Thesis (Ph. D.)--University of Wisconsin--Madison, 1961. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Inaug.-diss.--Leipzig. / Lebenslauf. "Literatur-verzeichnis": p. 103-106.

Nivågruppering är en beprövad metod inom skola och sport som handlar om hur man delar upp en träningsgrupp utifrån färdighets- och kunskapsnivå. Kan olika förutsättningar påverka hur en ungdomstränare i fotboll använder sig av nivågruppering. Den här studien har genom kvalitativa intervjuer med ungdomstränare i fotboll analyserat hur nivågruppering som metod skiljer sig åt, beroende om tränaren är aktiv i en elitmiljö eller i en breddförening. Det studeras även vilka för- respektive nackdelar tränarna upplever med nivågruppering, hur dom motiverar till detta samt hur tränarna jobbar med nivågruppering i praktiken. Resultatet visar att nivågruppering som metod skiljer sig avsevärt beroende på om tränaren jobbar i en breddförening, jämfört hos de tränarna inom elitverksamheten. I studien framkom- mer att tränare i elitmiljön har ett större fokus på de individer som spås ha högst potential att bli en elitspelare, vilket påverkar deras sätt att utforma nivågruppering. I breddföreningarna har tränarna större fokus på de spelare som enligt dem behöver mest uppmuntran vilket speglar deras sätt att utforma nivågruppering. Olika sätt att jobba med nivågruppering framkommer där tränarna beskriver hur deras vardag ser ut. Det en tränare tar upp som problematiskt med nivågruppering kan ses som en fördel hos en annan tränare. Nivågruppering är mångbottnad vilket framgår i denna studie. Nyckelord: Nivågruppering, Elitmiljö, Breddverksamhet, Relative age effect, Tidig specialisering, utveckling, Selektering.

I’m interested in writing stories that make me as author disappear. A little. I’d like for my stories to unravel themselves while I sit just barely visible, maybe on a porch across the street. I’m also interested in playing with unusual phrases and syntax to achieve authentic voice in my stories. This sets up a conflict because while I want to develop small, fairly simple stories, I also value some language trickery, which might come off as authorial. I want nuanced voices that don’t feel editorialized. I want the stories to be authentic in an off-putting way. My biggest challenge has been monkeying with language in ways I find interesting while still maintaining a cool distance. It feels like training a service dog without getting sentimental. I like these problems though. I like the tiptoe-ing. My goal is to be able to drop readers in the middle of a situation: childhood, a factory, the grieving process, and carry them through it, without them knowing I’m there, without having to rely on explanations of characters’ thoughts, their motives. I am drawn to stories with little exposition. As a reader, I like making my discoveries through characters, how they navigate the world. I like to read stories that are revelatory in an interesting way – without having to be told outright how a life got so raw, or why lying can be the greatest relief, or how come it’s heartbreaking to see up close how much makeup a woman wears. I’ve heard this advice over the years: “Write what you know.” I’ve tried this with dull results. I’ve decided that I disagree. I’m working to write more stories about lives, jobs, concepts, illnesses, joys and sadnesses that I don’t know. I like trying on the other: a housewife, a man, a teen, a liar, someone forgotten. By writing what I don’t know, I want to stir up the reader, deliver something familiar yet jarring.

Syfte Syftet med studien var att undersöka om relative age effect förekommer på svenska längdskidgymnasier bland antagna elever och hur eventuell förekomst ser ut bland flickor och pojkar samt hur det ser ut vid Riksidrottsgymnasierna och de Nationell Idrottsutbildningarna. Metod För att besvara syftet har statistisk data analyserats med hjälp av ett Pearson Chi2-test. Analysen har skett genom att undersöka födelsemånad, kön och inriktning bland antagna elever vid svenska längdskidgymnasier mellan åren 2010-2015. Resultat Resultatet visar att det finns signifikanta bevis på att relative age effect förkommer på svenska längdskidgymnasier (p= <0,05). Vid uppdelning av respektive utbildningsinriktning kunde det endast konstateras förekomst av relative age effect vid Riksidrottsgymnasierna, vid uppdelning av kön går det inte att säkerställa en signifikant förekomst av relative age effect. Slutsatser Studiens resultat visar att det förekommer relative age effect på svenska längdskidgymnasier, dock varierar den mellan de analyserade undervariablerna. Tydligast förekommer relative age effect vid Riksidrottsgymnasierna, medan det vid Nationell Idottsutbildning, kunde det inte konstateras bevis för en signifikant överrepresentation av elever födda under första kvartalet. När flickor och pojkar analyserades separat kunde ingen relative age effect konstateras. Det behövs mer forskning inom området för att få en överblick av konsekvenserna av relative age effect på längdskidgymnasier men även konsekvenserna för svensk längdskidåkning i stort. / Aim The purpose of this study was to investigate if relative age effect occurs at Swedish cross-country ski schools and if there were a differences in the presence among boys and girls, and between Riksidrottsgymnasier (Country-wide sport academy) and Nationell Idrottsutbildning (National sport academy). Method To answer the aim, statistical data were analyzed using a Pearson Chi2-test. The analysis has been done by examining birth month, sex and education among students at Swedish cross-country ski schools between 2010-2015. Results The result shows that there is a significant evidence of relative age effect at Swedish cross-country ski schools (p= <0,05). When the results were partial between Riksidrottsgymnasier and Nationell Idrottsutbildning, the relative age effect was only seen at Riksidrottsgymnasierna. There were no significant evidence for relative age effect when boys and girls where analyzed separately. Conclusion The results show that relative age effect appears on Swedish cross-country ski schools; however, there were some varies between analyzed variables. Strongest evidence for relative age effect was seen at Riksidrottsgymnaiserna. Further research is needed to get a overview of the consequences of relative age effect at cross-country ski schools, and the consequences it has in Swedish cross-country skiing overall, both for younger and older skiers.

Les pathologies du SNC associent neurodégénérescence, troubles de la transmission et des processus neuroinflammatoires : réaction gliale et recrutement de cellules immunes. Les cellules immunes peuvent participer aux processus de souffrance neuronale et inhiber les processus de réparation comme la neurogenèse, mais peuvent également exercer des rôles neuroprotecteurs. Notre équipe a décrit que la molécule RAE-1, connue pour son rôle de ligand du récepteur activateur NKG2D exprimé par les NK, est exprimée constitutivement dans la SVZ, la zone de neurogenèse adulte qui génère des neuroblastes qui migrent vers le bulbe olfactif. De plus, RAE-1 est exprimée par les neurosphères issues de la SVZ et exerce un rôle non immun sur la prolifération cellulaire.L'objectif était de comprendre le rôle de RAE-1 et des NK en situation pathologique. J'ai étudié, en particulier, le modèle de lésion chimique des neurones olfactifs après injection de dichlobenil qui induit une mort neuronale suivie d'une réparation des réseaux neuronaux dans le bulbe olfactif. Ce modèle, connu des neurobiologistes, n'avait jamais été étudié sur le plan neuroinflammatoire. Nous avons caractérisé dans le bulbe olfactif, en RT-qPCR et cytométrie en flux multicouleur : la cinétique des processus de dé-afférentation, de ré-afférentation, de réaction gliale et le recrutement de cellules immunes. Je décris également l'induction de RAE-1 dans le bulbe olfactif, qui n'est pas liée à la présence d'une neurogenèse locale mais qui corrèle avec la prolifération microgliale et l'expression du M-CSF. Ces processus sont modifiés après un traitement à la minocycline et la déplétion des NK. Avec des modèles de culture in vitro, j'ai identifié RAE-1 comme un marqueur et un acteur de la microglie proliférative qui exerce, contrairement à la microglie non proliférative, des effets neuroprotecteurs. / CNS pathologies are characterized by neurodegeneration, neurotransmission impairment and neuroinflammation including glial reactivity and immune cells recruitment. Neuroinflammation induces neuronal loss and impairs neurogenesis but can also exerts neuroprotective effects. Our team has recently demonstrated that RAE-1 is constitutively expressed in the adult subventricular zone (SVZ), the main neurogenic niche where resident neural stem cells generate neuroblasts which migrate in chains to the olfactory bulbs, where they differentiate into interneurons. We also have reported in vitro that RAE-1 is a marker of proliferating neural stem/progenitor cells and plays a non-immune role in cell proliferation. The main objective was to understand the role of RAE-1 and NK cells in pathological condition. We mainly studied a model of chemical ablation of olfactory neurons using dichlobenil which induced neuronal loss followed by an olfactory neuronal network recovery. Neuroinflammatory processes have never been studied in this model, used by neurobiologists. Using RT-qPCR and multicolor flow cytometry, I characterized the processes of deafferentation, reafferentation, astroglia and microglia activation and the recruitment of immune cells. Moreover, RAE-1 expression was induced in the olfactory bulbs. This expression correlated with the increase of microglial cell proliferation markers and M-CSF expression. These neuroinflammatory processes were altered after NK cells depletion and minocyline treatments. Using in vitro culture models, I showed that RAE-1 is a marker and an actor of microglia proliferation. Moreover, proliferative microglia but not non proliferative cells exerts a neuroprotective effect.

Nesta pesquisa nos propomos uma análise do discurso do Diccionario de la lengua española (DLE), da Real Academia Española (RAE), a partir de uma entrada teoricamente orientada pela Análise de Discurso pecheuxtiana em articulação com a História das Ideias Linguísticas, tal como vem sendo desenvolvida a partir dos anos 90 em certos projetos da academia brasileira. Dessa forma, concebemos o dicionário enquanto um instrumento linguístico e o abordamos como objeto discursivo, isto é, como \"um discurso sobre a língua\", produzido em \"certas condições sociais e históricas\" (NUNES, 2010, p. 7). O percurso de nossa análise se organiza em função do objetivo de compreender como certas condições de produção, nas quais se reconfiguram as relações de força, produzem deslocamentos de diversa índole no discurso do dicionário. A textualização da pesquisa se organiza em duas partes. Na primeira, atravessando diferentes condições de produção que vão desde a fundação da RAE, em 1713, à publicação da última edição do DLE, em 2014 refletimos sobre o processo de institucionalização dessa Academia e examinamos os prefácios do dicionário a fim de analisar como são significados a língua, o próprio dicionário, a RAE (e os acadêmicos a ela vinculados) e o \"outro\", não projetado apenas como possível leitor ou consulente, mas na complexa diversidade de um universo que inclui adversários ou falantes não necessariamente pensados como interlocutores ou sujeitos passíveis de serem atingidos pelo processo de interpelação presente na obra. O movimento de análise permite dar visibilidade aos deslocamentos e continuidades na projeção desses imaginários. Na segunda parte, tendo como foco as condições de produção vinculadas às independências dos países americanos e à imposição do regime franquista na Espanha, analisamos em certos prefácios e verbetes as posições do sujeito discursivo e o modo pelo qual se significam as línguas ameríndias e espanholas que constituem nossa série discursiva. As análises desenvolvidas, além de trazerem elementos para se pensar a circulação do discurso dicionarístico em diferentes conjunturas sócio-históricas, permitem também uma reflexão sobre determinados movimentos no plano da produção de sentidos, em sua imbricação com as relações de poder em importantes momentos na história dos dicionários da Academia. / In this study we propose to analyze the discourse in the Diccionario de la lengua española Dictionary of the Spanish Language (DLE), of the Real Academia Española Royal Spanish Academy (RAE), from a starting point theoretically oriented by the Pecheux Discourse Analysis articulated with the History of Linguistic Ideas, as it has been developed from the 90s on in certain projects in the Brazilian academic studies.Therefore, we consider the dictionary a linguistic instrument and approach it as a discursive object, that is, as \"a discourse about the language\", produced in \"certain social and historical conditions\" (NUNES, 2010, p.7). The path of our analysis is organized by the purpose of understanding how specific production conditions, in which strength relations are reconfigured, yield displacement in diverse instances - in the dictionary discourse. The text of the research is organized in two parts. In the first one, going through different production conditions which extent from the foundation of the RAE, in 1713, to the publication of the last edition of the DLE, in 2014 we reflect on the process of institutionalization of this Academy and examine the prefaces of its dictionary in order to investigate how the language, the dictionary itself, the RAE (and the scholars connected to it) and the \"other\", not projected only as the possible reader or consultant, but in the complex diversity of a universe that includes adversaries or speakers not necessarily thought as interlocutors or subjects that could be affected by the process of interpellation present in that work are meant. This effort of analysis brings to light the displacement and continuities in the projection of theses imaginaries. In the second part, focusing on the production conditions imposed by the American countries independencies and the Franco dictatorship in Spain, we analyze the position of the lexicographic subject and the way in which Native American and Spanish languages that compose our discursive series are meant in certain prefaces and entries. The developed analysis, besides bringing elements to think how the dictionary discourse circulates in different social historic conjunctures, also allows a reflection on particular movements in terms of the production of meaning, in its imbrication with the power relations in important moments in the history of the Academy dictionaries.

Este artículo tiene como principal objetivo dar a conocer algunas actualizaciones en el discurso lexicográfico académico que se evidencian en la vigesimotercera edición del Diccionario de la lengua española en su versión impresa. A través de un análisis contrastivo de las modalidades discursivas presentes en la edición impresa de 2001, las enmiendas en línea para la edición impresa de 2014 (en caso de artículos para los que se propusieran enmiendas como paso previo a la nueva redacción) y las definiciones definitivas ecogidas en la última edición del DRAE establecemos algunas líneas generales de actuación de la Academia en cuanto a la presencia de la voz de las personas responsables de la redacción de los artículos  lexicográficos que se vehicula a través de la modalización discursiva. / This paper has as main objective to present some key updates in lexicographicalacademic discourse that are present in the twenty-third edition of the Diccionario de la lengua española. Through a contrastive analysis of discursive modes present in the printed edition of 2001, amendments in line for the printed edition of 2014 (in case of items for which such amendments prior to the new wording were proposed) and the final definition collected at the 23rd edition of DRAE, we establish some general guidelines of the Academy in terms of the presence of the voice of writers and editors in the lexical items that are conveyed through discursive modalization.

Nesta pesquisa nos propomos uma análise do discurso do Diccionario de la lengua española (DLE), da Real Academia Española (RAE), a partir de uma entrada teoricamente orientada pela Análise de Discurso pecheuxtiana em articulação com a História das Ideias Linguísticas, tal como vem sendo desenvolvida a partir dos anos 90 em certos projetos da academia brasileira. Dessa forma, concebemos o dicionário enquanto um instrumento linguístico e o abordamos como objeto discursivo, isto é, como \"um discurso sobre a língua\", produzido em \"certas condições sociais e históricas\" (NUNES, 2010, p. 7). O percurso de nossa análise se organiza em função do objetivo de compreender como certas condições de produção, nas quais se reconfiguram as relações de força, produzem deslocamentos de diversa índole no discurso do dicionário. A textualização da pesquisa se organiza em duas partes. Na primeira, atravessando diferentes condições de produção que vão desde a fundação da RAE, em 1713, à publicação da última edição do DLE, em 2014 refletimos sobre o processo de institucionalização dessa Academia e examinamos os prefácios do dicionário a fim de analisar como são significados a língua, o próprio dicionário, a RAE (e os acadêmicos a ela vinculados) e o \"outro\", não projetado apenas como possível leitor ou consulente, mas na complexa diversidade de um universo que inclui adversários ou falantes não necessariamente pensados como interlocutores ou sujeitos passíveis de serem atingidos pelo processo de interpelação presente na obra. O movimento de análise permite dar visibilidade aos deslocamentos e continuidades na projeção desses imaginários. Na segunda parte, tendo como foco as condições de produção vinculadas às independências dos países americanos e à imposição do regime franquista na Espanha, analisamos em certos prefácios e verbetes as posições do sujeito discursivo e o modo pelo qual se significam as línguas ameríndias e espanholas que constituem nossa série discursiva. As análises desenvolvidas, além de trazerem elementos para se pensar a circulação do discurso dicionarístico em diferentes conjunturas sócio-históricas, permitem também uma reflexão sobre determinados movimentos no plano da produção de sentidos, em sua imbricação com as relações de poder em importantes momentos na história dos dicionários da Academia. / In this study we propose to analyze the discourse in the Diccionario de la lengua española Dictionary of the Spanish Language (DLE), of the Real Academia Española Royal Spanish Academy (RAE), from a starting point theoretically oriented by the Pecheux Discourse Analysis articulated with the History of Linguistic Ideas, as it has been developed from the 90s on in certain projects in the Brazilian academic studies.Therefore, we consider the dictionary a linguistic instrument and approach it as a discursive object, that is, as \"a discourse about the language\", produced in \"certain social and historical conditions\" (NUNES, 2010, p.7). The path of our analysis is organized by the purpose of understanding how specific production conditions, in which strength relations are reconfigured, yield displacement in diverse instances - in the dictionary discourse. The text of the research is organized in two parts. In the first one, going through different production conditions which extent from the foundation of the RAE, in 1713, to the publication of the last edition of the DLE, in 2014 we reflect on the process of institutionalization of this Academy and examine the prefaces of its dictionary in order to investigate how the language, the dictionary itself, the RAE (and the scholars connected to it) and the \"other\", not projected only as the possible reader or consultant, but in the complex diversity of a universe that includes adversaries or speakers not necessarily thought as interlocutors or subjects that could be affected by the process of interpellation present in that work are meant. This effort of analysis brings to light the displacement and continuities in the projection of theses imaginaries. In the second part, focusing on the production conditions imposed by the American countries independencies and the Franco dictatorship in Spain, we analyze the position of the lexicographic subject and the way in which Native American and Spanish languages that compose our discursive series are meant in certain prefaces and entries. The developed analysis, besides bringing elements to think how the dictionary discourse circulates in different social historic conjunctures, also allows a reflection on particular movements in terms of the production of meaning, in its imbrication with the power relations in important moments in the history of the Academy dictionaries.

Sammanfattning Problemområde:Inom NIU-fotboll finns det olika sätt att organisera sig. Vilken påverkan har de olika organisationsformerna på identifikationen av vad de anser vara talang. Hur bedriver det sin uttagning och kommer fram till vilka som ska selekteras och erbjudas en plats på utbildningen Syfte: Studiens övergripande syfte är att beskriva och analysera på vilka grunder som pojkar respektive flickor väljs ut till två olika Nationellt godkända idrottsutbildningar i fotboll samt diskutera om skolornas organisationsformer påverkar dessa talangidentifikationsprocesser. Metod:Studien har tillämpat en hermeneutisk kunskapsteoretisk utgångspunkt och det empiriskt insamlade materialet har inhämtats genom intervjuer och observationer. I och med att mer än en insamlingsmetod har valts har metodtriangulering tillämpats i denna studie som uttryckligen har en kvalitativ ansats. Resultat:Studiens resultat visar att det finns olika sätt att organisera sin NIU-utbildning och att detta påverkar hur talangidentifikation och selektering till sker inom de olika organisationsformerna.