This thesis is an investigation focusing on the adaptability of generative systems in a dynamic design problem, where the problem definition changes according to the changing conditions of the environment and transforming needs of the architectural space. This thesis, instead of discussing the dynamicity of the design processes, investigates the use of an adaptable generative system in a case-specific dynamic design problem to sustain its changing problem definitions. The research mainly looks into the potentials of generative systems in terms of adaptability and develops a generative system that is able to transform its structure in accordance with the dynamic constraints of a complex design process.

Disputats, Stockholm 2007.

Thesis (M.S.W.)--University of Hong Kong, 1985.

In recent times, diminishing freshwater resources, due to the rapidly increasing drain of urban, industrial and agricultural activities in combination with the impact of climate change, has led to an urgent need to manage marine and brackish water environments more efficiently. Therefore the diversification of aquacultural practices, either by the introduction of new candidate species or by the adaptation of culture methods for existing species, is vital at a time when innovation and adaptability of the aquaculture industry is fundamental in order to maintain its sustainability. The Nile tilapia (Oreochromis niloticus, Linnaeus, 1758), which has now been spread well beyond its natural range, dominates tilapia aquaculture because of its adaptability and fast growth rate. Although not considered to be amongst the most salt tolerant of the cultured tilapia species, the Nile tilapia still offers considerable potential for culture in low-salinity water. An increase in knowledge of the limits and basis of salinity tolerance of Nile tilapia during the sensitive early life stages and the ability to predict responses of critical life-history stages to environmental change could prove invaluable in improving larval rearing techniques and extend the scope of this globally important fish species. The capability of early life stages of the Nile tilapia to withstand variations in salinity is due to their ability to osmoregulate, therefore the ontogeny of osmoregulation in the Nile tilapia was studied from spawning to yolk-sac absorption after exposure to different experimental conditions ranging from freshwater to 25 ppt. Eggs were able to withstand elevated rearing salinities up to 20 ppt, but transfer to 25 ppt induced 100% mortality by 48 h post-fertilisation. At all stages embryos and larvae hyper-regulated at lower salinities and hypo-regulated at higher salinities, relative to the salinity of the external media. Osmoregulatory capacity increased during development and from 2 days post-hatch onwards remained constant until yolk-sac absorption. Adjustments to larval osmolality, following abrupt transfer from freshwater to experimental salinities (12.5 and 20 ppt), appeared to follow a pattern of crisis and regulation, with whole-body osmolality for larvae stabilising at c. 48 h post-transfer for all treatments, regardless of age at time of transfer. Age at transfer to experimental salinities (7.5 – 20 ppt) had a significant positive effect on larval ability to osmoregulate; larvae transferred at 8 dph maintained a more constant range of whole body osmolality over the experimental salinities tested than larvae at hatch. Concomitantly, survival following transfer to experimental salinities increased with age. There was a significant effect (GLM; p < 0.05) of salinity of incubation and rearing media on the incidence of gross larval malformation that was seen to decline over the developmental period studied. It is well established that salinity exerts a strong influence on development and growth in early life stages of fishes therefore the effects of varying low salinities (0 - 25 ppt) on hatchability, survival, growth and energetic parameters were examined in the Nile tilapia during early life stages. Salinity up to 20 ppt was tolerable, although reduced hatching rates at 15 and 20 ppt suggest that these salinites may be less than optimal. Optimum timing of transfer of eggs from freshwater to elevated salinities was 3-4 h post-fertilisation, following manual stripping and fertilisation of eggs, however increasing incubation salinity lengthened the time taken to hatch. Salinity was related to dry body weight, with larvae in salinities greater than 15 ppt displaying, at hatch, a significantly (GLM: p < 0.05) lower body weight but containing greater yolk reserves than those in freshwater or lower salinities. Survival at yolk-sac absorption displayed a significant (GLM; p < 0.05) inverse relationship with increasing salinity and mortalities were particularly heavy in the higher salinities of 15, 20 and 25 ppt. Mortalities occurred primarily during early yolk-sac development yet stabilised from 5 dph onwards. Salinity had a negative effect on yolk absorption efficiency (YAE). Salinity-related differences in oxygen consumption rates were not detectable until 3 days post-hatch; oxygen consumption rates of larvae in freshwater between days 3 – 6 post-hatch were always significantly higher (GLM p < 0.05) than those in 7.5, 15, 20 and 25 ppt, however, on day 9 post-hatch this pattern was reversed and freshwater larvae had a significantly lower QO2 than those in elevated salinities. Salinity had a significant inverse effect on larval standard length, with elevated salinities producing shorter larvae from hatch until 6 dph, after which time there was no significant differences between treatments. Salinity had a significant effect on whole larval dry weight, with heavier larvae in elevated salinities throughout the yolk-sac period (GLM; p < 0.05). The ability of the Nile tilapia to withstand elevated salinity during early life stages is due to morphological and ultrastructural modifications of extrabranchial mitochondria-rich cells (MRCs) that confer an osmoregulatory capacity before the development of the adult osmoregulatory system. A clearly defined temporal staging of the appearance of these adaptive mechanisms, conferring ability to cope with varying environmental conditions during early development, was evident. Ontogenetic changes in MRC location, 2-dimensional surface area, density and general morphological changes were investigated in larvae incubated and reared in freshwater and brackish water (15 ppt) from hatch until yolk-sac absorption using Na+/K+-ATPase immunohistochemistry with a combination of microscope techniques. The pattern of MRC distribution was seen to change during development under both treatments, with cell density decreasing significantly on the body from hatch to 7 days post-hatch, but appearing on the inner opercular area at 3 days post-hatch and increasing significantly (GLM; p < 0.05) thereafter. Mitochondria-rich cells were always significantly (GLM; p < 0.05) denser in freshwater than in brackish water maintained larvae. In both freshwater and brackish water, MRCs located on the outer operculum and tail showed a marked increase in size with age, however, cells located on the abdominal epithelium of the yolk-sac and the inner operculum showed a significant decrease in size (GLM; p < 0.05) over time. Mitochondria-rich cells from brackish water maintained larvae from 1 day post-hatch onwards were always significantly larger (GLM; p < 0.05) than those maintained in freshwater. Preliminary scanning electron microscopy studies revealed structural differences in chloride cell morphology that varied according to environmental conditions. Mitochondria-rich cell morphology and function are intricately related and the plasticity or adaptive response of this cell to environmental changes is vital in preserving physiological homeostasis and contributes to fishes’ ability to inhabit diverse environments. Yolk-sac larvae were transferred from freshwater at 3 days post-hatch to 12.5 and 20 ppt and sampled at 24 and 48 h post-transfer. The use of scanning electron microscopy allowed a quantification of MRC, based on the appearance and surface area of their apical crypts, resulting in a reclassification of ‘sub-types’ i.e. Type I or absorptive, degenerating form (surface area range 5.2 – 19.6 μm2), Type II or active absorptive form (surface area range 1.1 – 15.7 μm2), Type III or differentiating form (surface area range 0.08 – 4.6 μm2) and Type IV or active secreting form (surface area range 4.1 – 11.7 μm2). In addition, the crypts of mucous cells were discriminated from those of MRCs based on the presence of globular extensions and similarly quantified.

This study explored the learning experience of Arabic language learners at the college level, focusing on their perception of effective and ineffective Arabic language teachers as well as the influence of their experiences on their motivation. The study also attempted to shed some light on the nature of the teacher-student interaction within the current sociopolitical context. The 29 students who agreed to participate in this study were all Arabic language learners enrolled in the second year or higher of Arabic at a major university in the United States. Data were collected from multiple sources including an open-ended survey and semi-structured interviews that were conducted on a one-on-one basis with the participants. Data were analyzed using coding procedures suggested by Strauss and Corbin (1998) from a grounded theory qualitative approach. Results indicated that participants perceived their effective Arabic language teachers as adaptable teachers. These adaptable teachers influence learners' learning outcomes by balancing their high expectations of their students with an awareness of language learning needs. Moreover, participants' perceptions of their best Arabic learning experiences were always associated with adaptable teachers, whose positive interaction style radiated throughout in their teaching. The data indicated that participants were intrinsically motivated in four different ways: (1) intrinsic motivation for the linguistic aspects of Arabic, (2) intrinsic motivation for knowledge, (3) intrinsic motivation for optimal experience, and (4) intrinsic motivation for accomplishment. Moreover, motivation constructs such as expectancy-value, self-efficacy, and flow were related to the students' experiences. According to many students, the more years they spent in learning Arabic, the more they had become obsessed with it. Most participants in this study credited both native and non-native speakers as effective language teachers.. Participants credited their native teachers for their linguistic knowledge and their in-depth understanding of the Arabic culture and described them as resourceful. At the same time, they credited non-native teachers for their pedagogical knowledge, organizational skills, and knowledge of learners' characteristics, and described them as role models. Suggestions for future research and implications for research and practice are discussed. / Not available / text

協同規劃預測補貨(CPFR®; Collaborative Planning, Forecasting and Replenishment)是近年來當紅的供應鏈實務。1998年由VICS發表CPFR指導方針至今已有許多導入個案，但探討雙方交易的本質，亦即數量與價格，則發現所有CPFR文獻及VICS提出的CPFR模型，僅探討買賣雙方間的交易數量，完全沒有與價格相關的論述，顯示CPFR模型並不完整，因此產生本研究之研究動機。 連續補貨實務(CRP; Continuous Replenishment Program)的文獻指出CRP的實行需要簡單穩定的交易價格，另外巴西導入CPFR個案則提及零售商認為穩定的價格有利於協同，暗示CPFR需要穩定的交易價格，由此可知CPFR有其適用性限制。本研究推論CPFR適用性與導入產品之品類價格穩定性有關，因此針對台灣五個CPFR個案進行個案研究，對研究命題：「常銷性產品有補貨需求且名目品類價格穩定者，容易發揮CPFR效益，因此較適合導入CPFR」進行驗證。 個案研究結果指出，VICS之CPFR模型有適用性限制，並非如VICS認為可以適用於所有產業的所有產品。研究結果顯示研究命題為真，CPFR模型的適用性受到「補貨需求強度」和「品類價格穩定度」的影響，其較適用於有補貨需求且名目品類價格穩定之「常銷性產品」，如R公司的電動木工機、特力的燈具和寶僑的美髮類品牌產品；CPFR較不適用於有補貨需求但品類價格不穩定的「大宗商品」，如中環的光碟片；CPFR也較不適用於很少有補貨需求的「易腐性產品」，如育冠的季節性商品與R公司的一次生產促銷產品。 其中，具備穩定名目品類價格之「常銷性產品」，儘管可能因其他風險分擔約定而具備不穩定之實質品類價格，但穩定之名目品類價格能在CPFR流程中降低提早購買(forward buying)及價格問題所造成的補貨延遲，使CPFR效益容易發揮，因此較適合導入CPFR；「大宗商品」的品類價格受市場價格影響，品類價格不穩定，不僅無法降低提早購買，且在CPFR流程中為了避免因議價造成補貨延遲反而需要維持較高存貨水準才能因應缺貨風險，使之難以發揮CPFR效益，較不適合導入CPFR；「易腐性產品」因為具備很少補貨需求，不是適合導入CPFR的產品，此類產品的電子化供應鏈重點應該在於協同開發與顧客關係管理。 本研究更進一步推論研究命題二：「同一品類之常銷性產品，名目品類價格不穩定者導入CPFR的效益會較名目品類價格穩定者為低」，與研究命題三：「適合導入CPFR之常銷性產品，不一定要導入完整CPFR才能獲得效益」。此兩命題分別表示：穩定名目品類價格是常銷性產品獲得CPFR導入效益的促進因素，且CPFR模型無法一體適用所有常銷性產品。 根據本研究研究結果，本研究認為VICS之CPFR模型因缺乏探討品類價格而不夠完善，建議VICS應將CPFR適用性納入CPFR模型中以臻完善。

Thesis (M.Ed.(Educational Psychology))-University of Pretoria, 2007. / Includes bibliographical references.

Honors Project--Smith College, Northampton, Mass., 2010. / Includes bibliographical references (p. 58-63).

À l’heure où les défis humains sont sans cesse repoussés et les records toujours dépassés, la quête de performance professionnelle ou sportive ne peut avoir lieu sans préserver l’intégrité mentale des individus. L’adaptation psychologique représente un enjeu majeur pour les missions spatiales, les hivernages polaires et le sport extrême et avec elle, l’adaptabilité qui représente la capacité à gérer les contraintes situationnelles. L’adaptabilité est un prédicteur de la réussite des aventures extrêmes. C’est pourquoi la recherche scientifique tente de reconnaître à la fois les réponses psychologiques induites par l’exposition volontaire à une situation extrême, et les capacités intra-individuelles clefs influençant l’adaptation. Ce travail de recherche a pour objectif d’apporter des éléments de réponse sur ces deux concepts et leurs associations, d’abord pour améliorer notre compréhension des mécanismes impliqués dans les situations extrêmes, ensuite pour proposer des protocoles d’intervention psychologique permettant l’optimisation de l’adaptation psychologique. / Today, across the quest of professional and sport performance, human are constantly challenging their mental integrity. Psychological adaptation can be considered as a major challenge and success criterion in the space missions, polar wintering and extreme sport. In addition, adaptability represents a predictive factor of the success in these extreme adventures. That’s why some research attempts to recognize and measure psychological responses before, during and after the voluntary exposition to these extreme situations and psychological abilities that impact adaptation. The current scientific contributions aims to provide elements of a response to both, adaptation and adaptability. The association of those two concepts may help us for a better understanding of psychological mechanisms implied in extreme situation. To go further, our goal is to provide psychological interventions protocols leading to optimize psychological adaptation.

Atualmente a popularidade da Web incentiva o desenvolvimento de sistemas hipermídia dedicados ao ensino a distância. Não obstante a maior parte destes sistemas usa os mesmos recursos do ensino tradicional, apresentado o conteúdo como páginas HTML estáticas, não fazendo uso das novas tecnologias que a Web oferece. Um desafío atual é desenvolver sistemas educativos que adaptem seu conteúdo ao estilo de aprendizagem, contexto e nível de conhecimento de cada aluno. Outro assunto de pesquisa é a capacidade de interoperar na Web reutilizando objetos de ensino. Este trabalho apresenta um enfoque que trata esses dois assuntos com as tecnologias da Web Semântica. O trabalho aqui apresentado modela o conhecimento do conteúdo educativo e do perfil do aluno pelo uso de ontologias cujo vocabulário é um refinamento de vocabulários padrões existentes na Web como pontos de referência para apoiar a interoperabilidade semântica. As ontologias permitem a representação numa linguagem formal dos metadados relativos a objetos de ensino simples e das regras que definem suas possíveis formas de agrupamento para desenvolver objetos mais complexos. Estes objetos mais complexos podem ser projetados para se adequar ao perfil de cada aluno por agentes inteligentes que usam a ontologia como origem de suas crenças. A reutilização de objetos de ensino entre diferentes aplicações é viabilizada pela construção de um perfil de aplicação do padrão IEEE LOM-Learning Object Metadata. / Nowadays, the popularity of the Web encourages the development of Hypermedia Systems dedicated to e-learning. Nevertheless, most of the available Web teaching systems apply the traditional paper-based learning resources presented as HTML pages making no use of the new capabilities provided by the Web. There is a challenge to develop educative systems that adapt the educative content to the style of learning, context and background of each student. Another research issue is the capacity to interoperate on the Web reusing learning objects. This work presents an approach to address these two issues by using the technologies of the Semantic Web. The approach presented here models the knowledge of the educative content and the learner’s profile with ontologies whose vocabularies are a refinement of those defined on standards situated on the Web as reference points to provide semantics. Ontologies enable the representation of metadata concerning simple learning objects and the rules that define the way that they can feasibly be assembled to configure more complex ones. These complex learning objects could be created dynamically according to the learners’ profile by intelligent agents that use the ontologies as the source of their beliefs. Interoperability issues were addressed by using an application profile of the IEEE LOM- Learning Object Metadata standard.