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Doctor of Philosophy / Department of Computing and Information Sciences / Doina Caragea / Recent advancements in biological sciences have resulted in the availability of large amounts of sequence data (DNA and protein sequences). Biological sequence data can be annotated using machine learning techniques, but most learning algorithms require data to be represented by a vector of features. In the absence of biologically informative features, k-mers generated using a sliding window-based approach are commonly used to represent biological sequences. A larger k value typically results in better features; however, the number of k-mer features is exponential in k, and many k-mers are not informative. Feature selection is widely used to reduce the dimensionality of the input feature space. Most feature selection techniques use feature-class dependency scores to rank the features. However, when the amount of available labeled data is small, feature selection techniques may not accurately capture feature-class dependency scores. Therefore, instead of working with all k-mers, this dissertation proposes the construction of a reduced set of informative k-mers that can be used to represent biological sequences. This work resulted in three novel unsupervised approaches to construct features: 1. Burrows Wheeler Transform-based approach, that uses the sorted permutations of a given sequence to construct sequential features (subsequences) that occur multiple times in a given sequence. 2. Community detection-based approach, that uses a community detection algorithm to group similar subsequences into communities and refines the communities to form motifs (group of similar subsequences). Motifs obtained using the community detection-based approach satisfy the ZOMOPS constraint (Zero, One or Multiple Occurrences of a Motif Per Sequence). All possible unique subsequences of the obtained motifs are then used as features to represent the sequences. 3. Hybrid-based approach, that combines the Burrows Wheeler Transform-based approach and the community detection-based approach to allow certain mismatches to the features constructed using the Burrows Wheeler Transform-based approach. To evaluate the predictive power of the features constructed using the proposed approaches, experiments were conducted in three learning scenarios: supervised, semi-supervised, and domain adaptation for both nucleotide and protein sequence classification problems. The performance of classifiers learned using features generated with the proposed approaches was compared with the performance of the classifiers learned using k-mers (with feature selection) and feature hashing (another unsupervised dimensionality reduction technique). Experimental results from the three learning scenarios showed that features constructed with the proposed approaches were typically more informative than k-mers and feature hashing.

Master of Arts / Department of Communication Studies, Theatre, and Dance / Charles J. Griffin / This study seeks to discover the loci, or themes, within the post-World War II books of Theodor Geisel, whom generations of American readers came to know as “Dr. Seuss.” A prolific children's author and social activist, Dr. Seuss penned more than 40 children’s books during the period under investigation. After World War II, Seuss’ books began to merge social themes with his entertaining storylines and trademark illustrations. This thesis applies a methodology that draws from both close textual analysis and topically-oriented critical approaches in order to illuminate loci in 10 selected works. Through Cicero’s critical process of invention, relationships between arguments and loci are established. Analysis of these “message books” reveals the complex political and ideological themes present in Dr. Seuss’ texts while situating his work within a larger American rhetorical tradition of didactic children’s literature.

Résumé : Au Québec, la situation en termes d’apprentissage des savoirs grammaticaux, et surtout de mobilisation de ces derniers en situation d’écriture, est inquiétante. Pour rendre son intervention plus efficiente, l'enseignant peut choisir une approche pédagogique déductive (explication d'un concept suivi d'exercices) ou inductive (observation d'exemples avant la vérification d'hypothèse et les exercices). Notre objectif principal est d'évaluer les incidences d’une intervention éducative en grammaire selon des approches pédagogiques inductive ou déductive sur l’apprentissage par des élèves de 1re secondaire du complément du nom et son impact dans le développement de la compétence savoir écrire. Notre objet d’enseignement, le complément du nom (CN) est un concept de la grammaire actuelle, dont les caractéristiques facilitent son utilisation réfléchie en rédaction, surtout lors des phases de révision et de réécriture. Une méthodologie mixte de recherche a permis de recueillir des données auprès d'un échantillon de 269 élèves de première secondaire, de même qu’auprès de trois enseignants. Pour cette recherche exploratoire d’épistémologie pragmatique, nous avons réalisé des tests de connaissances, des analyses de rédactions et des entrevues auprès d’élèves et d'enseignants. Les résultats obtenus aux tests de connaissances nous montrent qu’il n’y a pas d’écart significatif entre l’amélioration des élèves ayant vécu l’approche inductive et ceux ayant vécu l’approche déductive, si ce n’est d’un léger avantage en ce qui concerne les accords pour les élèves ayant vécu l’approche déductive. Ce qui a par contre émergé de cette expérimentation est d’une part l’effet évident de l’apprentissage des CN sur leurs mobilisations en écriture, peu importe l’approche. D’autre part, les élèves ayant eu une forte amélioration ont confirmé que pour une approche ou une autre, leur implication cognitive demeure l’élément fondamental de l’efficacité de l’intervention éducative. Nous pouvons donc conclure qu’une approche n’est pas significativement supérieure à l’autre dans le cadre de l’enseignement des CN, mais que l’enseignant doit adapter son approche à la situation en tenant compte du contexte, des apprenants et des aspects de l'objet concernés. // Abstract : The choice of an educational approach by a teacher is a significant factor on student achievement. In Quebec, the situation in terms of apprentissage of grammatical knowledge, and especially using that knowledge in writing situations, is worrying. The success rate for the ministerial writing tests graze 60 %. One possible taxonomies to distinguish pedagogical approaches to teaching grammar lies between the inductive and deductive approaches. Our project has for main objective to assess the impact of an educational intervention according to inductive or deductive teaching approaches on learning, by high school students, of a grammar concept (complément du nom) and its impact on the development of writing competencies. In research, if the deductive approach always results, by the teacher explaining a concept, and the students practicing and being evaluated, the inductive approach is defined differently by the authors. For methodological considerations, and because it's a school tradition, we chose to consider an explicit approach focused on the discovery rather than a more implicit approach. Our teaching object, the « complément du nom » (CN) is a concept of the current grammar, including morphological, semantic and syntactic features, should facilitate thoughtful use for writing, especially during phases of revision and rewriting. For all these reasons, this(?) teaching is relevant of a competency-based program, especially since most of the concept notions are provided in Secondary 1 program by the « Progression des apprentissages » (MELS, 2010). A mixed research methodology was used to collect data from a sample of 269 students from eight classes of Secondary 1 , and of three French teachers. For this exploratory research, we used knowledge tests , reviews process marks by the students on writing productions, and interviews with students and teachers in order to document the impact of the teaching sequences, in terms of knowledge learning and 7 mobilization in writing productions. The comparative approach we used allowed us to assess the extent and nature of learning, according to our independent variable (the deductive and inductive teaching approaches), but also on the interrelation between this variable and other aspects of the educational intervention. The test of knowledge scores show that there is no significant difference between the improvement of students who lived an inductive approach and those who lived the deductive approach, except a slight advantage as regards as morphological characteristics for students who lived the deductive approach. What has emerged in this experiment is firstly the obvious effect of learning on their CN mobilizations in writing, regardless of the approach. On the other hand, students who had a strong improvement confirmed that with an approach or another, their cognitive involvement are fundamental to the effectiveness of the educational intervention. Finally, the quasi-experimental context has limited professional actions of the teachers, and at the same time limited their ability to adapt teaching situations. Those who chose to take certain liberties with the scenarios provided, by professional considerations, are those who have seen the results of their students rise, and that, regardless of the pedagogical approach. We can therefore conclude that an approach was not significantly superior to another for teaching of CN in High school, but the teacher must adapt his approach to the situation, taking into account the context, the learners and the aspects of the learning object.

Self-reconfigurable robotic systems are variable-morphology machines capable of changing their overall structure by rearranging the modules they are composed of. Individual modules are capable of connecting and disconnecting to and from one another, which allows the robot to adapt to changing environments. Optimally reconfiguring such systems is computationally prohibitive and thus in general self-reconfiguration approaches aim at approximating optimal solutions. Nonetheless, even for approximate solutions, centralized methods scale poorly in the number of modules. Therefore, the objective of this research is the development of decentralized self-reconfiguration methods for modular robotic systems. Building on completeness results of the centralized algorithms in this work, decentralized methods are developed that guarantee stochastic convergence to a given target shape. A game-theoretic approach lays the theoretical foundation of a novel potential game-based formulation of the self-reconfiguration problem. Furthermore, two extensions to the basic game-theoretic algorithm are proposed that enable agents to modify the algorithms' parameters during runtime and improve convergence times. The flexibility in the choice of utility functions together with runtime adaptability makes the presented approach and the underlying theory suitable for a range of problems that rely on decentralized local control to guarantee global, emerging properties. The experimental evaluation of the presented algorithms relies on a newly developed multi-robotic testbed called the "Robotarium" that is equipped with custom-designed miniature robots, the "GRITSBots". The Robotarium provides hardware validation of self-reconfiguration on robots but more importantly introduces a novel paradigm for remote accessibility of multi-agent testbeds with the goal of lowering the barrier to entrance into the field of multi-robot research and education.

This thesis investigates the use of static, adaptive, adaptable and mixed-initiative approaches to the personalisation of content and graphical user interfaces (GUIs). This empirical study consisted of three experimental phases. The first examined the use of static, adaptive, adaptable and mixed-initiative approaches to web content. More specifically, it measured the usability (efficiency, frequency of error occurrence, effectiveness and satisfaction) of an e-commerce website. The experiment was conducted with 60 subjects and was tested empirically by four independent groups (15 subjects each). The second experiment examined the use of adaptive, adaptable and mixed-initiative approaches to GUIs. More specifically, it measured the usability (efficiency, frequency of error occurrence, effectiveness and satisfaction) in GUI control structures (menus). In addition, it investigated empirically the effects of content size on five different personalised menu types. In order to carry out this comparative investigation, two independent experiments were conducted, on small menus (17 items) and large ones (29 items) respectively. The experiment was conducted with 60 subjects and was tested empirically by four independent groups (15 subjects each). The third experiment was conducted with 40 subjects and was tested empirically by four dependent groups (5 subjects each). The aim of the third experiment was to mitigate the drawbacks of the adaptive, adaptable and mixedinitiative approaches, to improve their performance and to increase their usability by using multimodal auditory solutions (speech, earcons and auditory icons). The results indicate that the size of content affects the usability of personalised approaches. In other words, as the size of content increases, so does the need of the adaptive and mixed-initiative approaches, whereas that of the adaptable approach decreases. A set of empirically derived guidelines were also produced to assist designers with the use of adaptive, adaptable and mixed-initiative approaches to web content and GUI control structure.

This study was undertaken in an attempt to improve the vocational training in Electrical Systems and Construction done at the Sedibeng Further Education and Training Colleges. The development of vocational training in South Africa, as well as different approaches to effective teaching and learning, were investigated by doing a literature study. It was determined that a constructivist approach to teaching and learning that advocates an active, learner-centred approach to teaching and learning appears to be the most effective for vocational training. An empirical investigation was conducted to determine possible shortcomings in the current way of teaching, learning and assessment at Sedibeng Further Education and Training College. For this purpose, mixed method research with a triangulation design was employed. The quantitative part of the study utilized descriptive survey research with a questionnaire to establish Level 3 educator and learner viewpoints regarding the current nature of teaching, learning and assessment. A phenomenological strategy was used for the qualitative part of the study, which involved the use of semi-structured interviews with the management staff at the college, to obtain their perspectives regarding training at the college. The quantitative and qualitative data indicated weaknesses in the current approach to teaching, learning and assessment, and that teaching, learning and assessment practices could become more effective by incorporating constructivist teaching, learning and assessment principles that encourage active and interactive learning. Furthermore, a lack of teacher training and a lack of practical experience among educators, as well as inadequate infrastructure and ill-equipped facilities, are major contributing factors to ineffective vocational training. The practical contribution of the study is found in the teaching and learning programme for Electrical Systems and Construction based on constructivist principles that was developed to assist educators to improve the effectiveness of vocational training. / Thesis (PhD (Learning and Teaching))--North-West University, Vaal Triangle Campus, 2013

This study was undertaken in an attempt to determine the degree to which second year Mathematics education students consider critical thinking dispositions and attitudes to be important and to develop a curriculum-based mediational approach based on the data, to encourage the critical thinking dispositions and attitudes that appeared to be in need of encouragement. A literature study was undertaken to determine the positive critical thinking dispositions and attitudes students should possess. In addition it was also determined which teaching learning approaches will benefit the development of critical thinking dispositions and attitudes the most. The advantages as well as the processes and components that should form part of the mediational approach for the development of critical thinking dispositions were examined. A two-phase, sequential, explanatory mixed method study was subsequently undertaken with second-year Mathematics students at a South African university. The quantitative study made use of a self-developed questionnaire to determine the degree to which students consider critical thinking dispositions and attitudes important. Data emanating from the questionnaires were analysed and questions that had to be answered in narrative format were set for each student according to their own responses on the questionnaire. Narratives formed part of the qualitative component of the study in which students had to indicate factors that influence their critical thinking dispositions and attitudes, what could be done to improve the apparent unimportant critical thinking dispositions and attitudes and whether they regard the critical thinking dispositions and attitudes as important. Narratives were analysed and the results were used to explain the quantitative data. Results revealed that second year Mathematics education students do not consider critical thinking dispositions and attitudes, in particular inquisitiveness but also judiciousness, open-mindedness, systematicity, truth-seeking, analyticity and confidence in critical thinking to be very important and therefore these critical thinking dispositions and attitudes appeared to require encouragement. A curriculum-based mediational approach based on a section in the existing Mathematics module for second year education students was developed in order to encourage critical thinking dispositions in Mathematics. The study concluded with recommendations to encourage critical thinking dispositions and attitudes as well as proposals for future studies. / PhD, Education, North-West University, Vaal Triangle Campus, 2012

This thesis examines what it is that enables postgraduate student teachers to promote the recently introduced curriculum innovation, dialogic talk, in primary classrooms. Drawing on literature relating to the way talk has been enacted in English classrooms for the last thirty five years, it suggests that patterns of verbal interaction have continued to prove resistant to change, despite policy imperatives and university courses. Adopting a collaborative action research approach, data were collected in three cycles over three years to investigate the perceptions of three successive cohorts of postgraduate students of the role of talk in learning, and the place of the teacher in developing it. Using a sociocultural lens, students’ conceptual and pedagogic understanding of dialogic talk, and their ability to promote it, is examined in depth through nine case studies, as are the factors which the participants themselves identify as enabling or inhibiting engagement with innovation. It is suggested that the lack of a commonly agreed definition, and of readily available theoretical guidance, has reduced dialogic talk to just another label. As such, it can play no significant part in developing practice beyond rapid question-and-answer routines of ‘interactive teaching’ and the potentially reductive IRF (Initiation, Response, Feedback) script recorded by researchers (Mroz et al, 2000; Myhill, 2006) before, and after the inception of the National Literacy Strategy (1998a). Turning to the role of the university, it questions the place of the ‘demonstration lesson’ and whole cohort lectures, urging that significant changes need to be made to the role of the teaching practice tutor, and the nature of ‘partnership’ between schools and university departments. Finally, it speculates that without a significant change in the way university departments examine, and address, the values, attitudes and memories of talk that student teachers bring with them from their own primary classrooms, there will continue to be replication of practice.