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Nyckelord används på ett flertal sätt för att nå högre rankning i sökmotorresultaten på webben och många författare inom ämnet beskriver hur viktigt det är att använda rätt nyckelord när man sökop-timerar sin webbplats.I litteraturen om sökmotoroptimering beskrivs och kategoriseras nyckelord på ett flertal sätt. Teori-delen i denna uppsats är tänkt att vara en samlingsplats för information om nyckelord. Detta för att skapa en samlad helhetsbild av nyckelordsprocessen och beskriva de olika kategorierna av nyckelord så att detta finns dokumenterat på ett och samma ställe.I den andra delen av uppsatsen beskrivs en empirisk studie som gjorts för att få reda på om andra manuella metoder än den traditionella brainstormingen kan användas för att ta fram passande nyck-elord till en webbsida. De testade metoderna är slumpordsassociation, negativ idégenerering och 6-3-5. Även brainstorming testades för att jämföras med de andra tre metoderna. Våra resultat visar att negativ idégenerering verkar mindre lämplig för nyckelordsframtagning och att slumpordsassocia-tion och 6-3-5 är likvärdiga brainstorming och kan användas som framtagningsmetoder. / Keywords are used in different ways to achieve higher rankings in search engine results on the web and many authors in the field describe how important it is to use the right keywords when search optimizing a website.In the literature on search engine optimization, keywords are described and categorised in a number of ways. The literature study in this paper serves as a collection of information about keywords for web pages to gather the different categories and describe the keyword process so that this is docu-mented in one place.The second part of this paper describes an empirical study made to find out if other manual methods than the traditional brainstorming can be used to provide suitable keywords to a web page. The stu-died methods are random word association, negative idea generation and 6-3-5. Brainstorming was also tested so that it could be compared with the other three methods. Our results show that nega-tive idea generation seems less suitable for keyword generation and random word association and 6-3-5 are equivalent to brainstorming and can be used as generating methods.

The field of personal fitness training is one of the fastest growing occupations in the United States. Historically, scholars, undergraduate institutions, and national certifying organizations that focused on the education of personal fitness trainers have given instructional priority to biological and exercise science content. However, more recent research has underscored the value of psychological and interpersonal skills in driving clients' health and fitness goal attainment. Consequently, the goal of the present study was to determine the impact of a five-hour exercise psychology experiential workshop on levels of perceived importance, confidence in knowledge, and content knowledge of key exercise psychology concepts and skills in a non-randomized sample of personal fitness trainers and students (n = 41). Through a sequential explanatory mixed methods research design, participants were assessed quantitatively pre-intervention and post-intervention. A qualitative follow-up assessment was conducted one-month post-intervention with a sub-set of participants (n = 17). The workshop produced significant improvements in self-reported measures of confidence in knowledge and perceptions of importance of key exercise psychology concepts and skills as well as content knowledge of the exercise psychology concepts covered in the workshop. Further quantitative analyses revealed that certain demographics, namely gender, age, and academic coursework had distinct associations with each of the outcome variables. Follow-up qualitative analyses suggested that participants rated the workshop highly and described their experience in predominately positive terms. Suggestions were provided on how to improve the workshop, particularly focusing on elements of its content and overall structure. Results from the current study highlight the need for increased exposure of personal fitness trainers to instruction in exercise psychology. Given the benefits of developing exercise psychology knowledge, skills, and abilities, the results of this research indicate that preparation for the personal fitness training profession can be enhanced through increased attention to exercise psychology. Limitations of the current study and future directions for outcome research and practice are discussed. / Kinesiology

Involving Indigenous youth in health promotion research within the broader field of public health allows us to investigate health literacy, while promoting, protecting, and combating complex health issues. This project uses a community-engaged research approach, as well as a research workshop methodology and draws on qualitative methods to answer the following study objectives: (1) To what extent do female youth living on Six Nations Reserve No. 40 understand and engage in health promotion; (2) In what ways did a cornhusk doll workshop engage and strengthen female youth understanding on the topic of health promotion; and (3) What resources are necessary for female youth to successfully engage in health promotion. Findings were grouped into three main themes: Healthy Development, Healthy Relationships, and Healthy Policies. / Thesis / Master of Public Health (MPH)

The topic of heat transfer is traditionally taught as an upper level, lecture-style course to mechanical engineering students. Such courses do not provide students with ways to see and feel the important heat transfer concepts at hand. As a way to overcome this, novel, hands-on workshops have been designed and implemented into a heat transfer class taught to junior level mechanical engineering students. Two types of experimental workshops were created and used in two different years of a section of a heat transfer class. In the first year, twelve workshops were designed which included live demos so that the students could see and feel different modes of heat transfer while taking data and seeing real-time plots of temperature and heat flux in different experiments. The workshop introduced each topic the students would be learning in the lecture and was performed the week before the actual lecture on the topic. Each workshop included easily available materials, thermocouples, heat flux sensors, and data acquisition instruments for the students to use. The workshops also served replacements for what would be the third lecture of the week. Results from a concept inventory test given at the end of the first year showed a significant difference on certain question between an experimental group of students who had the workshops and a control group who took the traditional class lecture. However, there were still concepts and topics that the experimental group did not show improvement. They also showed a lack of improvement in their problem solving skills for quiz and test problems. For the second year of the experiment, the workshops were restructured quite a bit. The original 12 workshop format was cut down to only six in order to focus on the ones the students seemed to have benefited from the most. The workshops were also changed into a video-enhanced format where the students would watch a video of the experiment being done while also having the materials in front of them to place their hands on themselves. The students could therefore see and feel what was physically happening and still perform the experiment while watching real-time, pre-recorded plots of heat flux and temperature without worrying about making sure their setup was right and acquiring good results. The new video-enhanced workshops also included control volume and resistance diagrams for each experiment in order to help the students relate the workshops and concepts back to problems on their quizzes and tests. Results from these workshops seemed to show some statistical significance between the experimental and control groups on concept questions given on quizzes throughout the semester, but there was no difference on any questions from the ten concept questions given on the final exam. However, surveys taken by the students indicate that they believed the workshops did help them to understand the concepts in a real-world sense and that they helped them understand the class material better overall. Aside from the results of the workshops on the students learning, this study concludes with an analysis of important heat transfer concepts and how to test them. There is much debate about the underlying concepts in the topic of heat transfer and a thorough analysis on what specific concepts are important for students to know must be addressed. Many heat transfer concept questions on current concept inventories have more to do with thermodynamics and the mixing of the two topics is itself a misconception. / Master of Science

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The character of an urban void is defined by the built surrounding which determines the appearance and the function of the enclosed space. In modelling urban form, three major zones corresponding to this phenomenon may be distinguished: 1. Core 2. Transition Zone 3. Surrounding The transition zone contains the capacity to determine the prospective character of the framed void. It offers the possibility to intervene in the existing urban form, not by filling, but by emptying it. The void experiences a transformation from a neglected urban object to a clearly identified urban subject. This threshold towards the void serves as a mediating element between the two coexisting situations. It acts as a "coulisse" of an urban theater towards the void. / Master of Architecture