficacy was shown to be a better predictor of these outcomes than either of the other two self constructs. Self-esteem was the least predictive. These findings suggest that self-efficacy and self-concept, but not selfesteem, are important for the development of academic functioning. The third stage of this research was designed to examine whether interventions can have a positive effect on how the self is represented, and if so, whether this also impacts on academic functioning. This thesis used a widely-used and Government-supported intervention programme to explore this issue in a real-world context. There were positive effects on some aspects of self-concept but not on any other variables. These effects were not associated with any changes in the academic outcomes. The reasons why this intervention did not have a wider impact are explored, and the practical and theoretical implications of the findings are discussed. This research provides a clearer understanding about where educators and education policy-makers should focus their efforts if the aim is to enhance self-related perceptions in school.

This thesis concerns the process of everyday identity formation within Camphill settings. Specifically the research investigates the ways that Camphill places construct their identity around notions of deviance, repetitive practice, material spaces and the social self. Using a broad ethnographic methodology the thesis examines the ways that making, verifying and ascribing such identity claims occur and in what situations and contexts. The research further contributes to debates around the particular ways that social research constructs an understanding of the social world and argues that knowledge of normative rules and social practices are crucial skills that determine our ability to function within society. Chapter One reviews the genesis of Camphill as residential settings for children and adults with disabilities. Discussions around the textual representations of Camphills’ seventy year history are critiqued. The three fieldsites and the particular challenges present in undertaking multi-sited and ethically challenging research are discussed. Chapter Two discusses the practical, epistemological and conceptual lens through which the research is devised. Further the process of ‘doing’ ethnography shapes the researcher’s identity as much as deviance, repetitive practice and the social self are implicated within Camphill’s identity work. The discussion argues for socially positioned ethnographies that reflect the multiple and competing social worlds of researcher, text and other. Chapter Three examines the particular ways that deviant identity is lived and experienced. It suggests that deviance is an important part of socialisation as it constructs social norms and rules, even if those norms are largely imagined. A key point is that non-conformity is person specific and engaged in differently across the fieldsites. Chapter Four examines the role materiality plays in the formation of Camphill identity work. It suggests that engagement with material things is done as part of wider ongoing socialisation processes. Chapter Five argues that Camphills’ highly structured everyday life is a crucial means for wider group and individual socialisation, with the expectation that such knowledge enables successful participation within society. The conclusion considers Camphill identity work and theorises its connections to collective experiences and structural processes.

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Central to successful therapeutic relationships in working with people with a learning disability is the language used by nurses; the discourses which they create and perpetuate; and resultant implications for practice. These are key issues in the current investigation. Employing retrospective data obtained during an action research programme carried out in a medium security forensic unit (MSU), it analyse types of discourse employed by the men who reside there and the staff. Part of the analysis shows having a learning disability as viewed through the eyes of the men themselves in a study extending over twenty months. Literary analyses on method, representations of learning disabilities, security and discipline, and forensic practice were carried out concurrently. Aims These are to (1) develop a critical and a post-modern approach to investigating given 'truths' about; the positives of learning disability; men with learning disability who offend; and the nature of forensic nursing: (2) develop a socio-political overview by applying critical discourse analysis to examine micro discourses and macro models associated with learning disabilities, related national and local policies, and models of nursing and disability: (3) combine the products of (1) and (2) to illustrate discourse, repertoires, paradoxes and practical ideologies justifying treatment in the MSU, revealing ideologies and beliefs regarding learning disabilities in this setting. Theory and method Foucault shows how linguistic constructions, written protocols and customary oral dialogue are used to create and sustain dominant views of 'reality' — and may also be used to challenge these. Retrospective data regarding six men living in the MSU and their staff [total N=17] were obtained using diaries, observational notes, semi-structured interviews, focus groups and evaluations originally collected as part of an action research project. National and local policies were also interrogated. Data were then reanalysed using critical discourse-analytic techniques. Outcomes Findings suggest that the men are viewed paradoxically. On one hand, they are seen negatively as different, dangerous, lacking ability: and staff as custodians restricting their rights. Paradoxically, affirmative discourse is also abundant — the men are talented and pleasant companions. Repertoires illustrate warm therapeutic relationships existing between the men and staff, demonstrating 'good nurse' characteristics expressed within a complex and restrictive environment, with humour playing an important part. These paradoxical repertoires reveal practical ideologies which defend forensic practice and justify treatment. Results have implications for the men (their views are acknowledged and disseminated); for practice through enhancing the evidence base; for nurse education through reflection on ideologies and justifications on which forensic practice is based.

This thesis presents the application of coplanar circuit analysis in the design of compact single-feed circularly polarised (CP) and linearly polarised (LP) microstrip patch antennas. A CP nearly square patch antenna and a CP truncated corners square patch antenna are designed. Also a LP U-slot rectangular patch antenna is designed. In order to obtain a faster computational run-time, coplanar circuit analysis and segmentation method are applied for the impedance calculations. The coupling and self impedance formulas for both rectangular and right-angled isosceles triangular segments are given. Explicit formulas for the coupling impedance between a perimeter port and a probe port, and also the probe self impedance on both of these segments are new and are derived in detail. A CP nearly square patch antenna is designed using both the cavity and equivalent circuit models. New and simple design equations are derived to determine the dimensions of the patch with a feed in any given position. For a microstrip feed offset from a corner of the patch, the area of perturbation segment is increased which reduces the effect of manufacturing errors. A simple matching network consisting of a short length of microstrip line is designed to achieve a more compact form of the matched antenna. The results obtained from both models are good agreement. A CP truncated corners square patch antenna with a microstrip feed offset from the centre is presented. In previous work the design is a feed along the centre line and the areas of the deleted segments are very small so the performance of the antenna is very sensitive to manufacturing errors. Hence an offset feed is proposed in order to increase the perturbation area and so reduce the effect of the manufacturing errors. The segmentation method is used for which a new explicit matrix input impedance formula is derived. The impedance formula requires a computer run time less than half that required by simulation (full-wave software, Ansoft Ensemble). The change in area of the perturbed segment and input impedance with the microstrip offset feed position is examined. A compromise offset feed position was chosen so as to maximise the area of the perturbation segment and achieve good impedance matching for a compact antenna structure. A LP probe feed U-slot rectangular patch is designed and the input impedance is determined. A set of initial design equation is used to produce a first-pass design. In applying segmentation method a new explicit input impedance formula for the antenna is derived. The basic system of eleven coplanar circuit equations is reduced to seven equivalent circuit equations from which the explicit impedance formula is derived. The dimensions of the patch are adjusted to give good impedance matching. In respect of computational efficiency, the run time of the new matrix input impedance formula is at least 10 times faster than is required by simulation. A thicker substrate is also used in order to improve the bandwidth. The predicted, simulated and measured results of the above three compact patch antennas are in good agreement. Mathcad programming is used to implement the design calculations of the compact patch antennas.

In this thesis the development of light emitting diodes (LED) is reviewed. The emphasis is put on devices emitting at the blue region of the spectrum. The physical characteristics of these devices are considered. The main interest is based around the ability of blue LEDs to generate nanosecond range optical flashes. The fast pulsing electronic circuits capable of driving the devices are also reviewed. These are complemented by the potentially exploitable techniques that could provide further benefits for required fast optical pulse generation. The simple, compact and inexpensive electronic oscillator for producing nanosecond range pulses is developed. The circuitry is adapted for generation of pulses necessary to switch on and assist with the turn off of blue InGaN based LEDs. The resulting nanosecond range blue optical pulses are suitable for, but not limited to, the calibration of scintillation counters. These devices used in neutrino detection experiments could provide a better understanding of cosmology and particle physics.

Participation has been defined as a ‘way of working’ rather than an event or a project, and literature demonstrates that the process of participating is as important as the impact on services. Many organisations have developed standards advising on the best ways to engage young people in sharing their voices. There is however, limited evidence revealing the impact of participation on services and on those young people who chose to take part. Where evidence does exist it tends to examine the views and report the outcomes of young people engaged in mainstream services. This study therefore aims to explore the impacts of participation on ‘marginalised’ young people and the services that affect them. The thesis is underpinned by a hermeneutic interpretive phenomenological approach and reveals how young people marginalised by society and circumstance can share their voices within the context of their very complex lives. The narrative method enables the capture of the young people’s histories and experiences of voice sharing. Key workers’ narratives additionally help describe the complexity of the young people’s lives and the constraining and enabling factors challenging successful participation. The research found that whilst participation is important in developing and improving services, young people appear to develop new skills, build confidence and self esteem, raise their aspirations and role model key workers’ positive attributes. Young people experience ‘therapeutic’ effects associated with voice sharing and for key workers the research experience was found to be beneficial and salutary. To facilitate and sustain meaningful, fulfilling and positive experiences a new model of participation generated from the data is presented.

The regeneration of urban places is a major force in the landscape of previously declining industrial cities. The processes and policies of regeneration have received considerable research over the years, with a particular emphasis on quantitative indicators to capture large-scale effects. One major change has been the rising role of culture within regeneration. In this thesis, a closer, qualitative view is taken to investigating urban regeneration, to uncover a narrative of two particular and related concerns within cultural urban regeneration. On the one hand, the risks of homogenisation as standardised practices are transferred globally; on the other, the demand for distinctiveness, and for regenerated areas to demonstrate unique and appealing characteristics to mediate global processes, and attract inward investment of economic, social, and human capital. The thesis focuses on the iconic space of the waterfront, and studies three major regenerating cities in the United Kingdom, studying the dynamics of culture, homogenisation, and distinctiveness. From an initial synthesis of theories, a thematic framework is constructed. The thesis then captures the understanding of those themes as articulated by forty-seven elite actors who work within cultural regeneration in the three case study waterfronts, exposing the continuing impact of place in the face of homogenising forces.

No description available.