The purpose of this study is to find out how music teachers talk about motivation within instrument education in primary and secondary schools, more precisely about promoting students’ motivation. Four music teachers that works with primary and secondary schools’ music education participated in interviews independently. The music teachers interviewed stress that skill development should be carefully planned to avoid overwhelming students while providing sufficient challenge. A well-structured progression helps demystify musicality for students and often gives them a sense of their ability to learn. Therefore, goal setting is crucial, and music teachers argue that initial strong guidance from the teacher with gradual transition to student autonomy enables a more independent learning process. The study also points out that group dynamics can impact motivation both positively and negatively. The music teachers interviewed in this study use role models as a tool to inspire student motivation, including using older students to motivate younger ones, and emphasize that music education should be relevant to students' everyday lives and interests: it must be meaningful to them.

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Thèse en cotutelle : Université Laval, Québec, Canada et Universidade Federal do Ceará, Fortaleza, Brésil / Bien que plusieurs recherches ont souligné l’importance de la métacognition dans l’apprentissage et le développement musical, il existe peu d’études sur son utilisation dans l’enseignement collectif et hétérogène des instruments de musique dans le cadre des programmes de premier cycle en enseignement de la musique, notamment en ce qui concerne les instruments à vent de la famille des cuivres. Ainsi, dans le cadre d’un paradigme interprétatif / constructiviste, nous avons mené une recherche qualitative de nature exploratoire, dont l’objectif était de décrire l’utilisation des stratégies métacognitives dans les processus d’enseignement et d’apprentissage de ces instruments et de la lecture de la notation musicale, durant le cours Instrument complémentaire - Vents 1, d’un programme universitaire de premier cycle en enseignement de la musique, dans une université publique du nord-est du Brésil. Nous avons réalisé une intervention pédagogique de 32 heures par le biais de matériels didactiques et d’approches pédagogiques conçus dans l’intérêt de promouvoir, outre l’apprentissage de ces instruments et la lecture de la notation musicale, le développement métacognitif des étudiants. L’échantillon était composé de huit étudiants (n = 8), quatre femmes et quatre hommes, âgés de 19 à 22 ans. La collecte des données a été effectuée à partir d’un Questionnaire sur les données sociodémographiques et les connaissances musicales antérieures, de neuf Compte rendus de réflexion, d’un Questionnaire de réflexion et d’un Test pratique d’étude et de performance musicale. Pour l’analyse des données, nous avons utilisé la technique de l’analyse de contenu, à partir de la codification fondée sur les écrits de Garcia et Dubé (2012) et de Whitebread et al. (2009). De cette façon, nous avons identifié un total de 856 indices métacognitifs qui nous ont permis de décrire les caractéristiques du processus d’apprentissage, en soulignant les aspects liés aux connaissances métacognitives sur les personnes, les tâches et les stratégies, ainsi que la gestion des processus mentaux liés à la planification, au contrôle et à la régulation. Compte tenu des résultats de notre recherche, nous concluons que la métacognition peut être un outil important dans l’enseignement collectif des instruments de musique, permettant non seulement l’apprentissage et/ou le perfectionnement musical, mais aussi le développement de compétences pédagogiques. / Although several studies have emphasized the importance of metacognition in musical learning and development, only a small number have examined its use in the collective and heterogeneous teaching of musical instruments in undergraduate music education programs, particularly with respect to wind instruments of the brass family. Therefore, within the framework of an interpretive/constructivist paradigm, the goal of this qualitative research study of an exploratory nature was to describe the use of metacognitive strategies in the processes of teaching and learning these instruments and reading music notation, during the course Complementary Instrument - Winds 1, in an undergraduate program in music education at a public university in Northeastern Brazil. A 32-hour pedagogical intervention was carried out employing didactic materials and pedagogical approaches designed in the interest of promoting, in addition to learning these instruments and reading music notation, the metacognitive development of the students. The sample was comprised of eight students (n = 8), four females and four males, aged 19-22 years old. Data collection tools included a Questionnaire on Socio-demographic Data and Prior Musical Knowledge, nine Reflection Reports, a Reflection Questionnaire and a Music Study and Performance Practice Test. A content analysis was conducted using coding strategies based on the work of Garcia and Dubé (2012) and Whitebread et al. (2009). A total of 856 metacognitive indices were identified that allowed the researcher to describe the characteristics of the learning process, highlighting aspects related to metacognitive knowledge about people, tasks and strategies, as well as the management of mental processes related to planning, control and regulation. The results of this research study suggest that metacognition can be an important tool in the contexts of collective teaching of musical instruments, allowing not only for learning and/or musical development, but also for the development of pedagogical skills. / Embora pesquisas diversas tenham evidenciado a importância da metacognição no aprendizado e desenvolvimento musical, são escassos os estudos sobre seu uso no ensino coletivo e heterogêneo de instrumentos musicais no âmbito de cursos de licenciatura em música, principalmente no que se refere aos instrumentos de sopro da família dos metais. Assim, dentro de um paradigma interpretativo / construtivista, realizamos uma pesquisa qualitativa de natureza exploratória, cujo objetivo foi descrever o uso de estratégias metacognitivas nos processos de ensino e aprendizagem destes instrumentos e da leitura de notação musical, no âmbito da disciplina Instrumento Complementar – Sopros 1, de um curso de licenciatura em música de uma universidade pública do nordeste brasileiro. Contexto em que realizamos uma intervenção pedagógica de 32 horas/aula, mediada por materiais didáticos e abordagens pedagógicas concebidas com o interesse de promover, além do aprendizado destes instrumentos e da leitura de notação musical, o desenvolvimento metacognitivo dos estudantes. A amostra foi composta por oito alunos (n = 8), sendo quatro do sexo feminino e quatro do sexo masculino, com idades que variavam entre 19 e 22 anos. A coleta de dados foi feita a partir de um Questionário Sobre Dados Sociodemográficos e Conhecimentos Musicais Anteriores, nove Diários de Reflexão, um Questionário de Reflexão e um Teste Prático de Estudo e Performance Musical. Para análise dos dados utilizamos a técnica de Análise de Conteúdo, partindo de codificação fundamentada pelos artigos de Garcia e Dubé (2012) e Whitebread et al. (2009). Desta forma, identificamos um total de 856 indícios metacognitivos que nos permitiram descrever as características do processo de aprendizagem, ressaltando aspectos referentes aos conhecimentos metacognitivos sobre as pessoas, sobre as tarefas e sobre as estratégias, bem como, referentes à gestão de processos mentais vinculados ao planejamento, controle e regulação. Considerando os resultados de nossa pesquisa, concluímos que a metacognição pode ser uma importante ferramenta no ensino coletivo de instrumentos musicais, proporcionando não somente o aprendizado e/ou aprimoramento musical, mas também o desenvolvimento de competências pedagógicas.

Titre de l'écran-titre (visionné le 2 octobre 2023) / Ce mémoire s'intéresse au développement d'un analyseur de spectre cohérent (COSA) utilisant un module laser à rétroaction répartie (DFB) comme oscillateur local (LO). L'objectif est de concevoir un analyseur de spectre cohérent plus petit, robuste et moins chers en remplaçant les lasers à cavité externe normalement utilisés, permettant ainsi d'employer de tels appareils autant dans des environnements de recherche scientifique et d'ingénierie que sur des lignes de productions ou de liens de communication déployés. L'introduction présente les méthodes d'analyse du spectre optique existantes ainsi que leurs limitations et les avantages des analyseurs de spectre optique cohérents par rapport à ces méthodes. Les bases théoriques derrière le fonctionnement des COSA sont également présentées. Le premier chapitre décrit le montage expérimental du COSA utilisé dans le cadre du mémoire. Les deux branches le composant sont décrites et la calibration nécessaire au fonctionnement de l'appareil est présentée. Le deuxième chapitre caractérise les performances de l'appareil. Le rapport signal sur bruit optique (OSNR) et la largeur de raie du signal à la sortie de l'amplificateur optique semi-conducteur (SOA) du module laser DFB sont mesurés et comparés aux performances de la portion électrique du montage afin de déterminer la dynamique et la résolution du COSA. L'appareil est ensuite utilisé pour mesurer le spectre d'un laser à cavité externe, avec et sans modulation d'amplitude, ainsi qu'avec un laser DFB. On trouve expérimentalement que le système possède une dynamique pouvant atteindre plus de 50 dB et une résolution de 10 MHz correspondant à la largeur de bande des filtres RF utilisés.

L'optogénétique est une nouvelle méthode de contrôle de l’activité neuronale dans laquelle la lumière est employée pour activer ou arrêter certains neurones. Dans le cadre de ce travail, un dispositif permettant l’acquisition de signaux neuronaux et conduisant à une stimulation optogénétique de façon multicanale et temps-réel a été conçu. Cet outil est muni de deux canaux de stimulation optogénétique et de deux canaux de lecture des signaux neuronaux. La source de lumière est une DEL qui peut consommer jusqu’à 150 milliampères. Les signaux neuronaux acquis sont transmis à un ordinateur par une radio. Les dimensions sont d’environ 20×20×15 mm3 et le poids est de moins de 7 grammes, rendant l’appareil utile pour les expériences sur les petits animaux libres. Selon nos connaissances actuelles, le résultat de ce projet constitue le premier appareil de recherche optogénétique sans-fil, compact offrant la capture de signaux cérébraux et la stimulation optique simultanée. / Optogenetics is a new method for controlling the neural activity where light is used to activate or silence, with high spatial and temporal resolution, genetically light-sensitized neurons. In optogenetics, a light source such as a LED, targets light-sensitized neurons. In this work, a light-weight wireless animal optogenetic headstage has been designed that allows multi-channel simultaneous real-time optical stimulation and neural recording. This system has two optogenetic stimulation channels and two electrophysiological reading channels. The optogenetic stimulation channels benefit from high-power LEDs (sinking 150 milliamps) with flexible stimulation patterns and the recorded neural data is wirelessly sent to a computer. The dimensions of the headstage are almost 20×20×15 mm3 and it weighs less than 7 grams. This headstage is suitable for tests on small freely-moving rodents. To the best of our knowledge, this is the first reported fully wireless headstage to offer simultaneous multichannel optical stimulation along with multichannel neural recording capability.

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Thesis (PhD)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: Utilising future radio interferometer arrays, such as the Square Kilometre Array (SKA), to their full potential will require calibrating for various direction- dependent effects, including the radiation pattern (or primary beam in the parlance of radio astronomers) of each of the antennas in such an array. This requires an accurate characterisation of the radiation patterns at the time of observation, as changing operating conditions may cause substantial variation in these patterns. Furthermore, fundamental imaging limits, as well as practical time constraints, limit the amount of measurement data that can be used to perform such characterisation. Herein three techniques are presented which aim to address this requirement by providing pattern models that use the least amount of measurement data for an accurate characterisation of the radiation pattern. These methods are demonstrated through application to the MeerKAT Offset Gregorian (OG) dual-reflector antenna. The first technique is based on a novel application of the Jaco bi-Bessel series in which the expansion coefficients are solved directly from the secondary pattern. Improving the efficiency of this model in the desired application leads to the development of a different set of basis functions, as well as two constrained solution approaches which reduce the number of pattern measurements required to yield an accurate and unique solution. The second approach extends the application of the recently proposed Characteristic Basis Function Patterns (CBFPs) to compensate for non-linear pattern variations resulting from mechanical deformations in a reflector antenna system. The superior modelling capabilities of these numerical basis functions, which contain most of the pattern features of the given antenna design in a single term, over that of analytic basis functions are demonstrated. The final method focusses on an antenna employing a Phased Array Feed (PAF) in which multiple beam patterns are created through th e use of a beam-former. Calibration of such systems poses a difficult problem as the radiation pattern shape is susceptible to gain variations. Here we propose a solution which is based on using a Linearly Constrained Minimum Varia nce (LCMV) beamformer to conform the realised beam pattern to a physics-based analytic function. Results show that the LCMV beamformer successful ly produces circularly symmetric beams that are accurately characterised with a single-term analytic function over a wide FoV. / AFRIKAANSE OPSOMMING: Die volle benutting van toekomstige radio interferometersamestellings, soos die Square Kilometre Array (SKA), benodig die kalibrering van verskeie rigting-afhanklike effekte, insluitend die stralingspatroon (bekend as die primêre bundel onder radio astronome) van elke antenne in só ’n samestelling. Hierdie benodig ’n akkurate karakterisering van die stralingspatrone op die waarnemingstydstip, aangesien veranderende bedryfskarakteristieke ’n beduidende afwyking in hierdie patrone veroorsaak. Verder, weens fund amentele perke in beeldverwerking, asook praktiese tydbeperkinge, bestaan daar ’n limiet op die hoeveelheid gemeetde data wat benut kan word om die nodige karakterisering mee te doen. Hierin word drie tegnieke ten toon gestel wat gemik is daarop om aan hierdie behoefte te voorsien deur die gebruik van modelle wat ’n minimum hoeveelheid metingdata benodig om ’n akkurate beskrywing van die stralingspatroon te lewer. Die verskeie metodes word aangebied aan die hand van die MeerKAT afset-Gregorian dubbelreflektorantenne. Die eerste tegniek is gebasseer op ’n nuwe toepassing van die Jacobi- Besselreeks waarin die sekondêre stralingspatroon direk gebruik word om die uitsettingskoëffisiënte op te los. Die doelmatigheidsverbetering van hierdie model in die huidige toepassing lei na die ontwikkeling van ’n nuwe versameling van basisfunksies, asook twee voorwaardelike oplossings wat die nodige aantal metings vir ’n akkurate, unieke oplossing verminder. In die tweede tegniek word die toepassing van die onlangs voorgestelde Karakteristieke Basisfunksie Patrone uitgebrei om te vergoed vir die nie-lineêre stralingspatroonafwykings wat teweeggebring word deur meganiese vervormings in die reflektorantenne. Die superieure modelleringsvermoëns van hierdie numeriese basisfunksies, wat meeste van die patroonkenmerke vasvang in ’n enkele term, bo dié van analitiese basisfunksies word gedemonstreer. Die laaste metode fokus op die gebruik van ’n gefaseerde samestellingvoer waarin veelvoudige bundelpatrone geskep word deur die gebruik van ’n bundelvormer. Die kalibrering van sulke instrumente word bemoeilik daardeur dat die patroonvorm gevoelig is vir aanwinsafwykings. Hier stel ons ’n oplossing voor waarin ’n lineêrbegrensde minimumstrooiing bundelvormer gebruik word om die stralingspatroon te pas op ’n fisika-gebasseerde analitiese funksie. Resultate toon dat hierdie bundelvormer sirkelsimmetriese bundels kan skep wat akkuraat beskryf word deur ’n een-term analitiese funksie oor ’n wye gesigsveld.

For several decades since the rise of extensive instrumental music instruction, various music periodicals have devoted a certain amount of space to printing comments, suggestions, and other pedagogical material to aid the student in playing a particular instrument. The writer, in his belief in the value of this material, has chosen to make a survey of various periodicals and to catalog certain items as a reference guide to the location of significant articles.

The economic instruments of environmental protection form an important part of environmental policy of each state and play a substantive role in forming of specific policy packages. Reagulation founded in Czech law with regards to the system of environmental fees is an object of this thesis. The thesis is dividend into four chapters. The first chapter brings a general characterization of the environmental policy tools and it defines them in contrast to direct regulation instruments. The second chapter mentions the historical development of economic tools, discribes them and explains their functions. The main third chapter deals with emission fees legislation mainly. However, the system of the fees is assessed according to accomplishing the functions typical to economic tools. At the same time it is evaluated in accordance with the overall effectivity point of view. The fourt chapter focuses on the other economic instruments and it endeavours to evaluate the positive and negative aspects of its actual regulation.

Approved for public release; distribution in unlimited. / This thesis develops and implements a Control Moment Gyroscope (CMG) steering law, controller and active balancing system for a three-axis satellite simulator (TASS). The CMGs are configured in a typical pyramid configuration (the fourth CMG position being null). The development was done primarily with simulation and experiments utilizing Real Time Workshop and XPC Target of MATLAB and SIMULINK. The TASS is a double circular platform mounted on a spherical air bearing with the center of rotation (CR) about the approximate physical geometric center of the simulator. The TASS utilizes three moveable masses in the three body axes for balancing which actively eliminate any center of gravity (CG) offset and return the CG to the CR. The TASS supports an optics payload designed to acquire, track and point a received laser beam onto an off-satellite target. The target may be stationary or moving. Actively balancing the TASS reduces the torque output requirement for the CMGs while maintaining either a stabilized level platform or a particular commanded attitude. Reduction or elimination of torque output from the CMGs results in a more stabilized platform, less structural induced vibration, less jitter in payload optics and less power required in spacecraft applications. / Lieutenant Commander, United States Navy