Training structures have been defined as the order and arrangement of baseline conditional discriminations within stimulus equivalence training. The three training structures most often used are, linear (trains A:B and B:C discrimination), many-to-one (trains B:A and C:A discriminations) , and one-to-many (trains A:B and A:C discriminations). Each training structure trains a different set of simultaneous and successive discriminations that are then needed in the test for derived relations (symmetry, reflexivity, transitivity, and symmetrical transitivity). The present experiment seeks to extend the research on stimulus equivalence training structures by using a within-subject design and adult human subjects. Three sets of 9 arbitrary stimuli were trained concurrently each with a different training structure. From the beginning, training and testing trials were intermixed. The likelihood of producing stimulus equivalence formation was equal across structures.

Syftet med kunskapsöversikten är att ta reda på hur en till en (ETE)-digitaliseringen påverkar undervisningspraktiker både ur ett elev- och lärarperspektiv med huvudsakligt fokus på samhällskunskap. Översikten är gjord med stöd från relevant forskning. Frågeställningen lyder: “Vad säger tidigare forskning om ETE-påverkan på undervisningspraktiker ur ett lärar- ochelevperspektiv med huvudsakligt fokus på samhällskunskap?” För att kunna svara på frågeställningen har en sökprocess i databaserna ERIC via EBSCO, Libsearch och Swepub genomförts där texter som berör ämnet kartlagts och sammanställts. I översikten presenteras nya undervisningspraktiker som möjliggörs med ETE, till exempel flipped classroom, samt anledningar till att ett motstånd till ETE råder bland lärare och elever. Slutsatsen som dras är att digitaliseringen av skolan måste ses som en förändringsprocess där lärare behöver navigera på ett hav fyllt med nya möjligheter. Slutligen förs en diskussion som berör ETE-digitaliseringens konsekvenser, innan tankar gällande framtida forskning presenteras. / The purpose of the knowledge overview is to find out how one-to-one (ETE) digitization affects teaching practices from both a student and teacher perspective with the main focus on social studies. The overview is made with support from relevant research. The question is: "What does previous research say about the impact of ETE on teaching practices from a teacher and student perspective with a main focus on social studies?" In order to be able to answer the question, a search process has been carried out in the ERIC databases via EBSCO, Libsearch and Swepub, where texts concerning the subject have been mapped and compiled. The overview presents new teaching practices that are made possible with ETE, such as a flipped classroom, as well as reasons why there is opposition to ETE among teachers and students. The conclusion drawn is that the digitalisation of the school must be seen as a process of change where teachers need to navigate a sea filled with new opportunities. Finally, a discussion is held concerning the consequences of ETE digitization, before thoughts regarding future research are presented.

One-on-one language teaching holds great potential for improving students' speaking ability. Programs such as Brigham Young University's Chinese Flagship program uses a one-on-one approach to help students learn how to use the language in respect to their desired profession. The Ohio State University uses individualized instruction as an alternative to traditional classroom-based classes. However, little to no research has compared one-on-one language teaching to traditional group classroom teaching in terms of language gains. Many studies show that one-on-one teaching can lead to language improvement, but do not attempt to compare method effectiveness. Additionally, although anxiety in language learning has been well researched, a comparison of anxiety between teaching methods has not been attempted. There are few studies that investigate anxiety between one-on-one and group methods. The present study attempts to close this gap in the research. This is done by comparing speech gains between a one-on-one teaching method and a group teaching method. The one-on-one method includes weekly five to ten minute sessions, and the group method includes weekly 50-minute sessions. Speech gains are defined as gains in fluency (determined through speech rate), pronunciation (consonants, vowels, and tones), and syntactic accuracy (determined by error free T-units). Speech gains are assessed via a pre/post-test design. Furthermore, the present study attempts to compare anxiety between the two teaching methods. This is done by administering the anxiety survey Foreign Language Classroom Anxiety Scale twice. Students were asked to respond to one survey in reference to the one-on-one setting, and respond to the other survey in reference to the group setting. Finally, students filled out a preference survey at the end of the study to determine student perception on teaching method effectiveness. Results show that there is no statistical difference in speech gains in five-ten minute one-on-one sessions compared to 50-minute group sessions. This is true for all four areas assessed: fluency, vowel/consonant pronunciation, tone pronunciation, and syntactic accuracy. This shows that short sessions of one-on-one teaching can produce the same speech gains as longer sessions of group teaching. Survey results show that anxiety levels were the same between the two teaching methods. Preference surveys show that the majority of students: 1) feel that the one-on-one method is effective in improving their speaking ability, 2) would choose to take a class that includes one-on-one teaching, 3) and enjoy coming to one-on-one sessions. It further shows that 50% of students feel that one-on-one teaching is more effective than group teaching, and feel more comfortable in one-on-one sessions than in group sessions.

La méthodologie MAC consiste à employer des réactifs umpolung pour permettre l’insertion formelle d’une fonction carbonyle entre un électrophile et un nucléophile. Cette thèse est consacrée à l’oxyhomologation diastéréosélective de la L-sérine grâce à un développement significatif de la méthodologie MAC à trois composants en one-pot, conduisant à l’obtention de dérivés orthogonalement protégés de l’acide α, γ-dihydroxy-β-aminobutyrique. Ce dernier est une brique moléculaire acyclique à 4 atomes de carbone hautement fonctionnalisée qui est souvent intégrée dans les squelettes de molécules biologiquement actives.Nous avons tout d’abord étudié la synthèse de réactifs MAC silylés à partir du malononitrile. La synthèse du H-MAC-TBS a été optimisée et deux nouveaux réactifs MAC silylés, le H-MAC-TES et le H-MAC-TBDPS, ont été préparés.Dans un premier temps, nous avons étudié l’oxyhomologation du N-Boc-O-Bn-L-sérinal avec le H-MAC-TBS en présence de différents alcools dans des conditions réactionnelles douces. En présence de méthanol, des α, γ-dihydroxy-β-aminobutanoates de méthyle orthogonalement protégés ont été préparés avec des bons rendements et avec un ratio diastéréoisomérique syn/anti = 80/20.L’utilisation du H-MAC-TBDPS a permis d’améliorer la diastéréosélectivité de la réaction MAC (syn/anti = 90/10). L’étude des différents modes de cyclisation des α, γ-dihydroxy-β-aminobutanoates de méthyle a été réalisée par la suite. Des hétérocycles fonctionnalisés à 3, 5 et 6 chaînons ont été ainsi sélectivement synthétisés.De nouvelles oxazolidinones et oxazolines hautement fonctionnalisées ont été préparées de cette façon. En revanche, malgré nos efforts approfondis, une cyclisation pour donner un hétérocycle à 4 chaînons n’a pas été réalisée.L’absence de réactivité de la fonction alcool libre en α de ces esters N-protégés et γ activés a été inattendue.Dans un deuxième temps, nous avons étudié l’oxyhomologation de l’aldéhyde de Garner, un dérivé cyclique N,O-protégé du L-sérinal, par des réactions MAC. En présence de divers nucléophiles, cette réaction a conduit diastéréosélectivement à des esters et des amides protégés de l’acide α, γ-dihydroxy-β-aminobutyrique avec des bons rendements et avec une diastéréoselectivité anti, allant jusqu’à un ratio diastéréoisomérique syn/anti = 10/90 en utilisant le H-MAC-TBDPS. Il s’agit des premiers exemples de diastéréosélectivité antiobservée pour une réaction MAC. Des hétérocycles fonctionnalisés à 3 et 5 chaînons ont été sélectivement synthétisés et, grâce à une oxydation sélective en position γ, des dérivés de l’acide érythro-β-hydroxyaspartique et de l’érythro-β-hydroxyasparagine orthogonalement protégés ont été préparés. / MAC methodology is a synthetic technique which employs an umpolung reagent to formally insert a carbonyl function between an electrophile and a nucleophile. This thesis is devoted to the diastereoselective oxyhomologation of L-serine thanks to a significant development of 3-component one pot MAC methodology, providing a synthesis of orthogonally-protected derivatives of α, γ-dihydroxy-β-aminobutyric acid. This latter is a highly functionalized, acyclic, 4-carbon molecular building block which is a constituent part of various biologically active molecules.The synthesis of silylated MAC reagents from malononitrile was first studied. H-MAC-TBS’s synthesis was optimized and two new silylated MAC reagents, H-MAC-TES and H-MACTBDPS,were prepared.In a first study, the oxyhomologation of N-Boc-O-Bn-L-serinal was examined using H-MACTBS and a panel of alcohols in mild conditions.Methyl esters of orthogonally-protected α, γ-dihydroxy-β-aminobutanoic acid were prepared in good yields and with a diastereoisomeric ratio syn/anti = 80/20. The use of H-MAC-TBDPS improved the diastereoselectivity of the MAC reaction to syn/anti = 90/10.Subsequently, different cyclization modes of methyl α, γ-dihydroxy-β-aminobutanoate were investigated, leading to the selective synthesis of functionalized 3-, 5- and 6-membered ring heterocycles, including new highly functionalized oxazolidinones et oxazolines. In contrast, despite considerable efforts, we were unable to induce cyclisation to forma a 4-membered ring heterocycle, due to the surprising lack of nucleophilicity of the free alcohol function in the acyclic precursors.In a second study, we examined the oxyhomologation of Garners aldehyde, a cyclicN,O-protected derivative of L-serinal, using a selection of nucleophiles via one-pot MAC methodology. These reactions furnished protected ester and amide derivatives of α, γ-dihydroxy-β-aminobutyric acid in good yields with an anti diastereoselectivity with a ratio as high as syn/anti = 10/90 when H-MAC-TBDPS was used as the MAC reagent. These are the first known examples of MAC reactions which proceed with anti diastereoselectivity.Functionalized 3- and 5-membered ring heterocycles were prepared from these adducts,and via selective oxidation at the γ-position,orthogonally-protected derivatives of erythro-β-hydroxyaspartic acid and erythro-β-hydroxyasparagine were prepared.

The aim of this thesis is to provide an in-depth analysis on the projected nature of China's One Belt, One Road (OBOR) initiative through Chinese engagement in Eastern Europe, with a particular focus on Serbia. The current geopolitical situation provides a unique opportunity for the use of the Heartland Theory, first presented by Halford John Mackinder in 1904, which outlines and justifies state expansion across Eurasia. The main objectives of this thesis are to discuss possible outcomes for Serbia following increased Chinese investment and to provide a recommendation for a European response. Being an adjacent nation of the Heartland, a potential future member of the European Union, and currently balanced between Europe's and China's pull, Serbia has became a unique and important state to consider when assessing China's intentions in Europe. China's continued economic and political rise in recent years has allowed them to become influential in nations previously untethered to China, and has ominously begun to follow the footsteps that Mackinder had predicted a century prior. Although the theory suggests a nation's intent to rule the world, which one could argue China is pursuing, the aim of this thesis is in fact to uncover and illustrate the effects that China's potential advance to world...

<p>  </p> <p>An epic in verse which follows Shahrazad, the narrator of <em>One Thousand and One Nights, </em>as she leaves the myth after the Nights have ended. In this epic, Shahrazad has three hundred daughters with her girlfriend, and these are the women which feature in the tales. She leaves the world of myth and leaves to America. In her garden, Arabic letters begin to grow, and call her back to her tales and her daughters, and the damage she inflicted with the telling and the leaving. </p>

A single subject alternating treatment design was used to compare the relative effectiveness of one-to-one embedded instruction in the general education classroom and one-to-one massed practice instruction in a special education class. Four middle school students with developmental disabilities, their special education teacher, and paraprofessional participated in the study. The results indicate that embedded instruction is an effective instructional strategy for students with developmental disabilities being served in inclusive settings. However, the results indicate that there was some difference in the efficiency of the two instructional formats. Two students reached criterion more rapidly in the one-to-one massed instructional intervention while the one-to-one embedded instruction was more efficient for one student. There was no difference between the interventions for the fourth student. Finally, the study validated previous research that found that both special education teachers and paraprofessionals can, with minimal training, accurately implement embedded instructional interventions in the general education classroom. Implications for practitioners and researchers are discussed.

Administrators of a New Jersey school district implemented a 1:1 laptop initiative in Grades 6-8 in 2013 to bolster student achievement. An evaluation had not been conducted to ascertain the effectiveness of the initiative. The purpose of this study was to examine the effect of the 1:1 laptop initiative on student achievement. The conceptual framework for this study was Stufflebeam's context, input, process, and product evaluation model. The focus of the research question was the differences in New Jersey Assessment of Skills and Knowledge math scores between students involved in the 1:1 laptop initiative for 1 year and students who were not involved. A quantitative post hoc analysis was used to examine data collected from the state assessment database using a convenience sample of only 6th grade students (n = 109). The students' data on the statewide test revealed a mean difference between the 1:1 group (n = 57) which scored 13 points higher than the control group (n = 52). Results of an independent t test were statistically significant at the p = 0.062 level. A position paper based on study findings includes recommendations to the local board of education to continue the initiative and plan professional development for teachers. Further research should be conducted to evaluate the effectiveness of the initiative. Investments in technology such as this initiative may result in improved teaching and learning as a positive social change outcome. Being involved in a 1:1 laptop initiative at an early age in school may assist students in becoming literate in the use of technology, which may help them meet their future career goals.

Syftet med föreliggande studie är att ur ett elevperspektiv undersöka vad relationskompetens kan innebära i enskild musikundervisning på gymnasium. Det empiriska materialet som ligger till grund för studiens resultat är inhämtat genom fokusgruppssamtal med elever från en gymnasieskola med musikprofil. Empirin har sedan analyserats utifrån ett relationellt perspektiv. Tidigare studier inom området visar att goda lärare-elev-relationer har positiv inverkan på elevers lärande och sociala utveckling. Utmärkande för sång- och instrumentalundervisning är att undervisningen ofta sker en-till-en, och därför framstår det särskilt relevant att utforska relationer mellan lärare och elev i detta specifika sammanhang. Resultatet visar att förtroende är centralt för goda lärare-elev-relationer och föreslår strategier för att uppnå detta. Förutsättningar för förtroende är enligt resultatet exempelvis lärarens musikaliska kompetens, lärarens förmåga att bemöta elevens behov och främja dennes självförtroende samt att läraren anpassar kommunikation och musikaliskt innehåll efter varje elevs individuella nivå. Relationskompetens i enskild musikundervisning på gymnasium kan således innebära att läraren individanpassar kommunikationen och den musikaliska nivån, respekterar elevens fysiska och mentala integritet samt främjar elevens tilltro till sin egen förmåga och på så vis skapar en förtroendefull relation. / The purpose of this study is to examine from a student perspective what relational competence can mean in on-to-one music tuition in upper secondary school. The empirical material that forms the basis for the study's result has been obtained through focus group discussions with students from a school with a music profile. Data has been analyzed from a relational perspective. Previous studies show that good teacher-student relationships have a positive impact on students' learning and social development. The result shows that trust is essential to good teacher-student relationships and suggests strategies to achieve this. Prerequisites for trust are according to the result for instance the teacher's musical competence, the ability to meet the student's needs and promote the student's self-confidence, adapted communication and musical content according to each student's individual level. Relational competence in one-to-one music tuition in upper secondary school can thus mean that the teacher individually adapts the communication and the musical level, respects the student's physical and mental integrity and promotes the student's confidence in their own ability and thus creates a trusting relationship.

京都大学 / 新制・課程博士 / 博士(地域研究) / 甲第24719号 / 地博第311号 / 新制||地||120(附属図書館) / 京都大学大学院アジア・アフリカ地域研究研究科東南アジア地域研究専攻 / (主査)教授 玉田 芳史, 教授 片岡 樹, 准教授 中西 嘉宏 / 学位規則第4条第1項該当 / Doctor of Area Studies / Kyoto University / DGAM