Background – Enhanced social research interviews seek to engage interviewees in extended conversation-like dialogues where they are empowered to produce output by discussing themes of relevance to them. Photos, videos, vignettes and other enhancing tools have been used before in social sciences research interviews to contextualise the interview interaction. Initial Assumption – Sacred texts (such as excerpts from the Bible and the Quran) enjoy some features that make them potential tools to enhance research interviews. This study set out to answer the Research Question: ‘What are the benefits and challenges of using sacred texts as tools to enhance social research interviews?’ Methodology – Selected Biblical and Quranic verses were used in three sets each, to start social discussions with fifteen Christian and thirteen Muslim participants, respectively, in semi-structured interviews. Findings – The findings of this empirical study show that using sacred texts was perceived favourably by the participants, enhanced the dynamics of the interviews and provided a platform to produce data that are rich, varied and nuanced. Conclusion – This research points out the usefulness of sacred texts – as enhancing tools – when used in social research interviews to produce natural conversations that, in turn, lead to rich, nuanced data. This suggests that sacred texts can be added to the qualitative research interview-enhancing toolbox especially with exploratory studies that are open for emerging themes during interview settings. Research areas where sacred texts can be used in interviews include: ethics, social relations, gender roles, psychology, moral choices, cultural studies and spirituality, among other social sciences disciplines. Researchers as well as participants will be expected to have a degree of familiarity with the sacred book or texts to make both interviewers and interviewees interested enough in discussing it in an open and respectful setting.

Cette thèse a essentiellement été motivée par la montée en puissance de la thématique des échauffements nucléaires en réacteurs. Elle avait pour objectif la mise en place de méthodes permettant la simulation de l'émission des gammas prompts de fission. Pour répondre à cette attente, différents algorithmes de désexcitation d'un noyau ont été implémentés. Ils ont été testés avec succès via plusieurs calculs d'application (rapport d'embranchement isomérique, largeur radiative totale, etc). Ces méthodes ont ensuite été mises en oeuvre dans le cadre du code de fission FIFRELIN. L'outil qui en résulte, permet la détermination d'un grand nombre d'observables de fission, dans le cadre d'un modèle unique. Une étude de sensibilité des résultats à différents éléments du calcul a été réalisée. Enfin, des simulations de la fission spontanée du 252Cf, et des fissions induites par neutrons thermiques sur l' 235U et le 239Pu ont été menées. Les spectres des gammas prompts pour ces trois systèmes fissionnants ont pu être déterminés. Les résultats obtenus sont en très bon accord avec les données expérimentales disponibles, dont certaines ont été publiées récemment (2012 et 2013). / This PhD thesis has essentially been motivated by the nuclear heating problematic in reactors. The main goal of this work was the production of methods capable of simulating the prompt gamma emission from fission. First of all, several algorithms for the treatment of the nucleus deexcitation were implemented. They have been succesfully tested through various calculations (isomeric branching ratio, total radiative width, etc). These methods were then incorporated in the frame of the fission code FIFRELIN. The tool which results from this work, enables the determination of numerous fission observables in the frame of a single consistent model. A sensitivity study of the results to several numerical and nuclear models has been realized. At last, calculation have been lead for the 252Cf spontaneous fission and the thermal neutron induced fission of 235U and 239Pu. The prompt gamma spectra obtained for those three fissionning systems have been determined. The results are in good agreement with available experimental data, including recent measurements published in 2012 and 2013.

Submitted by Aelson Maciera (aelsoncm@terra.com.br) on 2017-06-05T19:36:13Z No. of bitstreams: 1 TeseERF.pdf: 13718635 bytes, checksum: b61ded0af2900b7e3c6941a9522c51d4 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-06-06T18:34:32Z (GMT) No. of bitstreams: 1 TeseERF.pdf: 13718635 bytes, checksum: b61ded0af2900b7e3c6941a9522c51d4 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-06-06T18:34:39Z (GMT) No. of bitstreams: 1 TeseERF.pdf: 13718635 bytes, checksum: b61ded0af2900b7e3c6941a9522c51d4 (MD5) / Made available in DSpace on 2017-06-06T18:39:08Z (GMT). No. of bitstreams: 1 TeseERF.pdf: 13718635 bytes, checksum: b61ded0af2900b7e3c6941a9522c51d4 (MD5) Previous issue date: 2017-02-14 / Não recebi financiamento / Proficiency exams and tests have increasingly attracted the attention of people in general and Applied Linguistics researchers interested in Language Assessment, as they may cause a significant impact on the examinee, since the results may lead to decisions and consequences in relation to their professional and / or educational life, such as being accepted into universities or being hired by a company, for example. Due to these factors, these exams and tests, also called ‘high stakes tests’, need studies that reflect on the aspects involved in such exams and tests in order to contribute to their improvement. In this sense, and considering the importance the Certificate of Proficiency in Portuguese Language for Foreigners (Celpe-Bras) has been acquiring over the years, this research investigated the prompts, pictures used to stimulate the conversation between the examiner-interlocutor and the examinee in the Oral Part of Celpe-Bras, called Face to Face Interaction. We developed a qualitative interpretive research, in which questionnaires answered by examinees and examiner-interlocutors from the second edition of Celpe-Bras 2014, the audios of the interviews of an Application Center in Brazil, from the same edition, as well as the prompts used in the interactions and their scripts were analyzed. From the analysis of the data we reflected on how much the prompts operationalize the construct of the Exam; on the participants’ perception of this research, examiner-interlocutors and examinees, regarding the prompts and on how the prompts contribute or not to the performance of the examinees in the Face to Face Interaction. We concluded with some suggestions for the improvement of the oral part of the Exam, especially in relation to the elaboration and use of the prompts and to the standardization of the Manuals and Guidelines of the Celpe-Bras Exam. / Exames de proficiência têm atraído cada vez mais a atenção das pessoas de um modo geral e de pesquisadores da área da Linguística Aplicada interessados em Avaliação de Línguas, pois eles podem causar consequências importantes para o examinando, uma vez que a partir dos resultados obtidos, decisões poderão ser tomadas em relação à vida profissional e/ou educacional, como a entrada em universidades ou a contratação em empresas, por exemplo. Devido a esses fatores, esses exames, também denominados de exames de alta relevância, necessitam de estudos que reflitam sobre os aspectos que os envolvem de modo a contribuir para seu aperfeiçoamento. Nesse sentido, e considerando-se a importância que o Certificado de Proficiência em Língua Portuguesa para Estrangeiros (Celpe-Bras) vem adquirindo ao longo dos anos, nesta pesquisa, investigamos os Elementos Provocadores (EPs), figuras que são utilizadas para impulsionar a conversa entre Avaliador-Interlocutor e Examinando na Parte Oral do exame Celpe-Bras, isto é, na Interação Face a Face. Para isso, desenvolvemos uma pesquisa qualitativa de natureza interpretativista, na qual foram analisados os questionários respondidos por examinandos e avaliadores da segunda edição do Celpe-Bras de 2014, os áudios das entrevistas de um centro aplicador do Brasil, da mesma edição, bem como os Elementos Provocadores utilizados nas interações e seus roteiros. A partir da análise dos dados refletimos sobre o quanto os Elementos Provocadores operacionalizam o construto do Exame; sobre as percepções dos participantes desta pesquisa, avaliadores e examinandos, em relação aos EPs e sobre como os EPs contribuem ou não para o desempenho dos examinandos na Interação Face a Face. Concluímos com algumas sugestões para o aprimoramento da parte oral do Exame, especialmente em relação à elaboração e utilização dos EPs e à padronização dos Manuais e Guias do Exame.

abstract: The purpose of this study was to investigate the effects of instructor response prompts and rubrics on students' performance in an asynchronous discussion-board assignment, their learning achievement on an objective-type posttest, and their reported satisfaction levels. Researchers who have studied asynchronous computer-mediated student discussion transcripts have found evidence of mostly mid-level critical thinking skills, with fewer examples limited to lower or higher order thinking skill demonstration. Some researchers suggest that instructors may facilitate increased demonstration of higher-order critical thinking skills within asynchronous discussion-board activities. However, there is little empirical evidence available to compare the use of different external supports to facilitate students' critical thinking skills performance and learning achievement in blended learning environments. Results of the present study indicate that response prompts and rubrics can affect students' discussion performance, learning, and satisfaction ratings. The results, however, are complex, perhaps mirroring the complexity of instructor-led online learning environments. Regarding discussion board performance, presenting students with a rubric tended to yield higher scores on most aspects that is, on overall performance, as well as depth and breadth of performance, though these differences were not significant. In contrast, instructor prompts tended to yield lower scores on aspects of discussion board performance. On breadth, in fact, this main effect difference was significant. Interactions also indicated significant differences on several aspects of discussion board performance, in most cases indicating that the combination of rubric and prompt was detrimental to scores. The learning performance on the quiz showed, again, the effectiveness of rubrics, with students who received the rubric earning significantly higher scores, and with no main effects or interactions for instructor prompts. Regarding student satisfaction, again, the picture is complicated. Results indicated that, in some instances, the integration of prompts resulted in lower satisfaction ratings, particularly in the areas of students' perceptions of the amount of work required, learning in the partially online format, and student-to-student interaction. Based on these results, design considerations to support rubric use and explicit feedback in asynchronous discussions to support student learning are proposed. / Dissertation/Thesis / Ph.D. Educational Technology 2012

abstract: For this master's thesis, a unique set of cognitive prompts, designed to be delivered through a teachable robotic agent, were developed for students using Tangible Activities for Geometry (TAG), a tangible learning environment developed at Arizona State University. The purpose of these prompts is to enhance the affordances of the tangible learning environment and help researchers to better understand how we can design tangible learning environments to best support student learning. Specifically, the prompts explicitly encourage users to make use of their physical environment by asking students to perform a number of gestures and behaviors while prompting students about domain-specific knowledge. To test the effectiveness of these prompts that combine elements of cognition and physical movements, the performance and behavior of students who encounter these prompts while using TAG will be compared against the performance and behavior of students who encounter a more traditional set of cognitive prompts that would typically be used within a virtual learning environment. Following this study, data was analyzed using a novel modeling and analysis tool that combines enhanced log annotation using video and user model generation functionalities to highlight trends amongst students. / Dissertation/Thesis / M.S. Computer Science 2014

Incorrect waste disposal has devastating consequences for the environment. Recycling is an environmentally friendlier way to dispose of waste, and recycling opportunities are turning up in more and more public spaces. However, at any given recycling station, lots of recyclables are not recycled. This study posed the question: “Can simple ‘nudges’ be used to increase the proportion of correctly disposed of recyclables at public recycling stations?” And through field experiments at Uppsala University this study has shown that there is a significant potential for nudges when it comes to recycling behavior in common spaces. Various signs were designed and attached to recycling stations spread out over six different campuses. Statistically significant changes were observed and the generalizability of these findings is expected to be wide, as the interventions are operating on a cognitive level.

Potable water is a relatively scarce natural resource. This scarcity is evident on a global scale. For humankind potable water is not only needed to sustain life, but also to engage in activities that maintain and enhance its own comfort and quality of life. These activities contribute to the degradation of water quality and exacerbating water scarcity. Electricity is a resource that needs to be generated, and is used significantly to also maintain and enhance human comfort, and quality of life. The generation of electricity produces a significant amount of greenhouse gases, gases that contribute to climate change. The use of both resources needs to be more ecologically sustainable to reduce the negative impact caused. Wherever possible, the use of these resources should be reduced. University residences utilise substantial amounts of water and electricity. This is because they are commonly designed to accommodate a large number of students. Implementing a behaviour change intervention in a residence therefore has the potential for greater ecological impact if the intervention is successful, due to the large number of people. There are different types of interventions aimed at changing behaviour, with some being active and others passive. Being active or passive is determined by whether or not direct interaction with the subject is required to achieve the desired change. Information provision can be a passive intervention by using posters and pamplets. It can also be active by using Q&A sessions and lectures. The study aimed to determine if the use of a passive behaviour change intervention could result in the reduction of water and electricity consumption in university residences. The passive intervention utilised was prompting in the form of posters. A quasi-experimental design with a mixed methods approach was employed. Quantitative data were meter readings for both electricity and water, while quantitative data were obtained from focus groups. 3 female residences at the University of Pretoria's Groenkloof campus were used in this study. Posters were placed at the points of decision in two of the residences. The third female residence was monitored as the control and no posters were put up in it. Monthly water and electricity meter readings were used to determine if this change had occurred. Focus groups were conducted to understand from the subjects how the intervention had affected them, if at all. Results from this study indicated that water and electricity consumption was reduced, with some reductions being statistically significant and others not. The study, however, cannot confidently predict that the intervention was successful due to various limitations. / Dissertation (MSc)--University of Pretoria, 2018. / Construction Economics / MSc / Unrestricted

Although household product, such as pharmaceuticals and cleaning chemicals, are part of a child’s everyday life, accidental poisonings can occur as a result of ingestion. Children diagnosed with developmental disabilities are even more susceptible to being injured when they come into contact with these poisonous agents. Behavioral approaches have been used extensively to teach safety skills to children with disabilities. However, those that targeted poison prevention skills required additional methods that were more intrusive for the child to acquire the skills. Thus, the purpose of this study was to evaluate the efficacy of a modified behavioral skills training package that incorporates a system of least prompts. Results showed that BST and system of least prompts increased poison prevention skills for all three participants and the skills maintained at follow-up.

Many students with intellectual disabilities and autism struggle to have meaningful social interactions with their peers. Research shows that using video modeling can increase social skills in students with disabilities, but it has never been studied in comparison to or in combination with “IF….THEN…” behavior contracts. The purpose of this study is to examine the effects of video prompts on elementary-aged students with disabilities to increase appropriate social interactions with their peers through filming the creation of an “IF….THEN…”contract. The participants are four elementary-aged students with intellectual disabilities and autism who have target social skills deficits. The targeted social skills were: greeting peers, initiating conversations, and asking peers to play. The use of “IF….THEN…” contracts, contracts plus structured review, and contracts plus video prompting was evaluated. Each participant had a baseline of zero and after treatment increased the frequency of social skills from one to three instances. Data collected showed both the interventions of “IF….THEN….” contracts plus structured review and contracts plus video prompting were similarly effective at increasing social skills. Treatment had lasting effects in three of the participants when it was completely phased out.

Prompt dependence can be a serious problem for individuals diagnosed with autism spectrum disorder or intellectual disabilities. The ability to perform skills independently is important for a high-quality life and assimilation in the community among many other things. Assessments of instructional strategies may be an effective tool for identifying instructional strategies that decrease one’s reliance on prompts. An alternating treatment design was used to evaluate the effectiveness of an assessment of instructional strategies on independent responses during auditory-visual discrimination tasks. Assessment conditions included positional prompt, gestural prompt, physical prompt, and identity matching to sample. The most effective instructional strategy was identified as the strategy that corresponded to quickest acquisition of independent responses. Results of the assessment demonstrated differences in individual learning patterns for each of the 3 participants. However, the differences observed in the assessment among instructional strategies were not significant. Implications of these results do suggest to educators that conducting an assessment of instructional strategies may be a useful strategy for identifying differences in learning patterns. Limitations and directions for future research are also discussed.