A fosforilação da histona 3 na serina 10 (H3S10) e a acetilação da histona 3 lisina 14 (H3K14) tem sido relacionadas com a formação da memória em paradigmas de medo condicionado. Estudos demonstram que o exercício é capaz de melhorar o desempenho em testes de memória além de modular marcadores epigenéticos. O objetivo desse estudo foi investigar o efeito de um protocolo de corrida em esteira (20min/dia durante 2 semanas) sobre os níveis de acetilação da H3K14 e de fosforilação da H3S10 em hipocampo de ratos expostos ou não expostos a um contexto de aprendizado.Ratos Wistar de 3 meses de idade foram submetidos a um protocolo de exercício crônico (grupo exercitado) ou submetidos a esteira desligada (grupo sedentário) e após parte dos animais foram expostos a um contexto de aprendizado (esquiva inibitória). Os animais foram eutanasiados por decapitação e os níveis da fosforilação da serina 10 e da acetilação da lisina 14 na histona 3 (H3 foram avaliados em hipocampos. A ANOVA de duas vias mostrou um efeito significativo dos fatores “contexto de aprendizado” e “exercício” nos níveis de acetilação da H3K14, assim como uma interação entre esses fatores. Houve uma diminuição nos níveis de acetilação 24h após o treino da esquiva inibitória (30 minutos após o teste) no hipocampo do grupo submetido ao contexto de aprendizado. Além disso, o exercício crônico aumentou os níveis de acetilação no hipocampo dos ratos expostos ao contexto de aprendizado. Os níveis de fosforilação da H3S10 não foram alterados pelo contexto de aprendizado nem pelo exercício. Nossos dados apoiam a hipótese de que a modulação da acetilação na H3K14 em hipocampo de ratos pode estar relacionada,pelo menos em parte, aos efeitos do exercício sobre memória aversiva. / The phosphorylation of histone H3 at serine 10 (H3S106) and acetylation of histone 3 at lysine 14 (H3K14) have been linked to memory processes in fear conditioning paradigms. Some studies demonstrated that exercise was able to improve the performance in memory tasks and modulate epigenetic markers. The aim of this study was to investigate the effect of treadmill exercise protocol (20min/day during 2 weeks) on H3K14 acetylation and H3S10 phosphorylation levels in hippocampi from rats exposed or not exposed to learning context. Wistar rats with 3-months-old were submitted to chronic exercise protocol (exercised group) or left on the treadmill turned off (sedentary group) and after it, some animal were exposed to learning context (inhibitory avoidance). Rats were euthanized by decapitation and the levels of serine 10 phosphorylation and lysine 14 acetylation on histone 3 (H3) were evaluated in hippocampi. Two-way ANOVA showed a significant effect of “learning context” and “exercise factors” on acetylation levels of H3K14, as well as an interaction between these factors. There was a decrease in acetylation levels twenty four hours after inhibitory avoidance training (30 minutes after test), in hippocampus from exposed to learning context groups. Besides, the chronic exercise increased acetylation levels in hippocampi from rats exposed to learning context. The H3S10 phosphorylation levels were not altered by of learning context and exercise. Our data support the hypothesis that the modulation on acetylation levels of H3K14 acetylation in hippocampus might be related, at least partially, to exercise effects on aversive memory.

The concept of self-directed learning (SDL) has been extensively studied; however, the majority of studies have explored learners’ perspectives on SDL, with less attention paid to investigating SDL from educators’ perspectives. Surprisingly, while assessment and feedback have long been recognized as powerful elements which influence how learners approach their learning, and key research studies have examined how both assessment and feedback can encourage and enhance the development of SDL, this nevertheless remains an area that would benefit from increased attention. Moreover, although there is a growing body of literature investigating the cultural dimension of SDL, most of these studies are limited to examining the formation of SDL among individuals influenced by Western or Confucian cultures, ignoring the existence of other cultural groups. This study, which investigates Malaysian teacher educators’ conceptualisations of SDL, begins to address these gaps. The key research questions which guided the study are: 1) How do teacher educators in Malaysia conceptualise learning? 2) How do teacher educators in Malaysia conceptualise SDL? 3) To what extent do teacher educators in Malaysia perceive themselves as self-directed learners? 4) What kind of learning opportunities do teacher educators in Malaysia create for their learners to foster the development of SDL, and what is the particular role of assessment and feedback in SDL? Twenty Malaysian teacher educators were interviewed to obtain their views on SDL and to identify their pedagogical practices which may foster or hinder the development of SDL approaches among their learners. A constructivist grounded theory approach was used to inform the methodological framework of this study, whilst a hybrid inductive and deductive analysis approach was used to analyse the interview data. The findings of the current study suggest that most assessment and feedback practices are heavily focused on assessments designed by educators and on educator-generated feedback, in which learners are passive recipients. It is argued that these practices have significantly contradicted the primary principle of SDL, which characterises the learner as the key agent of his or her own learning. The findings of this study suggest that a more comprehensive conceptualisation of SDL is required that recognises the fundamental role of both the self and of educators in SDL, and acknowledges the impact of the socio-cultural context on SDL. Informed by the existing SDL literature, and derived from fine-grained analysis of the interview data, the proposed definition of SDL and reconceptualised SDL framework foreground SDL as socially constructed learning where the learner takes control of his or her own learning processes within complex socio cultural contexts. The thesis concludes by recommending that future research (i) explores the central role of assessment and feedback in the context of SDL and (ii) investigates the impact of various cultures on learning, in order to develop a broader and more nuanced understanding of SDL.

A fosforilação da histona 3 na serina 10 (H3S10) e a acetilação da histona 3 lisina 14 (H3K14) tem sido relacionadas com a formação da memória em paradigmas de medo condicionado. Estudos demonstram que o exercício é capaz de melhorar o desempenho em testes de memória além de modular marcadores epigenéticos. O objetivo desse estudo foi investigar o efeito de um protocolo de corrida em esteira (20min/dia durante 2 semanas) sobre os níveis de acetilação da H3K14 e de fosforilação da H3S10 em hipocampo de ratos expostos ou não expostos a um contexto de aprendizado.Ratos Wistar de 3 meses de idade foram submetidos a um protocolo de exercício crônico (grupo exercitado) ou submetidos a esteira desligada (grupo sedentário) e após parte dos animais foram expostos a um contexto de aprendizado (esquiva inibitória). Os animais foram eutanasiados por decapitação e os níveis da fosforilação da serina 10 e da acetilação da lisina 14 na histona 3 (H3 foram avaliados em hipocampos. A ANOVA de duas vias mostrou um efeito significativo dos fatores “contexto de aprendizado” e “exercício” nos níveis de acetilação da H3K14, assim como uma interação entre esses fatores. Houve uma diminuição nos níveis de acetilação 24h após o treino da esquiva inibitória (30 minutos após o teste) no hipocampo do grupo submetido ao contexto de aprendizado. Além disso, o exercício crônico aumentou os níveis de acetilação no hipocampo dos ratos expostos ao contexto de aprendizado. Os níveis de fosforilação da H3S10 não foram alterados pelo contexto de aprendizado nem pelo exercício. Nossos dados apoiam a hipótese de que a modulação da acetilação na H3K14 em hipocampo de ratos pode estar relacionada,pelo menos em parte, aos efeitos do exercício sobre memória aversiva. / The phosphorylation of histone H3 at serine 10 (H3S106) and acetylation of histone 3 at lysine 14 (H3K14) have been linked to memory processes in fear conditioning paradigms. Some studies demonstrated that exercise was able to improve the performance in memory tasks and modulate epigenetic markers. The aim of this study was to investigate the effect of treadmill exercise protocol (20min/day during 2 weeks) on H3K14 acetylation and H3S10 phosphorylation levels in hippocampi from rats exposed or not exposed to learning context. Wistar rats with 3-months-old were submitted to chronic exercise protocol (exercised group) or left on the treadmill turned off (sedentary group) and after it, some animal were exposed to learning context (inhibitory avoidance). Rats were euthanized by decapitation and the levels of serine 10 phosphorylation and lysine 14 acetylation on histone 3 (H3) were evaluated in hippocampi. Two-way ANOVA showed a significant effect of “learning context” and “exercise factors” on acetylation levels of H3K14, as well as an interaction between these factors. There was a decrease in acetylation levels twenty four hours after inhibitory avoidance training (30 minutes after test), in hippocampus from exposed to learning context groups. Besides, the chronic exercise increased acetylation levels in hippocampi from rats exposed to learning context. The H3S10 phosphorylation levels were not altered by of learning context and exercise. Our data support the hypothesis that the modulation on acetylation levels of H3K14 acetylation in hippocampus might be related, at least partially, to exercise effects on aversive memory.

A fosforilação da histona 3 na serina 10 (H3S10) e a acetilação da histona 3 lisina 14 (H3K14) tem sido relacionadas com a formação da memória em paradigmas de medo condicionado. Estudos demonstram que o exercício é capaz de melhorar o desempenho em testes de memória além de modular marcadores epigenéticos. O objetivo desse estudo foi investigar o efeito de um protocolo de corrida em esteira (20min/dia durante 2 semanas) sobre os níveis de acetilação da H3K14 e de fosforilação da H3S10 em hipocampo de ratos expostos ou não expostos a um contexto de aprendizado.Ratos Wistar de 3 meses de idade foram submetidos a um protocolo de exercício crônico (grupo exercitado) ou submetidos a esteira desligada (grupo sedentário) e após parte dos animais foram expostos a um contexto de aprendizado (esquiva inibitória). Os animais foram eutanasiados por decapitação e os níveis da fosforilação da serina 10 e da acetilação da lisina 14 na histona 3 (H3 foram avaliados em hipocampos. A ANOVA de duas vias mostrou um efeito significativo dos fatores “contexto de aprendizado” e “exercício” nos níveis de acetilação da H3K14, assim como uma interação entre esses fatores. Houve uma diminuição nos níveis de acetilação 24h após o treino da esquiva inibitória (30 minutos após o teste) no hipocampo do grupo submetido ao contexto de aprendizado. Além disso, o exercício crônico aumentou os níveis de acetilação no hipocampo dos ratos expostos ao contexto de aprendizado. Os níveis de fosforilação da H3S10 não foram alterados pelo contexto de aprendizado nem pelo exercício. Nossos dados apoiam a hipótese de que a modulação da acetilação na H3K14 em hipocampo de ratos pode estar relacionada,pelo menos em parte, aos efeitos do exercício sobre memória aversiva. / The phosphorylation of histone H3 at serine 10 (H3S106) and acetylation of histone 3 at lysine 14 (H3K14) have been linked to memory processes in fear conditioning paradigms. Some studies demonstrated that exercise was able to improve the performance in memory tasks and modulate epigenetic markers. The aim of this study was to investigate the effect of treadmill exercise protocol (20min/day during 2 weeks) on H3K14 acetylation and H3S10 phosphorylation levels in hippocampi from rats exposed or not exposed to learning context. Wistar rats with 3-months-old were submitted to chronic exercise protocol (exercised group) or left on the treadmill turned off (sedentary group) and after it, some animal were exposed to learning context (inhibitory avoidance). Rats were euthanized by decapitation and the levels of serine 10 phosphorylation and lysine 14 acetylation on histone 3 (H3) were evaluated in hippocampi. Two-way ANOVA showed a significant effect of “learning context” and “exercise factors” on acetylation levels of H3K14, as well as an interaction between these factors. There was a decrease in acetylation levels twenty four hours after inhibitory avoidance training (30 minutes after test), in hippocampus from exposed to learning context groups. Besides, the chronic exercise increased acetylation levels in hippocampi from rats exposed to learning context. The H3S10 phosphorylation levels were not altered by of learning context and exercise. Our data support the hypothesis that the modulation on acetylation levels of H3K14 acetylation in hippocampus might be related, at least partially, to exercise effects on aversive memory.

The use of machine learning to predict output from data, using a model, is a well studied area. There are, however, a number of real-world applications that require a model to be produced but have little or no data available of the specific environment. These situations are prominent in Intelligent Environments (IEs). The sparsity of the data can be a result of the physical nature of the implementation, such as sensors placed into disaster recovery scenarios, or where the focus of the data acquisition is on very defined user groups, in the case of disabled individuals. Standard machine learning approaches focus on a need for training data to come from the same domain. The restrictions of the physical nature of these environments can severely reduce data acquisition making it extremely costly, or in certain situations, impossible. This impedes the ability of these approaches to model the environments. It is this problem, in the area of IEs, that this thesis is focussed. To address complex and uncertain environments, humans have learnt to use previously acquired information to reason and understand their surroundings. Knowledge from different but related domains can be used to aid the ability to learn. For example, the ability to ride a road bicycle can help when acquiring the more sophisticated skills of mountain biking. This humanistic approach to learning can be used to tackle real-world problems where a-priori labelled training data is either difficult or not possible to gain. The transferral of knowledge from a related, but differing context can allow for the reuse and repurpose of known information. In this thesis, a novel composition of methods are brought together that are broadly based on a humanist approach to learning. Two concepts, Transfer Learning (TL) and Fuzzy Logic (FL) are combined in a framework, Fuzzy Transfer Learning (FuzzyTL), to address the problem of learning tasks that have no prior direct contextual knowledge. Through the use of a FL based learning method, uncertainty that is evident in dynamic environments is represented. By combining labelled data from a contextually related source task, and little or no unlabelled data from a target task, the framework is shown to be able to accomplish predictive tasks using models learned from contextually different data. The framework incorporates an additional novel five stage online adaptation process. By adapting the underlying fuzzy structure through the use of previous labelled knowledge and new unlabelled information, an increase in predictive performance is shown. The framework outlined is applied to two differing real-world IEs to demonstrate its ability to predict in uncertain and dynamic environments. Through a series of experiments, it is shown that the framework is capable of predicting output using differing contextual data.

En contexte scolaire, l’état motivationnel de l’apprenant en classe de français langue étrangère conditionne à la fois l’enseignement et l’apprentissage. Pour apprendre, l’élève a besoin de participer activement, d’autant plus qu’en langue étrangère, l’apprentissage comporte très souvent des implications psychologiques plus importantes qu’en d’autres matières scolaires. Cela réclame, de la part de l’apprenant, une disponibilité et un engagement total dans les activités d’apprentissage, ce qui est loin d’être toujours le cas : dans la région Sud de l’Angola qui nous intéresse, les collégiens et lycéens se montrent très passifs en classe de français langue étrangère. Dans ce travail, nous nous sommes surtout interrogé sur la raison principale de cette attitude récurrente de passivité et d’adoption de comportements d’évitement d’effort, voire de comportements perturbateurs, spécifiquement en classe de français langue étrangère. S’agit-il d’une question de manque de motivation ? Si oui, quelles en seraient alors les causes profondes, la motivation n’étant qu’une simple résultante d’autres facteurs ?Pour obtenir des réponses à ces interrogations, nous nous sommes appuyé sur un ensemble de questionnaires adressés aux élèves, aux enseignants et aux parents d’élèves, et sur l’observation des comportements des élèves et des pratiques enseignantes en classe de français langue étrangère. Ainsi, les résultats obtenus nous ont permis de répondre aux questions préalablement posées. Pour contribuer à l’amélioration de l’enseignement/apprentissage du FLE, nous avons élaboré des propositions de remédiation pédagogique, en fonction des difficultés rencontrées sur le terrain / In a school context, teaching and learning are both determined by the learner’s motivation status in lessons of French as a foreign language. An active participation is required from the pupil for learning especially since, as far as a foreign language is concerned, learning very often entails a more important psychological commitment than in other school subjects. The learner should prove a complete availability and involvement in learning activities, which is far from being the case: in the Southern region of Angola in our scope of interest, the secondary school children prove very passive in lessons of French as a foreign language.In this work we have been above all wondering why a recurring passive attitude and a behaviour of evasive efforts, even a troublemaking one, mainly occur specifically in lessons of French as a foreign language. Is it due to a lack of motivation? If yes, what would then be the deep causes of it, as motivation simply results from other factors? The answers to these interrogations are based on a set of questionnaires sent to pupils, teachers and to pupils’ parents and on observing pupils’ behaviour and teachers’ practice in lessons of French as a foreign language. Thus the results obtained enabled us to answer to questions asked beforehand. For helping improve teaching/learning French as a foreign language we built up proposals of teaching remediation in accordance to difficulties met in the field

Este trabalho apresenta, inicialmente, as principais características da Educação a Distância e resume os métodos que sustentam sua base teórica. Apresentou-se, posteriormente, o conceito de contexto de aprendizagem para a EaD como uma estrutura em que os elementos só têm significado quando considerados em uma abordagem holística. Isso exige do professor o domínio da disciplina ministrada, a habilidade em lidar com as novas tecnologias da comunicação e da informação, clareza sobre o processo de ensino e aprendizagem, entendimento sobre o perfil de seus alunos, como e por que eles estão naquele curso, e as interações existentes entre cada um dos atores envolvidos na EaD. Como forma de educação que se faz cada vez mais presente no Ensino Superior, surge a necessidade de uma preparação cuidadosa do professor para o desenvolvimento desses cursos. Diante desse desafio, o objetivo deste trabalho foi o de identificar, por meio de questionários e entrevistas, como os professores do ensino superior se preparam para ministrar disciplinas a distância e/ou semipresenciais. A análise dos dados coletados indica que os professores não estão satisfatoriamente preparados para o trabalho com essa forma de educação e que as instituições não apoiam sua introdução no campo de maneira adequada. O professor é levado a buscar de maneira independente seu próprio aprimoramento em inúmeras atividades. Concluise que a EaD, entendida como um contexto de aprendizagem, exige que o professor seja um profissional multifacetado e cada vez mais integrado com a sua instituição. Sendo assim, não se pode pensar na preparação do professor de maneira isolada, e sim, desenvolvida em um sistema de parceria entre suas próprias ações e a instituição de ensino, de forma a melhorar o processo de ensino e aprendizagem na EaD. / This work presents primarily the main characteristics of distance learning and summarizes the methods which support its theoretical basis. Afterwards is presented the concept of learning context for DLC as a structure which the elements within it have significance only when considered within a holistic approach. This demands of teachers to have special skills and expertise towards the field chosen to teach, besides the ability to deal with new communication and education technologies and clearness of the process of teaching and learning, besides an understanding of the profile of the learners, how and why they have chosen this kind of education as well as the interaction between each of the actors related to DLC. With the adoption of this model of education increasing, making it becomes more present in college education, arises the need of a careful grooming of the teacher in order to allow him a suitable development of these courses. In the face of this challenge, this work aimed to identify, through interviews and research questions applied to several teachers, how they get prepared to teach at DLC or semipresential modality courses. The analysis collected data indicates inappropriate preparation of the teachers to work with this sort of educational system and the lack of support from the educational institution which frequently disregards the adequate approach. The teacher is driven to look for his or her preparation by oneself in innumerous activities. As a conclusion it is drawn that DLC is understood as a learning context demanding of the teacher to be a multitask professional, more and more integrated within the educational institution. In doing so, the preparation of the teacher cannot be thought isolatedly, but developed under a partnership system between the practice itself and the education in DLC.

Technology mediated learning (TML) refers to an environment in which the learner interacts with learning materials, peers, and/or instructors that are mediated through advanced information technology (Alavi and Leidner, 2001). Recently, there have been increasing interests in investigating if TML can yield positive learning outcome. In this thesis, an interpretive study of TrainNet, a TML implementation by a well-known multinational corporation, is conducted. The study bases its investigation on the TML framework suggested by Alavi and Leidner (2001). The findings show that different stakeholders of TrainNet hold different views of learning effectiveness. For the manger, learning effectiveness means cost reduction; for the trainer, speedy information dissemination; and for the technicians, the profit, skill and social network. Yet, while TrainNet satisfies both managers and trainers in reducing cost and enhancing speedy information dissemination, it has failed to meet the aspiration of the technicians. These may result from the fact that instructional strategies have been changed from the experiental learning focus to abstract, conceptual learning. The change in turn has the adverse effect of undermining technicians¡¦ motivation to learn. Furthermore, the context governing the strategy of TrainNet adoption plays a key role in this change. A technical/economic perspective of system adoption and an objectivism approach to instructional strategy causes the company to ignore the important learning effectiveness issues that are important to learners. For TML to be effective, business must go beyond the technical and economic focus. The social cultural perspectives must be incorporated into the design of information technology and instructional strategies.

No description available.

It is known that the status with regard to teaching and learning of mathematics in South Africa is below norm. One of the reasons for this situation is the fact that many mathematics educators experience problems in assisting learners to invest effort voluntarily in task performance, as well as in strategic plans to maintain their learning intentions. Since learners' reasons for lack of maintenance of intentions and keeping onto learning agenda can not be addressed well if they are not understood, more research studies directed towards investigating these problems need to be done. It is for this reason that this study was aimed at investigating use of volitional strategies, study orientation in mathematics and learning context in relation to performance. The study was done on selected schools with consistent good performance in mathematics (matric pass rate > 80%) for past three to five years. Also included were schools with consistent low performance (matric pass rate < 30%) in the same period. Mathematics teachers of the affected schools were included. The results of the empirical survey reveal the presence of strong significant link between learner perceptions with regard to use of volitional strategies and study orientation. The positive study orientation and volitional strategy use increased learner attributive effect on performance. Furthermore in particular this study reveals strong negative correlation of emotional perseverance inhibition and emotional perseverance rumination and strong positive correlation between failure control and performance. In addition, this study unveiled significant difference between study milieu and learning context. There was moderate impact difference noticed in attitudes, anxiety, study-habits and information processing between schools. Deduction that a suitable learning context moderately to strongly affects aspects of study orientation was made. Learners at schools with high tests scores most favourably perceived the use of attentional distractibility, emotion control, emotional perseverance rumination, and stress reducing than at other schools. Therefore the deduction is made that learning context induced volitional strategy use, which impacted on learner achievement. These findings are similar to those made by other researchers on these topics worldwide. An important contribution made by this study is that it, in a South African context, sheds light both on the need for use of volitional strategies and also presents contextual differences that impact on study orientation in mathematics and ultimate learner performance. Hence the researcher is therefore persuaded that through training in the appropriate knowledge, skills and use of volitional strategies teachers may be able to create a more favourable learning context in their classes that enhances study orientation in general, particularly in mathematics. Therefore there is need to integrate affective issues in the mathematics curriculum / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.