This thesis addressed the production of media literacy practices in physical environments. It reflects a specific trajectory through a design space. The work is founded on four studies including design sessions and expositions in primary schools and in an art museum. The focus is on how to devise practices and make sense of media literacy tasks. the thesis addresses research problems of interaction design and media studies by:(a)configuring interactive tangibles and audiovisual media, to give different perspectives on media literacy within the same physical environment; (b) developing a set of practices which are attuned to how participants collaborate when accessing and producing media texts; (c) developing the design method by employing practical knowledge from theatre practices. The thesis tackles some specific design problems. One is that the qualities of the practices and qualities of the tools need to be addressed at the same time. Also, aesthetic and technical aspects often are indistinct. The thesis seeks help in some specific traditions in the performing arts. Some terms such as 'participatory theatre' and 'masked performance' are redefined in order to address both aspects of practices and tools. Terms such as 'gendre', 'framing', 'packaging', 'authoring', 'deconstruction', 'media agenda setting' are also redefined frm literature on media studies, through the production and study of collective activities. The thesis aims to contribute to the integration of findings in interaction desugb abd nedua stydues by (1) applying advances from interaction design for the support of new media literact practice in the physical environment; (2) applying the perspectives on media literacy which emerge from these integrations in order to contribute to current reesearch on interaction design. The thesis applies practices from the performing arts in order to enable a participatory design of physical environments for media literacy. The focus is on the role played by audience groups when they adopt media contents and artifacts.

The study described in this report attempted to describe some high school classrooms in terms of such physical features as lighting, acoustics, thermal comfort, furniture design and spatial arrangements. It also sought to explore the possible associations between student seating preference and such "ecological features". The study first tried to confirm some previous research findings with regard to the existence of "zones of participation", associated with student personality traits including academic ability. The researcher then explored whether the "physical conditions" prevalent in classrooms were as much the determinants of student seating choice, as much as the student's personality traits and relationships with his peers and teachers. It further sought to confirm whether seat selection was consistent and to explore whether it was characterised by a range of factors which could be identified and classified. The study lastly aimed to obtain anecdotal data about the students' perceptions of their classroom environments. Information was obtained from one thousand and eighty-six completed questionnaires from students in years seven to ten, in two different types of classroom, in two separate high schools in the Australian Capital Territory. The results in general supported previous findings regarding associations between central and peripheral seating locations and a student's personality traits and academic achievement level. The results, furthermore, suggested some possible dependence upon the classroom's dimensions and opportunity for teacherstudent eye contact as a crucial factor in the relationship between seating location and student achievement level. The data further confirmed that a number of physical as well as social factors were determinants of a student's choice of seat. These factors were found to be consistently identifiable over various age groups, in different kinds of classroom, in different subject areas and between separate schools. The anecdotal data further established the degree of concern and importance attributed to the physical environment by the students.

Abstract The public space is often perceived as more unsafe for women than for men and it is therefore a question of gender equality. Opinions differ on how the public space should be changed to improve women’s feelings of security. This case aims to discuss the possibility to change the physical environment to create a safer public space for women. This study is a case study focusing on the so called Stationstunneln located on Järnvägstorget in Umeå municipality. Stationstunneln was inaugurated in 2012 and had the aim to increase both women and men´s perceived safety in the public space. The tunnel has with its shape, lighting etcetera, aimed to increase security. This is as mentioned a gender issue and the topic is important to be able to continue the work for a more equal society. The result of this study is based on six semi-structured interviews and has a qualitative approach. The interviews were conducted with six female respondents who all have a relation to Stationstunneln in Umeå municipality. Three of the respondents also had a relation to the previous tunnel located on Järnvägstorget called Hagatunneln. The interviews have been analyzed through thematic analysis. The results of the study demonstrate that light and people in motion is the key factors in what makes the respondents feel safe in public spaces. All of the respondents agreed that Stationstunneln compared to Hagatunneln was seen as bright and had people in motion and that was some of the reasons why they felt safe in Stationstunneln. They also thought the place felt welcoming and safe when it comes to the trafic which also made them feel safe in and around the tunnel. However, many of the respondents said that they didn´t feel safe in and around the tunnel during the evenings because of the people occupying themself there at night. Overall, the respondents agreed that the design was important for their perceived safety in the public space. Keywords: Public space, safety, women, physical environment, tunnel, gender equality.

No description available.

The purpose of this study was to document the nature of elementary writing instruction and classroom physical environments in eight Utah school districts. One hundred seventy-seven full-day observations were completed throughout a one-week period. Results indicated teachers included at least one of the following types of writing: writing workshop/writing process, non-process writing, and writing conventions and mechanics. Process writing time was dominated by instruction from the teacher. Other elements of the writing workshop were implemented, but in a fragmented way. Only five teachers combined aspects of the workshop simultaneously. Non-process writing activities were dominated by prompts and formulas that resulted in one-draft products created with limited teacher assistance and no expectation for revising, editing, or publishing. Conventions of writing were taught regularly, but always in isolation, rather than being integrated with other aspects of writing. Classroom physical environments were generally not literacy rich, showing more evidence of traditional resources instead of resources to support the writing process. Process-oriented teachers had richer environments than those focused on conventions. In fact, classroom environment could be better predicted by the kind of writing the teachers and students did rather than the amount of time spent writing.

<p> A detailed land-use study is performed in a small rural area in Central Ontario. The physical characteristics of the study area are classified as five distinct land units. The land-use patterns are mapped and described using panchromatic aerial photograph flown in 1954 and 1971. Using the sequential photography, land-use changes are identified and described. In order to evaluate the hypothesis that the land-use changes are related to the study area's physical environment, a numerical analysis is performed. Statistical tests indicate a strong relationship between the land classification and the types of land-use change. The research results concur with previous observations in physically similar areas. </p> / Thesis / Bachelor of Arts (BA)

No description available.

The physical environment in schools is an important factor that benefits the educational quality and has an essential role in the student's learning process. In the Philippines the physical environment is underdeveloped in the schools, since the main focus is on developing a basic foundation and on making sure that every child can go to school. This thesis studied the classrooms' physical environment in three selected schools in the Philippines. It presents improvements of the classroom’s physical environment. This study can be used as indicative guidelines when designing classrooms in the Philippines. This study is supported by the Minor Field Study scholarship, founded by SIDA.

Syftet med studien är att ta reda på om den fysiska miljön på fritidshemmen är anpassad så att den inspirerar eleverna till olika lekar, skapande och om det finns utrymme för lugn och ro. Får fritidshemmen den plats de behöver i skolans lokaler eller hamnar fritidshemmen i skymundan? Vi vill även få en bild av vad pedagogerna tycker det finns för för- och nackdelar med att dela lokaler med skolan. Våra teoretiska utgångspunkter i denna studie har varit det sociokulturella, interaktionistiska perspektiven och den utvecklingsekologiska teorin. För att komma fram till ett resultat har vi använt oss av en enkät som sex pedagoger har svarat på och sedan har vi gjort observationer på tre fritidshem. Resultatet av vår undersökning visar att pedagogerna försöker erbjuda eleverna en bra fysisk miljö där de känner sig välkomna och blir inspirerade till lek. Detta trots att pedagogerna upplever att fritidshemmens fysiska miljö får stå tillbaka och att skolans lärandemiljö tar en större plats i skolans lokaler.

Background: Participation in physical activity (PA) is influenced by a multitude of factors. Traditionally, research has focused on several theoretical frameworks focusing on the individual ; however, they do not necessarily take into consideration other influencing factors such as the social environment or the physical or built environment. As such, a comprehensive socio-ecological model considering a multiplicity of factors is useful in explaining behaviour. Aims: To 1) assess the prevalence of the individual level correlates and their association with PA and walking; 2) assess the prevalence of environmental determinants and neighbourhood characteristics and the association between these and PA and walking behaviours; 3) explore within a comprehensive and socio-ecological approach, the contribution of the individual, social, and environmental factors in predicting PA and walking. Methods: The studies used in this thesis are national, random-digit dialling telephone-based surveys of a representative population sample within Canada. All research questions and procedures underwent ethics review at York University. The studies incorporated a two-stage probability selection process to select a survey respondent, and included a number of standard self-report measures across the data collection cycles. PA and all-domain walking were measured using the telephone-administered, short International Physical Activity Questionnaire, the neighbourhood environment was measured using an abbreviated version of the Neighbourhood Environment Walkability Scale (NEWS), and individual factors such as knowledge about amount of PA required for guidelines, beliefs about the benefits of PA, self-efficacy, intention, and initial behaviour changes. Walking for transport was measured through the Physical Activity Monitor and walking for recreation were measured through an adapted version of the Minnesota Leisure-Time PA questionnaire (for the 2007 collection only). Complex sampling methods were required to take into account stratification by province or territory within Canada. Complex samples cross-tabulation procedures were used to calculate the prevalence estimates of Canadians meeting the PA and walking guidelines and 95% confidence intervals. The relationship between factors predicting sufficient activity and sufficient walking were examined using complex samples logistic regression procedures that were reflect the sample design. This thesis explored associations and the relative strength of the factors as the independent measures predicting sufficient PA and sufficient walking as the dependent measures, using age, sex, and education as covariates for each of these models. Chapter Six expands this model by including walking for recreation and transportation, and examining sub-population groups. Results: Individual factors (e.g., self-efficacy, intention, and some trial behaviours) and social factors were associated with sufficient PA and certain types of walking. Relatively few environmental factors were associated with sufficient walking (all domain and domain-specific) or sufficient PA. The relationship between high density neighbourhoods and higher rates of walking (generally and specific), and the availability of supportive walking facilities with various modes of walking were evident. Proximity of many shops and the presence of sidewalks were associated with the highest quartile of walking for transport. A greater number of the individual factors predicted walking and PA compared to the environmental/neighbourhood factors, within the context of a full socio-ecological model. Findings differed when stratified by age and sex of respondents. Conclusions: The results suggest that individual factors may be more relevant for predicting activity and walking than environmental factors, or at least should be considered in their inter-relationship with environmental factors when developing environment-based interventions. Although the inter-relationship between individual factors, social factors and the built environment are important, understanding individual factors are critical for determining strategies and interventions to promote PA among certain populations with traditionally lower levels of activity. Findings suggest that within countries like Canada, with a relative abundance of supportive environments, more specific and detailed measures of the perceived and objective physical environment may be required in order to achieve sufficient variation.