The purpose of this study is to investigate students who struggle with their reading, from pre-school to first grade with the help of Bornholm test (it is important to know that the students have not been diagnosed, it may be due to early reading). The ambition is to know about and how the difficulties develop and how they perform on a new Bornholm test and a hearing comprehension test. The study is a follow-up and in-depth study of hearing comprehension and phonological awareness among students struggling with their reading. In order to fulfill the purpose, the following questions have been formulated: What parts of the Bornholm test showed the students difficulties? How does the result look after a new test is done to the same students in first grade? How do the same students perform on a hearing comprehension test? The results showed that these students had problems in four areas: to determine how many sounds a word consists of, to determine which word is the longest and phonem-graphem correspondence as well as understanding rimes. After six months, a new test was done that showed that eight out of ten students showed phonological development while two out of ten students still had difficulties. The hearing comprehension test performed by the students showed that the two students who still experienced difficulties with phonological development also had difficulties in replying the text in the correct order and finding their own statements. The students that showed a phonological development also performed well on the hearing comprehension test.

In this dissertation, we investigate whether consciousness is graded or dichotomous. Based on previous work and a level of processing framework, we hypothesize that consciousness in general, and visual experience specifically, can be conceived of as both graded and dichotomous. We present a series of experimental studies that provide support for this reasoning. We outline a set of future projects which can follow up on this research, and discuss the limitations of the current approach. / Doctorat en Sciences Psychologiques et de l'éducation / info:eu-repo/semantics/nonPublished

The use of the Alexander Technique in teaching, performing and practicing the flute is investigated, in order to determine how to apply the Technique to the art of producing a good flute tone. The author's application of the Alexander Technique to teaching and playing the flute is described. Knowledge was acquired both through doing case studies on two flute pupils, and through the integration of personal experience, gained through taking Alexander Technique lessons, into flute lessons. This is set out in detail. The decision to work intensively on the technique of sound production on the flute, made the author aware of the fact that we. as teachers and performers, encounter a large number of different problems in teaching and playing. Matters are complicated by a pupil's eagerness and "wanting to do things right". This can cause a certain amount of apprehension and even anxiety. Often the habits which inhibit progress prove very difficult for the teacher to correct. This study is aimed at detecting and solving these problems by using the Alexander Technique; hopefully leading to a better understanding of how the Technique can be applied to flute teaching and playing. Posture, breathing and embouchure control are specifically addressed. For the teacher or performer who has little understanding of his/her own problems in playing the flute - e.g. in coping with the loss of a good tone caused by stage fright and other anxieties - the use of the Alexander Technique can mean the creation a new sense of physical freedom and mental flexibility. A knowledge of how to work on changing faulty habits and the creating of new and better means of body use, can be gained through the taking of Alexander IV Technique lessons. The general principles and various applications of the Technique are described. The problems musicians face - e.g. postural problems from sitting or standing for hours while practicing the instrument, instrument-specific problems such as pain in the arms or shoulders, or physical tension caused by anxiety - are all habitual difficulties which can be detected, weakened and, hopefully, even erased through the use of the Alexander Technique. This study aims to show that mind-body awareness work is fundamental for the teacher, the pupil and the performer. Very often, what appear to be simple problems in musical performance are bound to deeply-felt and long-standing emotions and experiences. Therefore, the seemingly simple problems associated with producing a good flute tone cannot be addressed without dealing with the person as a whole. It is thus crucial for us as musicians to attend to the whole person - as we practice, perform and teach. This study attempts to lead musicians to a better understanding of all facets of themselves and others, through the application of the Alexander Technique. / Dissertation (MMus (Performing Arts))--University of Pretoria, 2006. / Music / unrestricted

Disasters are prevalent worldwide and there is a need to engage high-risk populations in collaborative disaster management activities to improve resilience that is inclusive of the whole community (Enarson, & Walsh, 2007). It is clear from extant literature that awareness has a supportive influence on collaboration, however there is need for a better understanding of how this interaction activates action toward collaborative disaster management activities (Mendoza et al., 2014; Na, Okada, & Fang, 2009), especially for high-risk populations (Enarson, & Walsh, 2007). Thus the purpose of this study was to understand how awareness activated individuals to collaborate in the EnRiCH asset-mapping task, to engage high-risk populations in disaster management activities and improve community resilience in future disasters. In this study we used qualitative content analysis to analyze audio-recorded semi-structured interviews to identify concepts and emergent themes. Self-Determination Theory (Deci & Ryan, 2008) and the ED Model of Awareness (Kuziemsky & O’Sullivan, under review) were used as a framework for the study. Findings and elements of Self-Determination Theory were used to expand the ED Model of Awareness to demonstrate how awareness motivates collaborative action. This study concludes that awareness influences the psychological needs of competence and relatedness, both positively and negatively in different contexts, to motivate individuals toward collaboration and sustained action. This is depicted in the extended ED Model of Awareness and Action to demonstrate how awareness is situated in the interaction between the psychological needs, motivation, and collaborative action.

Este trabalho apresenta os principais conceitos de um modelo de referência, chamado de Consciência Situacional em Voo (In-Flight Awareness, IFA), e sua implementação embarcada IFA2S (In-Flight Awareness Augmentation System). IFA é um conceito novo e realista e voltado à melhoria da segurança de voo de VANTs. IFA2S tem o potencial de alavancar confiabilidade dos VANTs aos níveis encontrados na aviação geral. Ele aumenta a consciência aeronave tanto em relação a si mesma e seu ambiente circundante e, ao mesmo tempo reconhece restrições da plataforma para agir de acordo com algoritmos de decisão pré-definidos. Este trabalho apresenta o IFA como consequência dos requisitos de segurança estabelecidos através da metodologia STPA, faz uma avaliação quantitativa do impacto do IFA2S no risco operacional dos VANTs e apresenta orientações de implementação em hardware. Simulações de validação são realizadas com uso do software Labview e do simulador de voo XPlane. / This work presents the key concepts of IFA, In-Flight Awareness, and its implementation IFA2S (In-Flight Awareness Augmentation System). IFA is a novel and realistic concept intended to enhance flight safety. IFA2S has the potential to leverage UAVs reliability to the levels of general aviation aircraft. It increases aircraft awareness regarding both itself and its environment and, at the same time recognizes platform constraints to act in accordance to predefined decision algorithms. This paper presents the IFA as a consequence of the safety requirements established using STPA methodology, a quantitative assessment of the impact of IFA2S in the operational risk of UAVs as well as suggestions for hardware implementation. Simulations are carried out using Labview software and the flight simulator XPlane.

No description available.

No description available.

Metalinguistic sentience refers to the conscious or unconscious apprehension of, sensitivity to, and attention to language as something with form and function that can be manipulated. This includes, but is not restricted to, conscious or unconscious apprehension of, sensitivity to, and attention to the following aspects of language and literacy: pragmatics, syntactics, semantics, phonology, orthography, morphology, figurative, metalanguage, print "carries" meaning, print conventions, book conventions, text conventions, referent/label arbitrariness, purposes of literacy, and abilities. These aspects of language and literacy are part of a morphological model developed by the author for classifying the evidence provided by children of their metalinguistic sentience. The two other faces of the model, displayed as a cube, depict (1) Literacy Acguisition and Literacy Learning and (2) four Prompt States: Self-, Child-, Adult-, Text. This ethnographic study of nine verbally gifted kindergarten and first grade children was conducted with a three-fold purpose: to explore whether young verbally gifted children's metalinguistic sentience coincided with their cognitive ability, to explore whether young verbally gifted children's metalinguistic sentience influenced their literacy acquisition and literacy learning, and to explore whether young verbally gifted children's literacy acquisition and literacy learning enhanced their metalinguistic sentience. The study took place during a full school year, while the author was a participant observer in the informants' classrooms. The evidence from the research indicated that the nine verbally gifted children who served as the informants for the study had a lower threshold for metalinguistic sentience than did their agemates. This lower threshold allowed them to acquire and learn literacy more easily and more efficiently.

Consumers are nowadays presented with many choices regarding products and services. In addition, there is a wide array of brands that one is forced to choose from. In this study you will get to know the brands that Swedish consumers think of first when given a specific category, thus the brands that are Top-of-mind. The purpose of this study is to investigate possible opportunities for a new entrant to become Top-of-mind and whether the importance of being Top-of-mind differs. The study examines four product categories: Toothpaste, Soft drink, Insurance company and Sportscar. The study’s empirical data is based on a survey of 200 respondents. The results of the study show that there are greater opportunities for a new market entrant to become Top-of-mind within the product category Insurance company and Sportscar, at the same time as it indicates that the possibilities within Toothpaste and Soda are smaller. Furthermore, the study's results conclude that it is more important to be Top-of-mind in the product categories Toothpaste, Soft drink and Insurance company.

With the current upsurge of a technological era, there is an underlying global threat to the cultural development of theatre, especially opera. Therefore, there is a need for a paradigm shift that will re-imagine and transcend opera into the 21st century. Site-specific opera merges the potential of theatrical entertainment and the value of an existing site. Both the location and the performance have the ability to remove the audience from their lives and submerge them in a fantasy or created reality. With the focal approach being the interpretation of the Magic Flute Opera at a site-specific location, a concept of cultural heritage awareness is revealed. With this in mind, the preservation extends into a consideration of the existing site. The site, Fort Daspoortrand, is currently in a state of physical degradation, and the decay of heritage and cultural fabric is prominent. Thus, the potential for preservation and cultural celebration arises. It is proposed that through a site-specific opera performance of William Kentridge’s adaptation of The Magic Flute by Mozart, a sense of wareness can be created for both the site and a South African interpretation of opera. The opera will catalyse the awareness of the site, and the scenography will act as a vehicle to bring site and opera together in a visual and spatial experience. Through the merging of opera and site, the heritage and cultural significance of both entities will be explored, allowing the opportunity for life to be breathed back into both the fort and opera in general. The design intention of this project is to bring awareness to the existing fabric of the site, as well as the dramatic opportunities that the site naturally presents. In this way, the physical and cultural decay of both Fort Daspoortrand and opera are brought to the public’s attention. The intention in this creation of site awareness is to promote an afterlife for the site, by exposing its character in an attempt to ignite future development at the site once the opera has finished. Through combining opera and site, the audience will be exposed to the beauty of the site and the cultural richness of opera simultaneously. The temporary design intervention aims to strategically link the themes of The Magic Flute with the characteristics of the site to explore the relationship between narrative, fort and opera. Emphasis is placed on how to take the audience on a winding and intertwining journey of the site during the performance of the opera adaptation. The fluidity and natural progression of the audience through the site will ultimately create a reflective and emotive understanding of The Magic Flute’s theme of the journey from darkness to light. / Mini-dissertation Mint(Prof)--University of Pretoria, 2018. / Architecture / MInt(Prof) / Unrestricted