Five male Ss took part in seven experiments involving absolute judgments of stimuli selected from a continuum of torque. The first experiment required Ss to make judgments on the intensity of sixteen stimuli separated by equal intervals. The results were used to construct individual scales of equal discriminability. These scales were used to select the stimuli for the remaining six experiments in which 6, 8, 10, 12, 14 and 16 stimuli, separated by subjectively equal intervals, were used. An informational analysis was performed on the data of these experiments to determine the capacity of the kinesthetic system to transmit information derived from the inducement of torque. Maximum values of 1.680, 2.050 and 2.524 bits of transmitted information were obtained when the response was considered the output and the input variables were, respectively, the stimulus, the stimulus and subject, and the stimulus, subject and previous stimulus. These results were discussed in relation to information theory and the use of torque information in the closed-loop control of movement. It was concluded that torque-derived information may be available for the control of movement but that the capacity of the kinesthetic system to transmit torque information was less than that reported for amplitude of movement. Kinesthetic after effect was cited as a possible cause of the relatively low transmission. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The purpose of this study was to examine the sensitivity of the kinesthetic system in active movement of the shoulder joint. Three movement amplitudes, 45°, 90° and 125° were studied under two classical psychophysical methods, the method of constant stimuli and the method of average error. Ten subjects were each given one hundred trials per standard for both methods. Results yielded difference limens ranging from 1.4° to 2.2° and constant errors ranging from -0.07° to 1.05°, for the three standards. However, no significant differences occurred among DLs within each method and thus Weber's Ratio was found not to be constant over the range of movement. In terms of constant errors there was only one significant difference among these errors within the two methods. Learning was found not to occur in the method of average error in that algebraic error, absolute error and within subject variability did not exhibit any tendency to become smaller. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Forty, volunteer, University of British Columbia, Physical Education students took part in a study to determine the relationship between the physical stimulus continuum and the psychological continuum of kinesthetic extent of arm movement. The subjects were randomly assigned to one of four conditions. The conditions were chosen to provide tests of three functional criteria, outlined by S. S. Stevens (1957), for differentiating between two classes of continua, prothetic and metathetic, into which the majority of sensory modalities naturally fall. The task for all conditions involved a straight arm movement from the shoulder joint, in a horizontal plane, towards the midline of the body. Condition I involved the psychophysical ratio scaling method of fractionation and from these data the subjective Kine function, Kine = .1010 S¹•⁰⁷⁵, for kinesthetic extent of movement was derived. Condition II employed the psychophysical category production method to derive the category scale for kinesthetic extent of movement, which was found to be linear when plotted against the subjective Kine scale values. In Conditions III and IV, the psychophysical ratio scaling method of fractionation was used and it was determined that the hysteresis effect was not present for kinesthetic extent of movement. The individual results from each condition supported the hypothesis that kinesthetic extent of arm movement is representative of the metathetic class. Therefore, the general conclusion, determined from a synthesis of the three tested functional criteria, was that one attribute of kinesthesis: extent of arm movement, is subserved by a metathetic process. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The purpose of this study was to determine whether judgment, of amplitude of active movement was subserved by a prothetic or metathetic process. To differentiate between these two processes several psychophysical methods were employed. Fifty volunteer subjects were randomly assigned to one of five groups of equal N. Each of the groups produced movements under one of five experimental conditions. These conditions were: Ratio Production, Magnitude Production, Bisection of Ascending Stimulus Series, Bisection of Descending Stimulus Series, and Category Production The results of Group I (R.P.) and Group II (M.P.) showed that judgments of amplitude of movement were constant over the movement continuum as used in this study. There was also a lack of an hysteresis effect shown in the comparison of bisections of ascending and descending stimulus series. The comparison of the subjective and physical variables of category production also showed constant sensitivity over the continuum range. Taken as a whole, the findings tended to support the conclusion that judgments of amplitude of movement are subserved by a metathetic process. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Because of the increasing use of colour as a primary cue developing concept and as a contextual cue, this study was conducted to modify presentations of the 100-Hue Test for colour discrimination in order to make it a useable instrument for screening the elementary school child who might have difficulties with colour discrimination though he is not a colour defective, which could handicap his school performance. The subjects were 124 boys, aged 12 years. They were divided into four equivalent groups in relation to I.Q. The Ss were Vancouver, B.C. elementary public school children. The Dvorine Pseudo-Isochromatic plates were shown to each subject as a means of establishing rapport and quickly identifying colour defectives so that they could be excluded from the sample - 4 defectives were found who had congenital anomalies. This percentage of 4.9 was lower than the commonly reported 8.1% for the male population. Group 1 were read the standard adult instructions from the Farnsworth-Munsell 100-Hue manual, before being asked to complete the test. Group 2 were read the standard adult instructions from the Farnsworth manual for the Panel D-15 (Dichotomous Test for Colour Blindness), before completing this test plus the adult instructions from the 100-Hue manual, before completing the latter test. Group 3 were read a standardized set of modified instructions which were created for this study. Group 4 were read the same set of modified instructions with the addition of the use of the Panel D-15 as part of the instructions. Statistical analysis of the mean error scores for the 4 groups revealed, as hypothesized, statistically different means between the groups using the modified and those using the standard instructions. Group 3, using modified instructions without the inclusion of the Panel D-15 performed best, functioning as well with these instructions as do adult subjects. The results indicate that 12 year olds can function significantly better on the 100-Hue test with modified instruction than other studies with other populations of children, using other types of presentations have indicated. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Many of today's complex public issues are best addressed by multi-sectoral multi-organizational responses that include different types of organizations working together (Kettl, 2008; O'Toole, 1997). Social network analysis (SNA) of interorganizational networks has emerged as a useful tool for network managers to understand the structure and function of the complex networks in which they seek to manage (Human and Provan, 1997, 2000; Provan and Milward, 1995; Provan, Sebastian, and Milward, 1996; Provan, Veazie, Staten, and Teufel-Shone, 2005). The output of an interorganizational SNA typically provides a range of information to network managers including network plots. The network plots provide visual representations of different aspects of the network by showing the kinds of ties between the actors in the network. The information from network analyses can help network managers encourage systems thinking, see the different roles played by organizations, or identify links to outside resources among many other uses, but "will only have practical value to communities if it can be effectively presented, discussed, accepted, and acted on by community leaders and network participants [emphasis added]." (Provan et al., 2005, p. 610). However, little is currently known about if or how the information embedded in network plots is accepted or acted on by network participants. The visual representations of the network (network plots) provided to network participants following a SNA are often open to a range of interpretations that may or may not align with the findings of the analyst or the intended use by network managers, raising many interesting questions. Little is currently known about how differently situated network participants might interpret the same network plots differently. Nor do we understand what factors might influence different individuals or organizations to come up with different interpretations. After conducting a SNA and presenting it to network participants, I conducted interviews with a range of different representatives from participating organizations. I used a particular form of semi-structured interview, a situated micro-element interview from Dervin's Sense Making Methodology (SMM) (Dervin, Foreman-Wernet, and Lauterbach, 2003). I then analyzed the interview transcripts using standard qualitative coding methods (Bailey, 2007) to see if themes emerged that addressed the research questions. I found that most informants had trouble extracting information and meaning from their examination of the plots without that meaning and interpretation being provided by the expert analyst. I posit some potential explanations for why that might be so in the case I studied. I then turn to some interesting methodological considerations that emerged from taking the perspectives of network participants seriously. Finally, I synthesize the subject area and methodological findings into a refined framework for sense-making around network plots and offer propositions and potential approaches for future research. / Doctor of Philosophy / Many of today's complex public issues are best addressed by multi-sectoral multi-organizational responses that include different types of organizations working together (Kettl, 2008; O'Toole, 1997). Social network analysis (SNA) of interorganizational networks has emerged as a useful tool for network managers to understand the structure and function of the complex networks in which they seek to manage (Human and Provan, 1997, 2000; Provan and Milward, 1995; Provan, Sebastian, and Milward, 1996; Provan, Veazie, Staten, and Teufel-Shone, 2005). The output of an interorganizational SNA typically provides a range of information to network managers including network plots. The network plots provide visual representations of different aspects of the network by showing the kinds of ties between the actors in the network. The information from network analyses can help network managers encourage systems thinking, see the different roles played by organizations, or identify links to outside resources among many other uses, but "will only have practical value to communities if it can be effectively presented, discussed, accepted, and acted on by community leaders and network participants [emphasis added]." (Provan et al., 2005, p. 610). However, little is currently known about if or how the information embedded in network plots is accepted or acted on by network participants. The visual representations of the network (network plots) provided to network participants following a SNA are often open to a range of interpretations that may or may not align with the findings of the analyst or the intended use by network managers, raising many interesting questions. Little is currently known about how differently situated network participants might interpret the same network plots differently. Nor do we understand what factors might influence different individuals or organizations to come up with different interpretations. After conducting a SNA and presenting it to network participants, I conducted interviews with a range of different representatives from participating organizations. I used a particular form of semi-structured interview, a situated micro-element interview from Dervin's Sense Making Methodology (SMM) (Dervin, Foreman-Wernet, and Lauterbach, 2003). I then analyzed the interview transcripts using standard qualitative coding methods (Bailey, 2007) to see if themes emerged that addressed the research questions. I found that most informants had trouble extracting information and meaning from their examination of the plots without that meaning and interpretation being provided by the expert analyst. I posit some potential explanations for why that might be so in the case I studied. I then turn to some interesting methodological considerations that emerged from taking the perspectives of network participants seriously. Finally, I synthesize the subject area and methodological findings into a refined framework for sense-making around network plots and offer propositions and potential approaches for future research.

Thesis advisor: Gerardo Blanco / Thesis advisor: Rebecca Schendel / As an emergent form of internationalization that incorporates the use of digital technology, virtual exchange offers students the possibility to transcend national borders and connect with other students entirely within a virtual learning environment. Participants in virtual exchange mediate between the physical and virtual worlds, and a sense of place allows them to connect with peers, actively engage with their environment, and achieve learning outcomes. Despite a growing interest in virtual exchange in higher education, however, there is limited research on how students navigate their online learning environment and develop a sense of place. This thesis addresses this gap by exploring how students construct and experience a sense of place while participating in virtual exchange. Focus group interviews were conducted with 29 students participating in virtual exchange through the non-profit provider, Soliya. Using grounded theory, a number of emergent themes were explored, revealing how students understood and situated themselves within both their physical and virtual spaces before, during, and after their virtual exchange. The findings of this study suggest that sense of place is impacted by the environment as well as both individual and communal identity. The results of this study will provide higher education institutions and virtual exchange providers with a better understanding of the construct of sense of place within virtual learning environments and, consequently, how to foster a strong sense of place among virtual exchange participants. / Thesis (MA) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

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