Background: Risky play is defined as thrilling and challenging forms of play that have the potential for physical injury and has been linked to development and health benefits for children in the early years such as risk-assessment skills, increased physical activity (PA) and well-being, and promoting social competencies and resilience. Currently, in a Western context, children’s opportunities for risky play is decreasing. At the same time, childhood inactivity and coinciding health concerns, as well as adolescent mental health issues such as anxiety, are on the rise. Risky play may serve as an antidote to some current health problems for children. Purpose: This research aimed to increase understanding of affordances (environmental factors that intersect with and influence human behaviors) for risky play. Social and physical environmental factors have been found to influence children’s affordances for risky play. The study was designed to identify some of the social factors and environmental features that may provide children with greater opportunity for risky play. Alongside researching affordances for children’s risky play, this research also inquired into children’s emotional and behavioural expressions during risky play, and how children’s engagement in risky play impacts PA. Methodology: Research was conducted with children ages 3 to 4 years, at a kindergarten in Levanger Norway. A mixed-methods approach was employed. Methods of data collection and analysis consisted of coding and statistical analysis of focused-video observations, as well as thematic analysis of field notes and semi-structured interviews. Findings/conclusions: Findings include the identification of themes pertaining to social factors that may influence children’s opportunity for risky play, including childhood assumptions, practitioner and parent attitudes towards risk, and pedagogical practice. This research generated a taxonomy of environmental features affording risky play, as well as findings that suggest risky play is positively correlated with levels of PA and outdoor settings. / Graduate

Micro-affordance effects have been reported for several different components of the reach-to-grasp action during both on-line and off-line visual processing. The presence of such effects represents a strong demonstration of the close relationship between perception, action, and cognition. In this thesis 7 experiments are described, which investigate different aspects of that relationship, with particular attention on the nature of object representations. In 5 behavioural experiments as well as in 1 Transcranial Magnetic Stimulation (TMS) experiment a stimulus-response compatibility paradigm is employed to examine the presence of micro-affordance effects arising during language processing of object names. The power and precision component of the reach-to-grasp action is investigated in relation to the compatibility of an object for grasping with either a power or a precision grasp. Overall, the results of the experiments discussed in the present thesis suggest that: a) object representations activated during language processing of object names are able to potentiate actions arising from the component of the reach-to-grasp action under investigation; b) such representations might be more semantic or „propositional‟ than depictive in nature, therefore more related to stored semantic knowledge of the object and its associated actions than to its detailed visual properties; c) this semantic information about objects seems to be automatically translated into specific motor activity, even in the absence of any intention to act; d) finally, such semantic, non-visual motor potentiation seems to be rapid and relatively short lived.

Currently for travel planning, guests will research via hotel websites while still preferring to book through third-party sites, which leads to a disconnect between hotels and their guests. A chat widget artifact that is added onto the hotel’s website and linked through messaging applications was created by a start-up company, Bookboost, to bridge this gap. The current intuitiveness of the artifact and future improvements that may increase intuitiveness was investigated through a case study of user and expert analysis. 10 participants – 5 hotel staff users and 5 guest users – were sampled at hotel lobbies via systematic sampling and non-random sampling. Participants ranged in age from 18 to 65 years old, with 30% being millennials. Task analysis, an interview, and a questionnaire were used for user analysis. The researcher acted as an evaluator and examined the artifact for flaws and possible improvements using activity theory’s human-artifact model (HAM). Analyses suggest that current intuitiveness is fairly high, but there is room for improvement. There seems to be a difference between millennials and non-millennials, especially regarding the amount of time taken and preference for the artifact (versus more familiar methods for communicating with others). Interest and comfort in technology usage was a factor in intuitiveness. Generally, those more comfortable with technology had higher zone of proximal development (ZPD) scores. Improvements have been suggested that may increase artifact intuitiveness, although this was not tested due to the scope of the study. Future research can continue to examine if the suggested improvements have indeed increased intuitiveness in the artifact for users of all ages.

This thesis presents findings from a qualitative enquiry into the rapid uptake of the mobile phone by pastoral communities in Tanzania and its use as a tool to tackle marketing constraints. The research design involves an interregional comparative analysis of two key production regions: Arusha and the Lake Zone, and two groups of livestock producers (the Maasai pastoralists and Wasukuma agro-pastoralists respectively). Applying the Social Shaping of Technology (SST) perspective from Science and Technology Studies (STS), and in particular the concept of 'appropriation', the study examines the embrace of mobile phones by those producers - who keep livestock under the extensive (pastoralist) and semi-intensive (agro-pastoralist) systems respectively. The thesis examines the extent to which the mobile phone is changing how livestock keepers interact in the livestock market and how this is affecting their livelihoods. The thesis shows that the significance of the mobile phone varies with user groups; for instance, for the Maasai who still lead a nomadic life, the mobile phone is used 'conservatively' to communicate about herd management and to coordinate household affairs in ways that do not substantially disrupt traditional social practices and roles. In contrast, the Wasukuma agro-pastoralists use mobile phones to introduce new processes to support production and marketing, one good example being the strategy used to coordinate transportation of cattle to market. The study findings suggest the extension of the 'appropriation' (Williams, Stewart, & Slack, 2005) conceptualisation by adding the possibility of a spectrum from shallow to extended according to users' role and the context of use. Nevertheless, and in more generic terms, it is possible to say that the mobile phone use did not disrupt some of the traditional practices and trade customs amongst the Maasai, and it has reinforced the innovative behaviour of the Wasukuma. The thesis also examines a parallel initiative whereby aid agencies and public bodies in Tanzania supported the development of the Livestock Information Network and Knowledge System (LINKS), as an ICT platform designed to improve the livestock market by sharing market information. However, studies show that LINKS has not had the intended effect, is not trusted and has not been adopted by many pastoralists. The study shows how the concept of trust, which is key in market dynamics and trade relations, has been reshaped, because the mobile phone has supported informal communications that reinforce traditional methods of policing trust in the market. The thesis contributes to ongoing debates surrounding the conceptualisation of Information and Communication Technologies for Development (ICT4D). The failure of early ICT4D initiatives was attributed to a failure to address users' specific requirements, due to gaps in the translation process, as well as to socio-political and technical fragilities such as the lack of adequate infrastructure, and a deficient social learning process. The initial reworking of ICT4D highlighted the need to design technology as a specific solution appropriate to particular contexts/user groups. These were seen as finished solutions (corresponding to the idea of a 'technical fix'). Focusing upon 'appropriation', in line with the Social Shaping of Technology - Mark 2 approach - allows scope for a further rethinking of ICT4D which addresses not just design but the active role of users in shaping technological innovation to the context and purposes of communities in developing countries.

Since the release of ‘Kind of Blue’ in 1959 by Miles Davis, various approaches to jazz improvisation have become more modal. Scales and their various modes has become a well-documented topic in music education. Through my own teaching I have noticed that learners do understand the theory and various applications of chord scales on harmonic structures but often fall short in the practical implementation on their instrument during improvisation. Lack of quick visualization of the various scale patterns by learners has proved to be more of a physical than musical issue. This leads to the research question: How do kinetically efficient actions and patterns interact to enable an improvising guitarist to navigate the fretboard most effectively? Pat Martino (1983) introduced a reduction concept where five master areas of activity based around minor patterns across the fretboard were identified. These five minor patterns were moved through various keys with slight fingering variations. Through my studies with John Fourie we explored the Martino reduction concept from a Dorian point of view. By recycling these Dorian patterns and application of a set of formulas, all seven modes of the major scale could be implemented in any key on the fretboard. Martino’s minor concept provided the foundation for this project, as well as further exploration under guidance of Johnny Fourie from 1998-2007. Five skilled participants performed various tasks from memory in the practical execution of master scale patterns and their intervallic formulas. Economy and efficiency were tested through vertical as well as horizontal movement across the fretboard by means of IPA, video recordings of semi-structured interviews and active research. This project finds that the standard tuning system of the guitar bids affordance to the improviser through implementation of a reduction concept with chunking of master scale patterns and their various intervallic applications. Through effective practice, repetition and practical application of these master scale patterns and intervallic formulas, effectivities become available during improvisation. It was found that the affordances of the instrument remain the same for various participants in the research undertaking, but their effectivities are variable and directly influenced by the participants’ individual perceptions and practical competencies. / Art History, Visual Arts and Musicology

This exploratory qualitative study investigated the presence of and relationships among constructs that contribute to children's interactions with educational technology, leading to the development of the modification of attributes, affordances, abilities, and distance (MAAAD) for Learning framework. For this study, each of 10 fifth-grade children participated in one individual video-recorded semistructured interview session, during which they interacted with two mathematics virtual manipulative iPad apps and responded to follow-up questions. Video recordings and observation field notes were analyzed for evidence of attributes, affordance-ability relationships, distance, and relationships among these constructs. Constant comparative data analysis using memoing and eclectic coding provided evidence of the presence of each focus construct. Further analysis and interpretation, including quantization of qualitative data for visualization using novel rhombus plots, also led to the identification of emergent themes related to each construct and revealed relationships among the constructs. Emergent themes included categorization, alignment, and modification of attributes, variations and interrelationships among affordance-ability relationships, and the identification of and interactions among mathematical and technological distance. Furthermore, each construct related to each other construct. The evidence and interpretations led to the development of the MAAAD for Learning framework. The results of the study suggest that the MAAAD for Learning framework models relationships among attributes, affordance-ability relationships, and distance in the context of user-app interactions. the framework could serve as a tool for app developers designing apps, educators using apps to support children's learning, and researchers characterizing user-app interactions and the outcomes of those interactions. The constructs, relationships, and framework identified in this study advance the literature on children's interactions with educational technology tools, in particular literature concerning children's interactions with mathematics virtual manipulative iPad apps.

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Notre cadre de réflexion nous amène à voir le Monde comme une installation. Cette installation permet, contraint, et guide l'activité des sujets. Elle est distribuée dans l'espace physique sous forme d'objets matériels ; dans l'espace mental sous forme de représentations, dans l'espace social sous forme d'institutions. C'est l'existence préalable de cette installation qui permet au sujet de réagir rapidement et de façon pertinente en situation : le sujet joue dans une pièce déjà préparée. Quand il interprète (et il faut prendre ici ce terme au sens théâtral), s'il improvise c'est le plus souvent en combinant des séquences d'interprétation déjà connues. Cette installation du Monde est naturellement le résultat historique d'une construction collective. Ses différentes formes (objets, représentations, institutions) sont liées, génétiquement et fonctionnellement. Notre modèle général, qui sera décrit dans la dernière section, met en lumière une détermination multiple des conduites ; il ne se substitue pas aux modèles existants, mais plutôt il les combine et les met en perspective. Dans ce cadre, nous explicitons les liens entre les aspects pragmatique (mobilisation dans l'action des représentations, en situation) et génétique (construction diachronique du système de représentations, en lien avec les pratiques et les objets). On trouvera en particulier ici rassemblés et mis en perspective divers modèles que nous avons développée au cours des 25 dernières années. On a également décrit les techniques de recueil et d'analyse des comportements que nous avons développés, et notamment l'analyse des processus, l'analyse lexicale et l'analyse des représentations à partir des dictionnaires et encyclopédies, la subcam (camera miniaturisée porte à hauteur de l'œil par le sujet et qui fournit une perspective située du point de vue du sujet), la réalité expérimentale (une méthode de conception participative en situation réelle qui permet de développer rapidement des systèmes sociotechniques complexes).

While an infant is learning to grasp, there are two key processes that she uses for leading a successful development. In the first process, infants use an intuitional approach where the hand is moved towards the object to create an initial contact regardless of the object properties. The contact is followed by a tactile grasping phase where the object is enclosed by the hand. This intuitive grasping behavior leads an grasping mechanism, which utilizes visual input and incorporates this into the grasp plan. The second process is called scaffolding, a guidance by stating how to accomplish the task or modifying its behaviors by interference. Infants pay attention to such guidance and understand the indication of important features of an object from 9 months of age. This supervision mechanism plays an important role for learning how to grasp certain objects in a proper way. To simulate these behavioral findings, a reaching and a tactile grasping controller was implemented on iCub humanoid robot which allowed it to reach an object from different directions, and enclose its fingers to cover the object. With these, a human-like grasp learning for iCub is proposed. Namely, the first step is an unsupervised learning where the robot is experimenting how to grasp objects. The second step is supervised learning phase where a caregiver modifies the end-effectors position when the robot is mistaken. By doing several experiments for two different grasping styles, we observe that the proposed methodology shows a better learning rate comparing to the scaffolding-only learning mechanism.

In this thesis the relationship between the physical environment of preschool, children and preschool teachers is studied. Children participate in preschool from an early age and thus are expected to find themselves within an institutional framework (Eilard & Tallberg Broman, 2011) early in life. Today preschool as an institution can be seen as a place where childhood to a great extent is spent and created (Halldén, 2007e). The physical environment of preschool can consequently be regarded as a structure within which childhood is institutionalized (Kampmann, 2004). In general the thesis deals with how children are shaped by and shape the physical environment that they spend so much time in during early childhood. The purpose is clarified in the following questions: How does the physical environment of preschool structure and organise the activities of chil-dren? What activities are created in relation to the possibilities and limitations of the physical environment? In what way can the relationship between the invitations of the physical environment, the child’s scope for action, and preschool teachers be seen? To understand the empirical material in the thesis the concept of affordance (J.J.Gibson, 1986) and the activity theory (Leontiev, 1986; Engeström, 1987) has been used. The empirical evidence in the thesis is based on both video observations and interviews. The study was designed as a multiple case study (Stake, 1995), and three preschool classes each formed a case. The study was inspired by ethnography. The significance of seeing the environment as a set of affordances (J.J.Gibson, 1986) is that it, to a greater degree, can lead to children being allowed to discover the invitations to action there are and as a result freedom to act and negotiations can be created in both inside and outside environments. Through this way of thinking a free zone is created in an institutionalised childhood where children through their agency handle and redesign that which was intended to regulate and give structure. As a counterbalance to the institutionalisation of childhood this study contribute to an understanding of children’s individual and collective activities as a free zone in an otherwise controlled and regulated milieu. The contribution of this thesis consists of the study of the physical environment and the importance of the material in forming the child.