Abstract The aim of the research presented in this thesis is to study how interactional strategies are used by children and what these strategies mean or imply in the preschool cultural context. The theoretical point of departure in the study is the socio-cultural perspective (William Corsaro, Roger Säljö, Jim Wertsch). The study is a contribution to the field of research that focuses upon contextual issues and an overall way of seeing the child. This is in opposition to the strong traditional psychological perspective in the development of the child, where a focus upon the individual dominates in special education. This ethnographic study aims to answer the following research questions; What interactional strategies are co-constructed by the children in preschool play? How do the interactional strategies influence the creation of culture in preschool play? The children, 3-5 years olds, and their play situation were in focus. Participant observations and video recordings of preschool play constituted the empirical material. These were analysed through a “child perspective” to understand interactional strategies in a cultural context. Detailed transcriptions, CA (Conversation Analysis, Per Linell) of the empirical material highlights that interactional strategies can be categorised under the following themes; Taking turns, Protecting play, Dividing roles, Understanding roles and Confirming play themes. These themes furthermore, give rise to three common central elements: Interaction space; the children create a common space to interact that they defend and protect; Role dividing is a starting point in interaction and is an important part in producing and reproducing play; Meaning-making, the children’s common play leads to interaction and the space and roles are safe and confirmed. The results indicate that interaction includes verbal and nonverbal elements. The children’s use of artefacts’ plays an important role in the interaction, meaning-making and cultural expressions that they create and reproduce in the preschool context. Through these themes an explanatory model is presented with the aim of highlighting the strategies that influence the creation of culture. The explanatory model shows relationships between aspects of culture-making in children’s interaction. The use of artefacts in interactional strategies presented here influence and plays an important part in the common meaning-making and can therefore be seen as an expression of culture. Key Words: Ethnographic study, Socio-cultural Perspective, Culture-making, Interactional Strategies, Artefacts’, Preschool play

La spectroscopie par transformée de Fourier est l'outil multiplexe de mesure de spectres à haute résolution le plus utilisé dans l'infrarouge. Son extension au domaine Térahertz se révèle de grand intérêt pour la spectroscopie de molécules présentes dans le milieu interstellaire, mais se heurte à différents obstacles : en particulier, aucune source large bande n'est suffisamment intense et stable pour ces applications. Cette thèse présente des développements instrumentaux basés sur l'exploitation du rayonnement synchrotron cohérent (CSR) sur la ligne AILES du synchrotron SOLEIL, optimisée pour l'infrarouge lointain. Les conditions de production du CSR sont étudiées pour les besoins des analyses spectroscopiques à haute résolution ; les performances de cette source sont caractérisées et comparées à celles du rayonnement incohérent. La mise en place d'un système de double détection permet une correction de l'effet des instabilités de la source et une augmentation conséquente du rapport signal-sur-bruit. Ces développements sont appliqués à la mesure de spectres de rotation pure ; une modélisation améliorée du spectre dans l'état fondamental de la molécule de propynal a ainsi pu être faite, prouvant la complémentarité de la source étudiée vis-à-vis des sources micro-onde ou infrarouge classiques.

The chief aim of this thesis is to explore aesthetic aspects of the Swedish school subject of sloyd. The research questions are: What do young people tell about sloyd? What aesthetic resources do they use? How can one describe the relation between what young people tell about sloyd and the aesthetic resources they use? A narrative approach was chosen to learn about activities and attitudes concerning aesthetic matters among young people in the 9th form in lower secondary schools. The empirical study was carried out in three schools including qualitative interviews and visual ethnography mainly considering the learner’s point of view. Findings are represented through story constructions and photographs. Ten stories depict aesthetic and thereto related aspects of which five stories are based on individuals and another five are thematic. Stories and photos were analyzed using an integration of aesthetic, narrative and semiotic methods. Structures of meaning making were identified using three concepts: expressions, personal project, and dynamic process. The results show that aesthetic deliberation in sloyd work is a major issue among young people. Concerns are often based on personal circumstances, such as taste and preference. Aesthetic considerations in the pupils’ sloyd work were found to be directed towards the one’s own room, relations to family members, and/or plans for future engagement in aesthetic related professions. The results confirm that aesthetic expression in sloyd work may be a way for pupils to reflect upon and develop their personalities. I have also shown that sloyd may be a way to represent narrative instances. A second aim is to develop theoretical concepts in the field of aesthetic learning in sloyd. I argue that an aesthetic aspect alone cannot satisfy the concept of aesthetic learning. Therefore the aesthetic learning concept in my study is generated from aesthetic, configurative (cf. gestaltung) and creative aspects, thus forming an integrated aesthetic perspective. Aesthetic objectives were analyzed using Bakhtin’s systemic aesthetics, which identified architectonic instances in sloyd materials and sloyd design supporting narrative elements in sloyd artefacts. Finally I propose a model for narrative understanding of artefacts based on the theoretical concepts mediation and focalization.

A materiality approach is developed in this thesis in order to understand social-material relationships during the south-east Scottish Iron Age. The focus is on everyday objects, traditionally lesser studied in terms of cosmological value, made of bone and antler, stone, clay/pottery and metal (copper alloy and iron) from the Broxmouth Hillfort assemblage and other excavated Iron Age sites in East Lothian. This study sets out to move away from typology to examine the connections between these materials through their sourcing, affordances (signative and pragmatic), design, manufacture, use and deposition. In addition to the archaeological evidence, a range of analytical methods are employed; including laser scanning confocal microscopy, raman spectroscopy, and residue and isotopic analysis. It becomes evident that the materials studied, despite their predominantly local availability, were invested with meaning in appropriation, making, and were deliberately curated and maintained in use, assembling rich personal biographies. Identities were tied up with making, using and depositing of materials in turn embodying beliefs of fertility, renewal and productivity which were central to Iron Age cosmology, continuing into the Roman Iron Age. These results contribute to our understanding of the construction and practice of society in the Iron Age of Britain, with implications for how we may design our own 21st Century material worlds. It is proposed that social relations in the Iron Age of south-east Scotland were heterarchical.

Made available in DSpace on 2014-12-17T15:47:57Z (GMT). No. of bitstreams: 1 AnaLSO_DISSERT.pdf: 3044702 bytes, checksum: 7d5dc3b7e2aab3803ef82bbde3db6f6a (MD5) Previous issue date: 2011-05-31 / Software Product Line (SPL) consists of a software development paradigm, whose main focus is to identify features common and variability among applications in a specific domain. An LPS is designed to attend all products requirements from its product family. These requirements and LPS may have changes over time due to several factors, such as evolution of product requirements, evolution of the market, evolution of SLP process, evolution of the technologies used to develop the products. To handle these changes, LPS should be modified and evolve in order to not become obsolete, and adapt itself to new requirements. The Changes Impact Analysis is an activity that understand and identify what consequences these changes are cause on LPS. Impact Analysis on LPS may be supported by traceability relationships, which identify relationships between artefacts created during all phases of software development. Despite the solutions of change impact analysis based on traceability for software, there is a lack of solutions for assessing the change impact analysis based on traceability for LPS, since existing solutions do not include estimates specific to the artefacts of LPS. Thus, this paper proposes a process of change impact analysis and an tool for assessing the change impact through traceability of artefacts in LPS. For this purpose, we specified a process of change impact analysis that considers artifacts produced during the development of LPS. We have also implemented a tool which allows estimating and identifying artefacts and products of LPS affected from changes in other products, changes in class, changes in features, changes between releases of LPS and artefacts related to changes in core assets and variability. Finally, the results were evaluated through metrics / Linhas de Produto de Software (LPS) consistem em um paradigma de desenvolvimento de software, cujo foco principal encontra-se na identifica??o das caracter?sticas (features) comuns e vari?veis entre as aplica??es de um segmento de dom?nio espec?fico. Uma LPS ? projetada para atender todos os requisitos dos produtos de sua fam?lia de produtos. Esses requisitos e a pr?pria LPS podem sofrer mudan?as ao longo do tempo em decorr?ncia de v?rios fatores, como por exemplo, evolu??o nos requisitos dos produtos, evolu??o no dom?nio de mercado para o qual os produtos foram projetados, evolu??o no processo de constru??o da LPS, evolu??o das tecnologias usadas para desenvolver os produtos. Para lidar com essas mudan?as, a LPS deve ser modificada e evoluir, visando n?o ficar obsoleta, e se adequar aos novos requisitos que surgem. A an?lise de impacto de mudan?as consiste em uma atividade que visa compreender e identificar quais conseq??ncias essas mudan?as causam ou causar?o na LPS. A an?lise de impacto na LPS pode ser apoiada por meio de rela??es de rastreabilidade, as quais identificam relacionamentos entre artefatos criados durante todas as fases do desenvolvimento de software. Apesar de existirem solu??es de an?lise de impacto baseadas em rastreabilidade para softwares e de rastreabilidade para LPS, h? uma car?ncia de solu??es de an?lise de impacto de mudan?as baseadas em rastreabilidade para LPS, pois as solu??es existentes n?o contemplam estimativas espec?ficas para o dom?nio da LPS. Assim, este trabalho prop?e um processo de an?lise de impacto e uma ferramenta associada para an?lise de impacto de mudan?as baseada em rastreabilidade de artefatos em uma LPS. Para tal, foi especificado um processo de an?lise de impacto de mudan?as que considera artefatos produzidos durante o desenvolvimento da LPS. Foi tamb?m implementada uma ferramenta a qual permite identificar artefatos e produtos da LPS afetados a partir de mudan?as em outros produtos, mudan?as em classes, mudan?as em features, mudan?as entre vers?es (releases) da LPS e mudan?as nos artefatos relacionados ? arquitetura base e ?s variabilidades. Por ?ltimo, os resultados obtidos foram avaliados atrav?s de m?tricas

This Bachelor Thesis examines sampling as creative process in relation to friction between users and creators. The goal of this thesis is to create an understanding of the relations involved in creative processes and explore sustainable manner of working with processes. To explore creative processes, sampling is interpreted in relation to music production and the musical culture involved in shaping of worlds. Sampling is the processes of creating from what already is in a way of involving the users and creators with the past, present and future. The friction of creative processes involves an understanding of innovation and originality that questions existing principles. Sampling in relation to friction is about boundaries, how do we involve ourselves in an accountable process and what is appropriation in relation to creative engagement? / Det här kandidatarbetet undersöker sampling som en skapandeprocess i relation till användare och deltagare. Syftet med undersökningen är att skapa en förståelse för de relationerna involverade i en skapandeprocess och utforska hållbara aspekter av att arbeta med processer. För att undersöka skapandeprocesser förstås sampling i relation till musikproduktion och musikkultur som världskapande. Sampling möter skapandeprocesser med det redan befintliga genom att involvera användaren och deltagaren i dåtid, nutid och framtid. Friktionen i skapandeprocesser prövar förståelsen av innovation, originalitet och ägande. Sampling i relation till friktion handlar om gränser, hur kan vi involvera oss i ett ansvarfullt skapande och vad är appropriering i relation till skapandeprocesser?

See file 01 / Art History, Visual Arts and Music / (M.A. (Visual Arts))

I den här texten beskriver jag min studie om hur fyra olika Grade R-pedagoger i Sydafrika arbetar med barns språkutveckling, vilka metoder och artefakter de använder samt varför. Under utbildningen till förskollärare har vi fått lära oss vikten av den pedagogiska verksamhetens miljö, den ska bland annat vara stimulerande och inspirera barn till att utforska och lära (Skolverket, 2016). Detta arbete belyser miljöns vikt och användning ur ett lärarperspektiv eftersom det är deras erfarenheter och arbetssätt jag vill ta reda på. Barns språkutveckling är viktig för deras lärande och nu för tiden blir verksamheten alltmer flerspråkig vilket ger oss pedagoger ett visst ansvar att se till att varje individ utvecklas både inom svenskan och sitt modersmål. Till insamlingen av det empiriska materialet valde jag att använda mig av både semistrukturerade intervjuer och observationer som metod. Min studie analyseras och beskrivs sedan ur ett sociokulturellt perspektiv på lärande där användning av miljö och artefakter är en viktig del i lärandet. I resultatet beskrivs att pedagogerna anser miljön väldigt betydelsefull eftersom det underlättar det språkliga lärandet både i planerade aktiviteter och i leken, men att man som pedagog inte bara ska förlita sig på en välplanerad lärandemiljö. / In this text I’m describing my study on how four different Grade R preschool educators in South Africa work with the children’s language development. What methods and artifacts they use, and why. During our education to become preschool teachers we have learned the importance of the educational environment, which should stimulate the children to explore and learn (Skolverket, 2016). This text will highlight the importance of using the environment from a teacher perspective, as it is their experiences and methods I want to find out. The language development of children is important for further education and nowadays the preschools are becoming more multilingual, giving us educators a certain responsibility to ensure that each individual evolve in both their mother tongue and the second language. I chose to use both semi structured interviews and observations as my method of collecting data. My study is both analyzed and presented from a sociocultural perspective on learning, where using the environment and artifacts is an important part. The result will show that the preschool educators consider the environment very important, because it facilitates linguistic learning both in planned activities and in free play, but also to not only rely on a well-planned learning environment alone.

The aim of this study was to investigate how four third grade pupils, who are in need of extra support in their development in writing, and their teacher describe the conditions of the teaching organization when writing factual text. The empirical material consisted of transcripts of interviews with teacher and students, supported by field notes of observations and video observations. Constructively oriented interviews were conducted with an interview guide as support. The choice to carry out observations and video observation also gave an opportunity to study the teaching from different perspectives, and contributed to broader empirical material.   The results of the study show that the scaffolding that existed in the organization in various ways created opportunities for the pupils to write factual texts. Different examples of a varied and successful scaffolding in teaching are presented in the results section. The current teacher used several different artefacts in her teaching as well as collaborative activities like dialogues in full class, or between students, to support knowledge, acquisition on the subject, on subject specific concepts and on factual writing. One obstacle that emerged was that a pupil had difficulty writing the factual text despite the support that existed in the organization of the teaching.   The pupils also describe a varied support in teaching. They used different artefacts as support when they learned the facts on the subject and when writing the factual texts. According to the pupils’ statements more obstacles existed. One pupil had difficulties to write despite the support, one pupil felt that writing by hand was an obstacle, one pupil stressed that the weak interest for the subject as well as the “childish” material (the film) reduced the motivation to learn and two pupils also claimed external influences, like a noisy classroom, to be an obstacle to focusing on the writing task. / Syftet med denna studie var att undersöka hur fyra elever som är i behov av extra stöd i sin skrivutveckling och en lärare i årskurs 3 beskriver vilka förutsättningar som finns i undervisningen för att skriva en faktatext. Det empiriska materialet utgjordes av utskrifter från lärar- och elevintervjuer med stöd av fältanteckningar från observation och videoobservation. Konstruktivistiskt orienterade intervjuer utfördes med en intervjuguide som stöd. Valet att även genomföra observation och videoobservation gav en möjlighet att studera undervisningen utifrån olika perspektiv och bidrog till ett bredare empiriskt material.   Resultaten från studien visade att den stöttning som fanns i undervisningens organisation på många olika sätt skapade förutsättningar för eleverna att skriva en faktatext. Olika exempel på en varierad framgångsrik stöttning presenteras i resultatet. Läraren i studien använde flera olika artefakter som stöd i undervisningen och kollaborativa aktiviteter som samtal i helklass och mellan elever för att stötta kunskapsinhämtning om ämnet, ämnesbegrepp och skrivande av en faktatext. Ett hinder som framkom var att en elev hade svårt att skriva faktatexten trots stödet som fanns i undervisningens organisation.   Eleverna beskrev också ett varierat stöd i undervisningen. De använde olika artefakter som stöd när de skulle lära sig fakta om ämnet och när de skulle skriva faktatexten. Utifrån elevernas beskrivningar framkom fler hinder. En elev hade svårt att skriva trots stödet, en elev ansåg att skrivandet för hand hindrade honom, en elev tar upp att intresset för ämnet är lågt och densamme menar att materialet (filmen) är för ”barnsligt” vilka båda är faktorer som påverkar motivationen att lära och två elever lyfter även yttre påverkansfaktorer, som prat i klassrummet som ett hinder för att kunna koncentrera sig på skrivuppgiften.

Suite à l'allongement de la survie des patients atteints de la mucoviscidose (CF), des études ont montré la présence d'une perte osseuse chez les patients CF. Dans ce travail de thèse, une étude de l'évolution de la densité minérale osseuse chez des souris atteintes de mucoviscidose a été effectuée en utilisant un système de micro-tomodensitométrie X. Afin d'améliorer les précisions des mesure, deux méthodes de correction de deux phénomènes physiques ont été appliquées. La première méthode est une correction du durcissement de faisceau X et basée sur une segmentation de l'objet reconstruit après une première reconstruction et en utilisant des courbes d'atténuations précalculées. La deuxième méthode est une méthode de correction de la diffusion des rayons dans l'animal basée sur l'estimation des projections des diffusés en utilisant des noyaux de diffusion précalculées. Des améliorations au niveau de la qualité de l'image et les mesures de densité osseuses ont été obtenues. / Due to the increased survival of the patients with cystic fibrosis (CF), studies showed the presence of osteoporosis in CF patients. In this work, a follow-up study of the bone mineral density (BMD) formice with CF is done using a micro-CT system. In order to perform accurately the measurements, weapplied two correction methods aiming to reduce artifacts in CT images. The first correction method is abeam hardening correction technique based on a post-reconstruction procedure and usingpre-calculated linearization curves. The second correction method is a hybrid elimination approach of scatter radiations from acquisition projections and based on the use of pre-calculated scatter kernels,simulated analytically. Improvements have been shown concerning image quality (contrast, artifactsreduction) and BMD measurements.