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The diploma thesis The comparison of kids athletics clubs in Neratovice, Stara Boleslav and Nymburk presents a comparison of three athletic clubs working with the youngest categories of athletes. The aim of this work is to find out the way of leadership, organisation, basic informations about coaches and sports equipment and facilities. The thesis is relevant to school year 2011/2012. Key words Children, athletics, movement, games, versatility, organisation, motivation, coach.

Title: One-sided strain as a risk factor of muscles imbalances in an ice-hockey training of children. Objectives: The objectives of this diploma thesis is a contribution to the solution of one-sided strain problems of older primary-school-aged juniors and its influence on ontogenesis of somatic parameters of children that train ice hockey. Methods: The thesis considered theoretical ways that described a long term influence of ice hockey training on ontogenesis of players, related risks of muscles imbalances origin and possibilities how to compensate these muscles imbalances. A sample of 200 probands specialised in ice hockey training was selected for testing and a control sample of 200 probands without any sport specialisation composed of 50 probands of a birth year 2005, 2004, 2003, 2002 respectively - primary-school-aged juniors. Six different exercises were selected for testing according to the inquiry methodology of Dostálová (2006) and Horkel (2001). Four out of those exercises tested muscles shortening and two exercises tested muscles debilitation. Results: The measured data were statistically assessed by two-sample t-test with equal variance. A long term influence of ice hockey training was confirmed. A significant muscle shortening of musculus iliopsoas of right lower extremity was...

Submitted by CARLOS EDUARDO DO NASCIMENTO null (carloseduardo.n.art@gmail.com) on 2017-02-06T22:26:19Z No. of bitstreams: 1 Dissertação - Entrega.pdf: 795537 bytes, checksum: 727981bbf9778470b920850e0a94bf72 (MD5) / Approved for entry into archive by LUIZA DE MENEZES ROMANETTO (luizamenezes@reitoria.unesp.br) on 2017-02-09T19:23:23Z (GMT) No. of bitstreams: 1 nascimento_ce_me_ia.pdf: 795537 bytes, checksum: 727981bbf9778470b920850e0a94bf72 (MD5) / Made available in DSpace on 2017-02-09T19:23:23Z (GMT). No. of bitstreams: 1 nascimento_ce_me_ia.pdf: 795537 bytes, checksum: 727981bbf9778470b920850e0a94bf72 (MD5) Previous issue date: 2016-12-19 / Este trabalho tem como objetivo, estudar, através de pesquisa bibliográfica e entrevistas com profissionais da área, a versatilidade vocal do cantor crossover ao transitar por vários estilos de canto oriundos de outras culturas e algumas diferenças básicas entre o canto erudito e popular. Essa pesquisa possui caráter descritivo de natureza qualitativa, descrevendo as características e a complexidade do canto crossover, compreendendo os processos dinâmicos vividos pelos profissionais que atuam nessa abrangente área, com o intuito de possibilitar, um entendimento das particularidades desse tipo de canto. Para a investigação do tema deste trabalho, foram feitas entrevistas com profissionais que atuam hoje no mercado como cantores e professores crossover. Como resultado, observamos que esses profissionais, conseguem desenvolver uma voz flexível e versátil através da manipulação do seu trato vocal e que a conscientização do modelo fonte/filtro constitui uma importante ferramenta para ajudar nisso. Outro achado dessa pesquisa, foi destacar algumas características bem específicas e distintas entre o canto lírico e o popular as quais o cantor multi-estilístico precisa estar atento. / The aim of this thesis is to study, through bibliographical research and interviews with professionals in the field, the vocal versatility of the crossover singer when moving through various styles of singing originated from other cultures, and several basic differences between classical and popular singing. This research has a descriptive aspect of qualitative nature, describing the characteristics and the complexity of crossover singing, understanding the dynamic processes experienced by the professionals that work in this wide field, in order to allow comprehension of the peculiarities of this type of singing. For the investigation of the thesis’ theme, interviews were conducted with professionals who currently act in the market as singers and crossover teachers. As a result, it was observed that these professionals are able to develop a flexible and versatile voice through the manipulation of their vocal tract, and that the awareness of the source/filter model is an important tool for achieving it. Another finding of this research was to highlight some very specific and distinct characteristics between classical and popular singing, which the multi-stylist singer needs to be aware.

Depuis maintenant près d’un siècle, des robots sous-marins ont été développés afin de réaliser des tâches spécifiques aux besoins des grands acteurs historiques du domaine (militaires, pétroliers, câbliers ou explorateurs benthiques) sans vraiment se soucier de la polyvalence et de la modularité de la plateforme. L’objectif de cette thèse est d’avoir une réflexion sur une solution technologique et scientifique avec comme domaine applicatif l’environnement faible fond ou confiné. Il s’agit en d’autres termes de concevoir un robot sous-marin que l’on peut faire évoluer aisément tant sur le plan mécanique, électronique qu’informatique. Cet objectif impose de proprement conceptualiser cette « polyvalence » en s’attachant à apporter de l’abstraction dans l’architecture de contrôle que se soit au niveau de l’automatique avec l’expression de la polyvalence liée à l’étage d’actionnement ou de l’informatique avec une architecture basée services, pouvant être composés, afin de répondre à la diversité des besoins applicatifs. L’ensemble de ces travaux a pour point de départ le robot Jack mis au point par l’entreprise Ciscrea, partenaire industriel, qui apporte un aspect économique à la nécessité de développer une solution polyvalente pouvant être décliné en une gamme de produits. Ce manuscrit traite de la conception, la réalisation et l’expérimentation de ce vecteur que ce soit en piscine où en environnement réel. / Since almost a century, underwater robots have been developed in order to respond to the specific needs of historical actors of the domain (military, hydrocarbons exploitation, underwater cabling or benthic exploration), without addressing specifically the question of versatility or modularity of the underwater platform. This thesis aims to address these questions on a technological solution dedicated to shallow water or confined environment. In other words, the objective is to realise an underwater system, able to evolve on the mechanical, electronical or software aspects. This requires to properly conceptualise this « versatility » with an abstraction of the control architecture, on the actuation aspect, with the expression of the versatility linked to the actuation systems, or on the software architecture level, with a Service-Oriented-Architecture (SOA) approach, in order to tackle the diversity of the application requirements. This study is based on the Jack system, developed by the Ciscrea Company, which is the industrial partner of this project, and brings the economical aspect as a central requirement. This underlines another view of the versatility question, the development of a range of product for the Ciscrea Company.This thesis proposes the conception, realisation and experimentation of such a versatile underwater system, with test-tank and field validation.

L'évaluation est aujourd'hui une question scolairement vive, qui est le centre du débat didactique. Cette recherche en didactique clinique à visée compréhensive questionne la situation évaluative sommative en cycle 3 du point de vue de l'enseignant, en production d'écrits et en résolution de problèmes. Dans un contexte où l'enseignant est dit polyvalent et où la pression à l'évaluation se fait de plus en plus forte, cette recherche tente de comprendre comment se(re)compose le désir d'enseigner, mais aussi quels sont les processus spécifiques de conversion didactique en jeu dans la situation d'évaluation sommative. Enfin, dans la mesure où l'évaluation est aussi le lieu de la contingence et de la rencontre entre l'enseignant et la difficulté de l'élève, elle interroge ses effets sur l'enseignant. L'originalité de ce travail réside notamment dans son approche en didactique clinique, prenant comme focale principale le sujet dans ses rapports au(x) savoir(s), à l’institution et à l’épreuve : il s'agit de considérer les pratiques professionnelles à travers le prisme de l'évaluation, considérant que la situation évaluative est dynamique : elle agit sur l’enseignant comme l’enseignant agit sur elle. La didactique clinique, et notamment les concepts de « déjà-là », d' « impossible à supporter » et de « rapport à l'épreuve » permettent d'éclairer et de mieux comprendre la situation évaluative : comment et pourquoi Jean, enseignant débutant exerçant en milieu urbain continue-t-il à enseigner durant l'évaluation ? Pourquoi Karine, enseignante expérimentée en milieu rural dit-elle refuser l'évaluation ? Et enfin, pourquoi Solange, enseignante expérimentée en milieu semi-urbain « oublie-t-elle » de faire passer l'évaluation de production d'écrits ? Autant de questions que les cadres classiques de la didactique peinent à traiter. A partir de l'analyse croisée de trois constructions de cas contrastés, ce travail cherche à caractériser la structuration du rapport à l'évaluation de l'enseignant à partir de trois dimensions : le rapport au(x) savoir(s), le rapport à l'institution et le rapport à l'épreuve. Les données recueillies par entretiens, questionnaires et captations vidéo sont analysées à partir d'une méthodologie qui croise les outils de la méthodologie d'ingénierie didactique et la temporalité de la didactique clinique. Après un premier entretien, l'enseignant se voit proposer une ingénierie didactique d’évaluation sommative comportant deux épreuves,l'une en production d'écrit et l'autre en résolution de problèmes. Les deux séances font l'objet d'une captation vidéo. L’ensemble est suivi, dans l'après-coup, d'un entretien post qui permet au sujet de réélaborer sa Vérité. Pris dans le didactique, le sujet est soumis à un ensemble de tensions qui se cristallisent lors du moment d'évaluation sommative. A ce titre, l'observation de l'enseignant en situation évaluative, et en particulier l'analyse des écarts observables entre le prévu et le réalisé, le fait et l'observé, le savoir « à évaluer » et le savoir « évalué » sont révélateurs des ressorts du désir d'enseigner qui animent le sujet. Les conclusions ouvrent des pistes à la fois pour la recherche et pour la formation, dans le sens de la préconisation d'une plus grande prise en compte de la singularité du sujet dans la conception de l'enseignement. / Nowadays, evaluation is a scholasticly thorny question, which is the center of the didactical debate. This clinicaldidactics research with understanding aim questions the asessment situation in primary school (cycle 3) from the teacherpoint of view, both in writing production and problems solving tasks. Within a context where the teacher is versatile, and where pressure to evaluate is getting more and more important, this research tries to understand how teaching desire is(re)structuring, but also which are spécific didactical conversion process of the situation. Last, as evaluation also is the place of contingency and teacher / pupil difficulty place of meeting, it questions the situation effects on the teacher. The originality of this work takes place in its clinical didactic approach, taking as main focal the question ofsubject in its links to knowledge(s), institution and test-time. It's a question of considering professionnal practices acrossprism of evaluation, considering this situtaion is dynamic : it acts on the teacher as the teacher acts on it. Clinicaldidactics, and above all concepts of « déjà-là », « impossible to deal with » and « link to test-time » allow to give lightand understand evaluative situation in a better way. How and why does Jean, a starting teacher practising in a centertown school, continue to teach during evaluative situation ? Why does Karine, experienced teacher in a countrysideschool, refuse evaluation ? And finally, why does Solange, experienced teacher in a mid-urban school, « forget » toorganise writing evaluation ? So much questions that usual didactic struggle to deal with. From the crossed analysis ofthree contrasting cases building, this work tries to characterise the structuring of the link to evaluation from threedimensions : link to institution, link to knwoledge(s) and link to times-test. Data gathered through interviews,questionnaires and videos are analysed from a methodolgy which crosses didactic engineering methodology tools, andclinical didactic temporality. After a first interview, the teacher is getting proposed a didactic engineering of sommativeevaluation including two test, one in wrinting and one in problems solving. Both sessions are video recorded.Afterwards, a second interview allows the subject to re-work his truth out.Taken into didactic, the subject is in the middle of a group of tensions which crystallize during evaluation time.From this point of view, the observation of the teacher during evaluation time, and especially the analysis of gapsbetween what is planned and what is done, or between what is done and what is observed, knowledge to be evalued andknowledge assessed reveal springs of the teaching desire of the subject.Conclusions open tracks for both research and teaching, in the sense of better considering the singularity of thesubject n the conception of education.

Cette thèse se propose de décrire, d’analyser et de comprendre, dans le champ de la didactique clinique, la pratique de classe de professeurs des écoles lors de séances d’enseignement disciplinaire intégrant des contenus en éducation à la santé. Les notions conceptuelles mobilisées s’appuient sur les principes fondamentaux de la didactique : la ternarité, le contrat didactique en articulation avec les postulats psychanalytiques de l’inconscient et de la division du sujet. Le questionnement soulevé s’organise autour des axes suivants : (1) situer le déjà là décisionnel dans les approches de l’éducation à la santé ; (2) observer et saisir la singularité du sujet dans la composition polyvalente originale qu’il crée ; (3) comprendre et décrire les liens qui s’établissent entre les savoirs enseignés et les différentes composantes du déjà-là décisionnel ; (4) envisager les phénomènes inconscients à l’œuvre en classe lors du processus de transmission-appropriation de contenus en éducation à la santé. La méthodologie s’appuie sur les trois temps de la démarche clinique en didactique. L’entretien de déjà-là renseigne sur les intentions, les conceptions, les expériences du sujet. L’épreuve est une observation in situ des pratiques de classes ordinaires. L’entretien d’après coup constitue une phase de confrontation des hypothèses du chercheur au point de vue de l’enseignant. Les résultats avancés présentent deux cas très contrastés, qui enseignent l’éducation à la santé dans des approches différentes et livrent deux compositions originales témoignant de la singularité de leur déjà là expérientiel. Les nombreuses divisions auxquelles ils sont soumis les obligent à composer, au risque parfois de certaines compromissions. / This thesis suggests describing, analyzing and understanding, in the clinical didactic background, the practice of class of elementary school teachers during some sessions of teaching disciplinary integrating content relating to the health education. The mobilized abstract notions lean on the fundamental principles of the didactics: the threefold approach, the didactic contract in articulation with the psychoanalytical postulates of the unconscious and the division of the person. The questioning gets organized around the following axes: (1) locate the “déjà-là décisionnel” in approaches to health education; (2) observe and understand the singularity of the person in the original versatility composition which he creates; (3) understand and describe the links which become established between the taught knowledge and the various components of the “déjà-là décisionnel”; (4) envisage the unconscious phenomena in the work in class during the process of transmission-appropriation of contents in health education. The methodology leans on three time of the clinical didactic approach. The interview of “déjà-là” informs about the intentions, the conceptions, the experiences of the person. The “épreuve” is an observation in situ of the ordinary practices of class. The interview in the “après-coup” is a phase of confrontation of the hypotheses of the researcher with the point of view of the teacher. The results present two very contrasted cases, which teach the health education with different approaches and present two original compositions testifying of the singularity of them "déjà-là expérientiel". The numerous divisions to which they are subjected oblige them to compose, at the risk sometimes of certain dishonest compromises.

Dans ce manuscrit, je présente mes travaux visant à rendre les interfaces tangibles plus polyvalentes et plus physiques afin de réduire l’espace entre le réel et le virtuel. Pour ce faire, j'étudie et conçois des dispositifs technologiques permettant d’interagir avec le monde numérique exploitant au mieux le potentiel de nos mains. Je commence par examiner l’état de l’art et souligne le besoin d’approfondissement dans cette direction. J’y observe la spécificité des systèmes existants, limitant leur utilisation et diffusion, de même que l’utilisation récurrente d’écrans et autres dispositifs de projections comme moyen de représentation du monde numérique. Tirant les leçons de la recherche existante, je choisis d'orienter mes travaux autour de dispositifs physiques constitués uniquement de collections d’objets génériques et interactifs. Mon but est d’apporter plus de polyvalence aux interfaces purement tangibles. J’articule pour cela ma recherche en quatre temps. Je mène tout d’abord une étude comparant les interfaces tangibles et tactiles, dans le but d’évaluer de potentiels bénéfices de l’utilisation d’objets physiques. J’étudie conjointement l’influence de l’épaisseur des objets sur la manipulation. Les résultats suggèrent tout d’abord de modérer les conclusions de nombre d’études existantes, quant aux avantages de la tangibilité en terme de performances. Ces résultats confirment toutefois l’amélioration de l’agrément lors de l’utilisation de dispositifs physiques, expliquée par une plus grande variété ainsi qu’une plus grande fiabilité des manipulations réalisées. Je présente dans un deuxième temps SmartTokens, un dispositif à base de petits objets capable de détecter et reconnaître les manipulations auxquelles ils sont sujets. J’illustre les SmartTokens dans un scénario de gestion de notifications et de tâches personnelles. Je poursuis en introduisant les Interfaces en essaim, une sous-catégorie des interfaces tangibles, constituée de collections de nombreux robots autonomes et interactifs. Pour les illustrer, je présente les Zooids, une plateforme ouverte pour développer des Interfaces en essaim. Je démontre le potentiel quant à leur polyvalence avec un assortiment d’applications, et clarifie les règles de conception des Interfaces en essaim. Je définis les physicalisations de données composites, et les implémentent en utilisant les Zooids. Je termine en ouvrant perspectives et futures directions, et en tirant les conclusions des travaux réalisés au cours de cette thèse. / In this dissertation, I present my work aiming at making tangible user interfaces more versatile with a higher degree of physicality, in order to bridge the gap between digital and physical worlds. To this end, I study and design systems which support interaction with digital information while better leveraging human hand capabilities. I start with an examination of the current related work, and highlight the need for further research towards more versatility with a higher degree of physicality. I argue that the specificity of existing systems tends to impair their usability and diffusion and induce a dependence on screens and other projections as media to represent the digital world. Building on lessons learned from previous work, I choose to focus my work on physical systems made of collections of generic and interactive objects. I articulate my research in four steps. Firstly, I present a study that compares tangible and multitouch interfaces to help assess potential benefits of physical objects. At the same time, I investigate the influence of object thickness on how users manipulate objects. Results suggest that conclusions from numerous previous studies need to be tempered, in particular regarding the advantages of physicality in terms of performance. These results however confirm that physicality improves user experience, due to the higher diversity of possible manipulations. As a second step, I present SmartTokens, a system based on small objects capable of detecting and recognizing user manipulations. I illustrate SmartTokens in a notification and personal task management scenario. In a third step, I introduce Swarm User Interfaces as a subclass of tangible user interfaces that are composed of collections of many interactive autonomous robots. To illustrate them, I present Zooids, an open-source open-hardware platform for developing tabletop Swarm User Interfaces. I demonstrate their potential and versatility through a set of application scenarios. I then describe their implementation, and clarify design considerations for Swarm User Interfaces. As a fourth step, I define composite data physicalizations and implement them using Zooids. I finally draw conclusions from the presented work, and open perspectives and directions for future work.

Nonsuicidal self-injury (NSSI) refers to direct and deliberate damage of one’s bodily tissue without the intent to die. Although NSSI abates over time for most young people, 8-32% of those with a history of NSSI exhibit a severe pattern of engagement characterized by high or increasing NSSI frequency (i.e., number of episodes) and versatility (i.e., number of methods). Unfortunately, despite these markers of NSSI severity conferring risk for psychosocial dysfunction and suicidal behaviour, the mechanisms that explain why NSSI increases in frequency or versatility are poorly understood. Behavioural models of NSSI propose that experiencing desirable emotional and social consequences following NSSI is a key mechanism that increases the intensity/strength of the behaviour. Yet, behavioural models of NSSI do not specify whether experiencing more desirable consequences relative to other people (i.e., between-person) or experiencing more desirable consequences relative to one’s own average (i.e., within-person) more strongly predicts future NSSI severity. To address this gap in theory, the present study investigated the influence of between- and within-person desirable NSSI consequences on the frequency and versatility of NSSI over four lags spaced three months apart. 210 adolescents and adults (93.81% female, Mage = 22.95 [SD = 7.17]) with a history of NSSI were recruited from NSSI communities on social networking websites and completed self-report surveys assessing the desirable consequences, frequency, and versatility of NSSI every three months for one year. At the within-person level, time-lagged hierarchical linear models revealed that experiencing more desirable emotional consequences following NSSI at TimeT, relative to one’s own average, was unrelated to NSSI frequency at TimeT+1, but predicted a rise in NSSI versatility at TimeT+1. Conversely, experiencing more desirable social consequences following NSSI at TimeT, relative to one’s own average, predicted a decrease in NSSI frequency at TimeT+1, but was unrelated to NSSI versatility at TimeT+1. At the between-person level, neither desirable emotional consequences nor desirable social consequences of NSSI predicted NSSI frequency or versatility during the study. While only partially consistent with behavioural models of NSSI, these results suggest that: (1) desirable emotional and social consequences of NSSI exert opposing influences on NSSI severity, (2) within-person increases in desirable emotional consequences of NSSI portend periods of elevated NSSI risk, and (3) empirical tests of behavioural models of NSSI should consider not only how many times but how many ways a person self-injures. By enhancing our understanding of why some individuals persistently self-injure, this study provides a springboard for refining behavioural models of NSSI, advancing longitudinal research on the contingencies that maintain self-injury, and ameliorating intervention efforts that draw on the principle of operant conditioning to reduce NSSI. / Graduate

The state of our society is frequently changing. Due to various factors, the pressure of creating a changeable city is high and necessary to adequately supply the needs for its inhabitants. But making these changes and adapt to the fast shifting state of the city is not always physical possible. Young adults and students is a group that often seeks to move to intensely growing city regions. The reason for this is a more promising job market and more attractive educations, but coincidentally the shortage of housing is extremely high in these areas. Thus the market for simple and cheap housing already exists, so the question is how to provide a quick solution for this problem and fill the need? It´s our opinion that a sustainable city must have a stabile action program when these kind of problem, for instants when shortage of housing, occurs.The aim of this study is to create a multifunctional basis structure for a versatility module (V-module), try it virtually and hypothetical in an existing city environment, and investigate how several units together with its surroundings can form a vibrant living situation. Furthermore, the intention is to evaluate the module housing concept as a part of a sustainable city development, and how it could become a part of the city of Malmo’s durability strategy.