Recent investigations suggest that rhythmic movements rely on two distinct timing systems: event and emergent timing. Event timing is based on an explicit internal representation of the temporal interval marked by clear perceptual detectible events whereas emergent timing is derived from the dynamics of smooth and continuous movements. However, crucial aspects of the distinction between these mechanisms remain unclear. This thesis investigates the role of expectancy and skill in the internal representation of time in event timing and emergent timing. Chapter 1 introduces the theoretical framework that supports the differentiation between event and emergent timing mechanisms and presents the hypotheses that were tested. Chapter 2 describes a series of five experiments that investigated the role of expectancy through examining the effect of a single unexpected perturbation of feedback content (e.g. pitch, timbre, intensity) on timing of finger tapping. Chapter 3 expands this question by investigating the effect of unexpected auditory perturbations on two types of timed movements: event and emergent timing. The role of expertise and training on motor timing is the subject of discussion of Chapters 4 to 6 where a total of 4 experiments tested the effect of expertise and music training on accuracy of finger tapping and circle drawing tasks. More specifically, Chapter 4 compares accuracy levels of experts in movement-based activities (music and sports) with non experts, whereas Chapters 5 and 6 focus on the effect of music training on event and emergent timing in students of 10 to 14 years of age. Finally, Chapter 7 reviews and discusses the main findings of this body of work with respect to current theories of timing and movement. Foremost, these data challenge current models of human movements controlled by event and emergent timing mechanisms demonstrating that expectancy and training are crucial in determining the timing strategy and the type of expectancy mechanisms adopted to perform distinct rhythmic movements / Estudos recentes sugerem que movimentos rítmicos dependem de dois sistemas distintos para controle do tempo, chamados tempo emergente e discreto. Sugere-se que tempo discreto baseia-se em uma representação interna do tempo intervalar que é marcada por eventos perceptuais evidentes, enquanto tempo emergente origina-se da própria dinâmica dos movimentos contínuous. No entanto, aspectos cruciais da diferença entre esses mecanismos ainda necessitam ser examinados. Esta tese investiga o papel de expectativas e treino no controle temporal de movimentos rítmicos contínuous e discretos. Capítulo 1 introduz as bases teóricas que subsidiam as hipóteses testadas no presente trabalho. Capítulo 2 descreve uma série de cinco experimentos que investigam a importância da retroalimentação auditiva e dos mecanismos de expectativa, e assim examina o efeito de uma perturbação inesperada e transitória no conteúdo do feedback (e.x. altura, timbre, intensidade) na precisão temporal de movimentos rítmicos discretos (i.e. finger tapping). Capítulo 3 expande essa investigação e analisa o efeito de perturbações inesperadas da retroalimentação auditivo em tarefas de movimentos contínuos, como desenhar círculos repetidamente. O papel do treinamento para o controle temporal é foco de discussão nos Capítulos 4 a 6, onde se descrevem um total de quatro experimentos que testam o efeito de expertise e treino na precisão de movimentos em tarefas de finger tapping e desenho de círculos. Mais especificamente, Capítulo 4 compara a performance de músicos e atletas com participantes sem nenhum treinamento nestas áreas a fim de examinar o papel do treinamento no controle motor, enquanto os Capítulo 5 e 6 focam no efeito do treino em música no controle temporal de movimentos rítmicos discretos e contínuous em estudantes de 10 a 14 anos de idade. Capítulo 7 revisa e conclui as discussões propostas com base nos principais resultados descritos neste trabalho. Em suma, os resultados apresentam novas e relevantes informações a respeito da importância de expectativas e do treinamento no controle temporal de movimentos rítmicos, cujas implicações podem contribuir significativamente para áreas relacionadas à pedagogia e reabilitação motora. Além disso, esta tese apresenta novas informações que ampliam modelos atuais sobre os mecanismos envolvidos no controle temporal de movimentos rítmicos demonstrando a importância do papel de expectativas, retroalimentação auditiva e do treinamento para determinar os diferentes mecanismos de expectativa adotados pelo sistema nervoso na execução de movimentos rítmicos

L'objectif principal de ces travaux est l'exploration des propriétés émergentes qui accompagnent les processus d'auto-assemblages, à partir d'entités moléculaires ou macromoléculaires multivalentes. La fonctionnalisation appropriée des nano-objets auto-assemblés constitue un réel challenge compte tenu des nombreuses applications auxquelles ces systèmes peuvent répondre. Dans cette thèse nous nous sommes intéressés aux apports des différentes interactions dynamiques et réversibles dans la construction « bottom-up » de systèmes et membranes adaptatifs. Dans un premier temps, nous avons voulu explorer l'effet de la multivalence sur les interactions de faible énergie de type Lectine-Carbohydrates. Une autre partie des travaux consiste à incorporer des synthons dynamiques dans une matrice polymère de type polyetherimines, afin d'explorer leurs influences en transport de gaz. Enfin, nous avons mis à profit l'auto-organisation à l'échelle mésoscopique de copolymères triblocs ABA, dans l'élaboration de membranes avec des tailles de pores modulables en fonction des forces des interactions mises en jeu dans la construction du matériau membranaire. Ces interactions, qui varient en fonction des différents stimuli : Pression, pH et UV, sont explorées dans la perspective d'une application en ultrafiltration « adaptative ». / The main objective of this work is the exploration of emergent properties that accompany the self-assembly process from multivalent molecular or macromolecular entities. The appropriate functionalization of self-assembled nano-objects is a real challenge given the numerous applications for which these systems can respond. Thus, research was performed in order to emphasize the different contributions of dynamic and reversible interactions, in the "bottom-up" construction of adaptive systems and membranes. At first, we explored the effect of multivalency on the low energy biomolecular interaction between a lectin and its ligand. Then, the incorporation of dynamic building blocks in a polyetherimines polymer matrix was performed in order to explore their influence on the transport of gases, namely CO2. Finally, we have taken advantage of the self-organization at the mesoscopic scale of ABA type triblock copolymers, in the development of membranes with adjustable pore size. Based on the strength of interactions involved in the construction of the material (supramolecular and/or covalent), it has been shown that the properties of the membranes vary as a function of different stimuli: pressure, pH and UV, leading to an "adaptive" ultrafiltration membrane.

Detta examensarbete lyfter fram sju olika lärares kunskap om högläsning och på vilket sätt de medvetet använder sig av högläsning i sin undervisning. Avsikten är att lyfta fram hur pedagoger som undervisar yngre barn arbetar med att läsa högt för sina elever. Aktuell forskning kring grundläggandet av läs- och skrivutvecklingen påvisar betydelsen av att läsa högt för små barn. Undersökningens resultat visar att lärare upplever högläsning som ett bra och mångsidigt pedagogiskt redskap. Det framgår dock att de pedagoger med längst yrkeserfarenhet och högst utbildning är de som använder sig av högläsning på ett mer medvetet och komplext sätt. Därigenom synliggörs vikten av att pedagoger har kunskap om högläsningens användningsområden. Pedagogernas insikter som kom fram under undersökningen har relaterats till forskning i ett jämförande perspektiv. I arbetet bearbetas egna hypoteser kring vad det är man kanske kan förbättra i undervisningen med högläsning som redskap i förhållande till forskningsrelaterade aspekter. Läsaren kan ta del av litteraturstudien och undersökningsresultaten för att skapa sig en bild kring vilka av forskningsresultaten som fått genomslag i pedagogernas arbete. / This examination project illustrates the knowledge and consciousness of seven separate teachers' concerning how to adopt reading aloud when teaching. The teachers results are related to research made in a comparative prospect. Reading research stresses the importance of reading aloud to young children not only for pleasure but for a variety of reasons. The aim of this study is to learn how and why teachers read aloud to young children and if they are aware of the fact that reading aloud can be used for stimulating the development of word, language and reading comprehension. The result show that the most experienced and well educated teachers are those who use reading aloud not only for pleasure, but for above reasons, compared with less experienced and less educated teachers. Thus, this highlights the importance of having a deep understanding of how children can benefit from teachers' reading aloud. The reader may take part of the compilation to get a deeper insight and deeper understanding of the result of this examination. / Uppsatsen skrevs ursprungligen vid Institutionen för individ, omvärld och lärande (IOL) men har efter Lärarhögskolans sammanslagning med Stockholms universitet flyttats till Institutionen för utbildningsvetenskap med inriktning mot språk och språkutveckling (USOS).

This thesis explores the missional ecclesiology of the Emerging Church Movement and its relationship to Evangelicalism. The rise of post-Christendom, post-modernism and the increasing marginalisation of the church in Western Culture has created a situation where it needs to ask the basic missiological questions of its own identity and structures. In contrast to many within traditional Evangelicalism, the Emerging Church Movement views these changes as a positive development and, in a social context much more akin to that of the early church, an opportunity to rediscover the essential nature of its calling as Church. It is in a narrative reading of Scripture and understanding of Jesus' proclamation of the kingdom of God that the ECM believes the answers are to be found. As a result, the ECM finds itself working through a gradual process of dismantling and reconstructing the faith of their Evangelical heritage as they reflect on the meaning of the gospel as they see it expressed in the life and ministry of Jesus Christ and His interpretation of the Old Testament narrative. For the ECM, the gospel is much bigger than merely personal salvation and is best understood as God's great and gracious mission in the world of making new all that has been corrupted by sin and evil. Missional churches realise that they have been invited to participate with God in his redemptive mission and formulate their identity, structures and values accordingly. The ECM engages in intentional , subversive ministry from its new place at the margins of society flowing from the realisation that mission is not an activity to be carried out by members of the church in certain contexts, but rather the essential character and calling of the church community wherever it may exist. / Dissertation (MA(Theol))--University of Pretoria, 2010. / Practical Theology / unrestricted

In today's global competitive environment, many organizations utilize virtual workgroups to overcome geographic and organizational boundaries. Research into their dynamics has received the attention of scholars within multiple disciplines, and the potential for an integrative approach to the study of virtual workgroups exists. This dissertation is a first step towards such an approach. The primary aim of this research is to examine antecedent and contextual factors that affect the emergence and effectiveness of leaders in virtual workgroups. To achieve this aim, an integrative model assembled from theory and empirical findings in leadership, management, social identity, and communications research is posited. Hypothesized relationships depicted in the model identify key dispositional and contextual variables linked to leader emergence, member behavior, and leader effectiveness within virtual workgroups. This study employed a nonexperimental research design, in which leader emergence and social identity manifest as naturally occurring phenomena. Data collection occurred via two web-based surveys administered at different points in time. Hypothesized relationships were tested utilizing correlational and hierarchical moderated multiple regression analyses. The findings of this dissertation suggest that traits, such as personality and cognitive ability, are not associated with leader emergence in virtual workgroups. In addition, the results indicate that the exhibition of relationship-oriented leader behaviors enhances group identity. In turn, identification is associated with increases in perceptions of leader effectiveness and decreases in counterproductive behavior exhibited by group members. This dissertation exposes an important limitation to the application of trait leadership theory. It also demonstrates the importance of relationship-oriented behavior and social identity in virtual contexts. Further, it advances an integrative theoretical model for the study of virtual workgroup phenomena. These contributions should assist and inform other researchers, as well as practitioners, interested in leadership and group member behavior in virtual workgroups.

Dans un premier chapitre, nous avons présenté un historique succinct de la chimiothérapie antivirale et l'utilisation d'analogues nucléos(t)idiques. Nous nous sommes focalisés en particulier sur les nucléosides phosphonates acycliques (ANP) en tant qu'antiviraux potentiels. Dans un second chapitre, nous avons décrit la synthèse de β-céto, β-hydroxylamino et β-O-(benzyl)hydroxylamino ANP dérivés de l'adénine et de la cytosine. Les isomèrs (R) et (S)-β-hydroxy-ANP ont été préparés par dédoublement du racémique correspondant avec le (S)-MPA et l'attribution des configurations absolues a été effectuée par RMN et calculs de modélisation moléculaire. Nous avons aussi développé une méthodologie de synthèse de β-azido-ANP, ces derniers étant utilisés pour la préparation de β-amino-ANP par hydrogénation catalytique. Dans un troisième chapitre, nous avons présenté la synthèse des 2H-azirine et cis-aziridne-ANP et examiné lʹ ouverture de cycle comme voie d'accès à des ANP α,β-fonctionnalisés. Les propriétés biologiques de ces nouveaux ANP ont été évaluées en culture cellulaire sur un certain nombre de virus à ADN et ARN. / In the first chapter, we presented a brief history of antiviral chemotherapy and use of nucleos(t)ide analogues, especially acyclic nucleoside phosphonates as potential antiviral agents. In the chapter-II we have successfully synthesized ¦Â-keto, ¦Â-hydroxylamino and ¦Â-O-(benzyl)hydroxylamino ANPs of adenine and cytosine derivatives. Then (R) and (S)-¦Â-hydroxy-ANPs were prepared via chiral resolution of racemic ¦Â-hydroxy-ANPs with (S)-MPA and assignment of absolute configuration was achieved using NMR and molecular modeling studies. We also developed a methodology for the synthesis of ¦Â-azido-ANPs and those were used for the preparation of ¦Â-amino-ANPs by catalytic hydrogenation. In third chapter, we synthesized 2H-azirine and cis-aziridine-ANPs and explored their ring opening to functionalized ¦Á,¦Â-ANPs. The novel ANPs obtained during this study were evaluated for their inhibitory effect on a number of DNA and RNA viruses in cell culture experiments.

This study investigated the effects of an explicit individualized phonemic awareness intervention administered by a speech-language pathologist to 4 prekindergarten children with phonological speech sound disorders. Research has demonstrated that children with moderate-severe expressive phonological disorders are at-risk for poor literacy development because they often concurrently exhibit weaknesses in the development of phonological awareness skills (Rvachew, Ohberg, Grawburg, & Heyding, 2003). The research design chosen for this study was a single subject multiple probe design across subjects. After stable baseline measures, the participants received explicit instruction in each of the three phases separately and sequentially. Dependent measures included same-day tests for Phase I (Phoneme Identity), Phase II (Phoneme Blending), and Phase III (Phoneme Segmentation), and generalization and maintenance tests for all three phases. All 4 participants made substantial progress in all three phases. These skills were maintained during weekly and biweekly maintenance measures. Generalization measures indicated that the participants demonstrated some increases in their mean total number of correct responses in Phase II and Phase III baseline while the participants were in Phase I intervention, and more substantial increases in Phase III baseline while the participants were in Phase II intervention. Increased generalization from Phases II to III could likely be explained due to the response similarities in those two skills (Cooper, Heron, & Heward, 2007). Based upon the findings of this study, speech-language pathologists should evaluate phonological awareness in the children in their caseloads prior to kindergarten entry, and should allocate time during speech therapy to enhance phonological awareness and letter knowledge to support the development of both skills concurrently. Also, classroom teachers should collaborate with speech-language pathologists to identify at-risk students in their classrooms and successfully implement evidence-based phonemic awareness instruction. Future research should repeat this study including larger groups of children, children with combined speech and language delays, children of different ages, and ESOL students

Made available in DSpace on 2016-01-26T18:49:37Z (GMT). No. of bitstreams: 1 JAQUELINE_DISSERTACAO_2011.pdf: 4393733 bytes, checksum: fe7f4c861e196210c0c97bc6a7d91d42 (MD5) Previous issue date: 2010-11-24 / The present study is fruit of a research in which we investigated the comprehension that public school teachers have towards the use of computers in teaching. In this perspective we investigated the contexts, processes, factors, computational resources availability and the results of the educational computing introduction in schools. The data analysis and discussions were based on the theoretical contributions that subside the emergent educational paradigm, specially towards computers in teaching and teachers formation. It is a qualitative research which involved the practice and computer acquaintance of one pedagogic coordinator and eight elementary school teachers of a public school in the city of José Bonifácio, state of São Paulo. The research actions were developed in six two-hour meetings and eighteen hours of distant work (online), completing thirty hours. For this a distant teaching gallery called TelEduc was used. In order to collect the data we used structured questionnaires, reflexive meetings and the fulfillment of activities in the distant teaching environment. The analysis of the information led to the conclusion that the lack of ability with computers and the absence of a computational use planning characterized an obstacle in the application of the Computational Environment Room (CER). / O presente trabalho é fruto de uma pesquisa que investigou a compreensão que os professores de escola pública estadual têm da utilização da tecnologia da informação e comunicação na prática docente. Nesta perspectiva, foram estudados contextos, processos, fatores, disponibilidade de recursos computacionais e resultados da introdução da Informática educacional nas escolas. A análise e a discussão dos dados foram feitas à luz de contribuições teóricas que subsidiam o paradigma educacional emergente , especialmente relacionadas à tecnologia da informação e comunicação aplicada ao ensino e à formação de professores. Tratou-se de uma pesquisa fundamentalmente de caráter qualitativo que envolveu a prática e a familiaridade das ferramentas computacionais de um coordenador pedagógico e oito professores do Ensino Fundamental de uma escola da rede pública estadual de ensino da cidade de José Bonifácio - SP. As ações elaboradas para esta pesquisa desenvolveram-se por meio de seis encontros presenciais de 2 horas cada e 18 horas de trabalho a distância (on-line), perfazendo-se um total de 30 horas, com a utilização da plataforma de Ensino a distância denominada TelEduc . Os instrumentos utilizados na coleta de dados foram questionários estruturados, encontros presenciais reflexivos, realização das atividades propostas no ambiente de Ensino a distância. A análise das informações obtidas permitiu concluir que a falta de habilidade com equipamentos computacionais e a ausência de um planejamento para o uso dos recursos computacionais apresentam-se como entraves na utilização da Sala Ambiente de Informática (SAI).

Made available in DSpace on 2016-07-18T17:54:11Z (GMT). No. of bitstreams: 1 JAQUELINE_DISSERTACAO_2011.pdf: 4393733 bytes, checksum: fe7f4c861e196210c0c97bc6a7d91d42 (MD5) Previous issue date: 2010-11-24 / The present study is fruit of a research in which we investigated the comprehension that public school teachers have towards the use of computers in teaching. In this perspective we investigated the contexts, processes, factors, computational resources availability and the results of the educational computing introduction in schools. The data analysis and discussions were based on the theoretical contributions that subside the emergent educational paradigm, specially towards computers in teaching and teachers formation. It is a qualitative research which involved the practice and computer acquaintance of one pedagogic coordinator and eight elementary school teachers of a public school in the city of José Bonifácio, state of São Paulo. The research actions were developed in six two-hour meetings and eighteen hours of distant work (online), completing thirty hours. For this a distant teaching gallery called TelEduc was used. In order to collect the data we used structured questionnaires, reflexive meetings and the fulfillment of activities in the distant teaching environment. The analysis of the information led to the conclusion that the lack of ability with computers and the absence of a computational use planning characterized an obstacle in the application of the Computational Environment Room (CER). / O presente trabalho é fruto de uma pesquisa que investigou a compreensão que os professores de escola pública estadual têm da utilização da tecnologia da informação e comunicação na prática docente. Nesta perspectiva, foram estudados contextos, processos, fatores, disponibilidade de recursos computacionais e resultados da introdução da Informática educacional nas escolas. A análise e a discussão dos dados foram feitas à luz de contribuições teóricas que subsidiam o paradigma educacional emergente , especialmente relacionadas à tecnologia da informação e comunicação aplicada ao ensino e à formação de professores. Tratou-se de uma pesquisa fundamentalmente de caráter qualitativo que envolveu a prática e a familiaridade das ferramentas computacionais de um coordenador pedagógico e oito professores do Ensino Fundamental de uma escola da rede pública estadual de ensino da cidade de José Bonifácio - SP. As ações elaboradas para esta pesquisa desenvolveram-se por meio de seis encontros presenciais de 2 horas cada e 18 horas de trabalho a distância (on-line), perfazendo-se um total de 30 horas, com a utilização da plataforma de Ensino a distância denominada TelEduc . Os instrumentos utilizados na coleta de dados foram questionários estruturados, encontros presenciais reflexivos, realização das atividades propostas no ambiente de Ensino a distância. A análise das informações obtidas permitiu concluir que a falta de habilidade com equipamentos computacionais e a ausência de um planejamento para o uso dos recursos computacionais apresentam-se como entraves na utilização da Sala Ambiente de Informática (SAI).

Nous utilisons l’apprentissage automatique pour répondre à une question fondamentale: comment les individus peuvent apprendre à communiquer pour partager de l'information et se coordonner même en présence de conflits? Cette th\`ese essaie de corriger l'idée qui prévaut à l'heure actuelle dans la communauté de l'apprentissage profond que les agents compétitifs ne peuvent pas apprendre à communiquer efficacement. Dans ce travail de recherche, nous étudions l’émergence de la communication dans les jeux coopératifs-compétitifs à travers un jeu expéditeur-receveur que nous construisons. Nous portons aussi une attention particulière à la qualité de notre évaluation. Nous observons que les agents peuvent en effet apprendre à communiquer, confirmant des résultats connus dans les domaines des sciences économiques. Nous trouvons également trois façons d'améliorer le protocole de communication appris. Premierement, l'efficacité de la communication est proportionnelle au niveau de coopération entre les agents, les agents apprennent à communiquer plus facilement quand le jeu est plus coopératif que compétitif. Ensuite, LOLA (Foerster et al, 2018) peut améliorer la stabilité de l'entraînement et l'efficacité de la communication, principalement dans les jeux compétitifs. Et enfin, que les protocoles de communication discrets sont plus adaptés à l'apprentissage d'un protocole de communication juste et coopératif que les protocoles de communication continus. Le chapitre 1 présente une introduction aux techniques d'apprentissage utilisées par les agents, l'apprentissage automatique et l'apprentissage par renforcement, ainsi qu'une description des méthodes d'apprentissage par renforcement propre aux systemes multi-agents. Nous présentons ensuite un historique de l'émergence du language dans d'autres domaines tels que la biologie, la théorie des jeux évolutionnaires, et les sciences économiques. Le chapitre 2 approndit le sujet de l'émergence de la communication entre agents compétitifs. Le chapitre 3 présente les conclusions de notre travail et expose les enjeux et défis de l'apprentissage de la communication dans un environment compétitif. / We investigate the fundamental question of how agents in competition learn communication protocols in order to share information and coordinate with each other. This work aims to overturn current literature in machine learning which holds that unaligned, self-interested agents do not learn to communicate effectively. To study emergent communication for the spectrum of cooperative-competitive games, we introduce a carefully constructed sender-receiver game and put special care into evaluation. We find that communication can indeed emerge in partially-competitive scenarios, and we discover three things that are tied to improving it. First, that selfish communication is proportional to cooperation, and it naturally occurs for situations that are more cooperative than competitive. Second, that stability and performance are improved by using LOLA (Foerster et al, 2018), a higher order ``theory-of-mind'' learning algorith, especially in more competitive scenarios. And third, that discrete protocols lend themselves better to learning fair, cooperative communication than continuous ones. Chapter 1 provides an introduction to the underlying learning techniques of the agents, Machine Learning and Reinforcement Learning, and provides an overview of approaches to Multi-Agent Reinforcement Learning for different types of games. It then gives a background on language emergence by motivating this study and examining the history of techniques and results across Biology, Evolutionary Game Theory, and Economics. Chapter 2 delves into the work on language emergence between selfish, competitive agents. Chapter 3 draws conclusion from the work and points out the intrigue and challenge of learning communication in a competitive setting, setting the stage for future work.