A fosforilação da histona 3 na serina 10 (H3S10) e a acetilação da histona 3 lisina 14 (H3K14) tem sido relacionadas com a formação da memória em paradigmas de medo condicionado. Estudos demonstram que o exercício é capaz de melhorar o desempenho em testes de memória além de modular marcadores epigenéticos. O objetivo desse estudo foi investigar o efeito de um protocolo de corrida em esteira (20min/dia durante 2 semanas) sobre os níveis de acetilação da H3K14 e de fosforilação da H3S10 em hipocampo de ratos expostos ou não expostos a um contexto de aprendizado.Ratos Wistar de 3 meses de idade foram submetidos a um protocolo de exercício crônico (grupo exercitado) ou submetidos a esteira desligada (grupo sedentário) e após parte dos animais foram expostos a um contexto de aprendizado (esquiva inibitória). Os animais foram eutanasiados por decapitação e os níveis da fosforilação da serina 10 e da acetilação da lisina 14 na histona 3 (H3 foram avaliados em hipocampos. A ANOVA de duas vias mostrou um efeito significativo dos fatores “contexto de aprendizado” e “exercício” nos níveis de acetilação da H3K14, assim como uma interação entre esses fatores. Houve uma diminuição nos níveis de acetilação 24h após o treino da esquiva inibitória (30 minutos após o teste) no hipocampo do grupo submetido ao contexto de aprendizado. Além disso, o exercício crônico aumentou os níveis de acetilação no hipocampo dos ratos expostos ao contexto de aprendizado. Os níveis de fosforilação da H3S10 não foram alterados pelo contexto de aprendizado nem pelo exercício. Nossos dados apoiam a hipótese de que a modulação da acetilação na H3K14 em hipocampo de ratos pode estar relacionada,pelo menos em parte, aos efeitos do exercício sobre memória aversiva. / The phosphorylation of histone H3 at serine 10 (H3S106) and acetylation of histone 3 at lysine 14 (H3K14) have been linked to memory processes in fear conditioning paradigms. Some studies demonstrated that exercise was able to improve the performance in memory tasks and modulate epigenetic markers. The aim of this study was to investigate the effect of treadmill exercise protocol (20min/day during 2 weeks) on H3K14 acetylation and H3S10 phosphorylation levels in hippocampi from rats exposed or not exposed to learning context. Wistar rats with 3-months-old were submitted to chronic exercise protocol (exercised group) or left on the treadmill turned off (sedentary group) and after it, some animal were exposed to learning context (inhibitory avoidance). Rats were euthanized by decapitation and the levels of serine 10 phosphorylation and lysine 14 acetylation on histone 3 (H3) were evaluated in hippocampi. Two-way ANOVA showed a significant effect of “learning context” and “exercise factors” on acetylation levels of H3K14, as well as an interaction between these factors. There was a decrease in acetylation levels twenty four hours after inhibitory avoidance training (30 minutes after test), in hippocampus from exposed to learning context groups. Besides, the chronic exercise increased acetylation levels in hippocampi from rats exposed to learning context. The H3S10 phosphorylation levels were not altered by of learning context and exercise. Our data support the hypothesis that the modulation on acetylation levels of H3K14 acetylation in hippocampus might be related, at least partially, to exercise effects on aversive memory.

Crowdsourcing and microtasks are a relatively new way to issue units of work to a large group of potential workers. This form of outsourcing to a vast on-demand workforce offers the potential to significantly change the way we work. But how can design impact how both the requester and the workforce interact and benefit from these tasks? This dissertation considers four aspects of microtask design: value, engagement, context, and complexity. Through four distinct, but highly related, investigations these four facets are ex- plored, analysed and synthesised into a considered review of microtask design. First we build a picture of the demographic and financial status of these crowdworkers by surveying the US-based crowdworker labour-force on the Amazon Mechanical Turk platform. This improved understanding of the value of crowd work, not just to requesters but to workers as well, is crucial to appropriately listing tasks in a commoditised labour market. Second, worker engagement is also a significant factor, not just in quality and cost, but also in uptake and effective completion speed. By introducing a new metric, conversion rate, and contrasting a variety of differing presentational and conceptual features across two demographics, we demonstrate an improved understanding of how tasks engage workers. The increasing use of mobile devices, including among crowdworkers, offers new opportunities to collect additional context about worker behaviour. Enhancing the data gathered by requesters can be used, not only to improve quality, but also to expand the types of tasks which can be effectively crowdsourced. This third contribution highlights enthusiasm by some workers for mobile tasks, and demon- strates how previously small-scale sensor-based data collection can increasingly be carried out by the crowd. Finally, the boundary between microtasks and macrotasks is investigated. Exploring how complex tasks, such as software development, can be successfully crowdsourced offers insight into how task design can influence suitability of these larger tasks on microtask markets.

The continuing improvement in standards and the associated direct school accountability has been at the forefront of school policy since the introduction of the Education Reform Act of 1988. Its introduction brought both top down curriculum control and the opening up of primary schools in England to neo-liberal market reforms. To facilitate direct market competition and raise standards, measures of performance were introduced, in the form of annually published national assessments (SATs) and from 1992 inspection by Ofsted (Office for Standards in Education). These measures took on board the status of High Stakes Testing (HST), since their outcomes directly impacted upon the professional lives of all those working within primary schools. Prior to 1988, central government had started to address underachievement, for example, Better Schools (DfES 1985), but now, for the first time, individual schools and their leaders were to be directly responsible for the achievement, or otherwise, of their pupils through the publication of attainment data and regular inspection reports. The notion of performativity (Ball 2003) was introduced into English primary schools, where performance measures and judgements (HST) were used as a means of top-down regulation and policy enforcement. This study investigates current primary school headteachers’ perceptions of their own professional accountability. It further explores the continuing focus on standards and the constant pressures and conflicts heads currently face in terms of maximising pupil attainment outcomes. The fieldwork was carried out within thirty four state funded primary schools across the North of England. A questionnaire was used to survey headteachers’ current perceptions; this data located heads on to a conceptual framework (Figure 5.5). Heads are located into one of four positions regarding their perceptions of the Standards Driven Agenda (SDA) and HST. Heads from each of the positions were then interviewed, which formed the prime data collection tool. The research further examines the inter-relationship between socio-economic context and HST outcomes, addressing the question of the equality of the application of identical floor targets for all primary schools, regardless of circumstance. Schools falling within areas of high and low deprivation were identified, using the income deprivation affecting children index (IDACI); each area’s headteachers’ perceptions were then compared and contrasted, in order to identify any effects of context. Ranson’s (2003) typology and Ball’s (2003) conceptualisation of accountabilities were developed in order to explore the identified trend of heads resisting what they view as a ‘data dictatorship’, and seeking to reinstate a previous age of professionalism. A clear plea for a change was evident with a call for a shift away from the current focus on standards in English and maths to the adoption of a more balanced and creative curriculum, where both the academic and social needs of the children are being met. The desire to return to Grace’s (1995) notion of the cult of the ‘headmaster tradition’, with the reinstatement of higher levels of professional autonomy and trust, was evident within many of the participating heads, along with a strong sense of moral guardian and leadership. All heads are aware of the need to be accountable for the tax payers’ money used to fund their schools, accepting the need for accountability measures. However, both sets of heads acknowledge that when a school’s effectiveness is solely measured by means of HST, it fails to be a level playing field. Factors such as parental support and education, housing and income were all identified as significant contributing factors in pupil attainment, resulting in heads reporting that these factors were not taken into account when the performance of their school was judged. The study contributes to the knowledge of how serving heads balance the needs of their children, parents and staff, whilst ensuring that they continue to improve standards, as defined by successive governmental policy and thus meet the requirements of HST.

El objetivo general de este trabajo consiste en extender el framework Reflex para soportar context-aware aspects. Este nuevo framework permitirá integrar sensores de contexto implementados con WildCAT para el desarrollo de una aplicación modelo que requiera aspectos context-aware.

Este estudo transversal teve o objetivo de investigar o conhecimento de adolescentes de diferentes contextos sobre os seus próprios direitos. Participaram do estudo 101 adolescentes, com idades entre 12 e 17 anos (M=14,18; SD=1,09), sendo 68,3% do sexo feminino e 31,7% do sexo masculino. Os adolescentes foram agrupados por contextos: o G1 composto por aqueles que residem com suas famílias e freqüentam escolas públicas (45,5%), o G2, por jovens que vivem com suas famílias e estudam em escolas particulares (32,7%) e o G3 de adolescentes que moram em abrigos (21,8%). Foram aplicados um questionário para levantamento de dados biosociodemográficos, um sobre o conhecimento em direitos e um inventário de auto-relato sobre a situação de direitos. Houve diferença entre os contextos em relação a alguns dos direitos investigados. Os participantes que relataram perceber mais direitos não respeitados foram os não-brancos e cujos pais apresentavam escolaridade mais baixa, resultado que ressalta o legado de exclusão étnico-racial presente no país. Foi encontrada diferença significativa em relação à presença/ausência de conhecimento dos direitos, por sexo, idade, nível socioeconômico, grupo e vínculo com a família. Os direitos mais conhecidos foram: inclusão, participação, expressão, educação, lazer e proteção contra a violência e o trabalho. Já os direitos menos conhecidos foram: respeito, tratamento diferenciado do adulto quando em conflito com a lei, proteção contra o trabalho doméstico, liberdade de reunião e associação e de buscar orientação. Os resultados indicam que o macrossistema e o microssistema estão relacionados à visão dos adolescentes sobre seus direitos. Apontam, ainda, à necessidade de intervenções, enfatizando valores, os direitos menos reconhecidos e deveres da população infanto-juvenil. / This crossectional study aimed to investigate adolescents' knowledge, of different contexts, on their own rights. 101 adolescents, aged from 12 to 17 years old (M=14,18; SD=1,09), 68,3% female and 31,7% male were grouped by context: G1 - adolescents who live with their families and attend public schools (45,5%), G2 - those who live with their families and attende private school (32,7%) and G3 - those who live in shelters (21,8%). A biosociodemographic and knowledge of rights questionnaires and to a self report on adolescents' rights were administered. There was difference among the contexts regarding certain rights investigated. More not respected rights were found among no-white participants and those whose parents presented lower education level, result that emphasizes the historical legacy of present ethnic-racial exclusion in Brazil. The results revealed statistically significant sex, age, socioeconomic status, group and family links differences what refers to the knowledge of rights. The knownest rights were: inclusion, participation, expression, education, leisure and protection against the violence and the work. The less known rights were: respect, adult's differentiated treatment when in conflict with the law, the protection against the domestic work, the freedom of reunion/association and concerning searching for orientation. Results indicate that the macrossistem and the microssistem are associated with the adolescents' perception of their own rights. The results highlight the need for interventions, emphasizing values, recognition of rights and duties of the child-juvenile population.

Esta dissertação busca o entendimento sobre o papel que o Ensino de Design possui no Brasil, frente à nova abordagem do mercado de bens de consumo, onde a inspiração da origem criativa se tornou mais importante que o local da manufatura. A importância que o simbólico um produto traz em si, de ligar ou estabelecer um status de origem. É neste cenário que se buscará, na origem e na evolução do Ensino do Design no Brasil, evidenciar uma atividade profissional que evoluiu junto com a atividade industrial. Traça-se um paralelo evolutivo com o uso e com os ensinamentos de métodos clássicos e de outras áreas técnicas, diante da necessidade de começar a se formar o contexto brasileiro como um fator criativo no desenvolvimento de Projetos de Produto, a partir da visão acadêmica, propondo um método que tenha em sua estrutura de desenvolvimento a utilização da contextualização da linguagem brasileira como inspiração criativa em projetos de produtos de design. / In search of understanding the role that design education in Brazil represents, towards to the new approach in the market of consumption goods, where the source of creative inspiration has became more important than the place of manufacture. The importance of what symbolic a product can represent in itself can connect or establish the source's status. It is in this scenario where will be the lookout in the origin and growth of the design education in Brazil, presenting a professional activity which had grown next to the industry and evolves along with the use of foreign methods and other technical areas, facing the need to form a Brazilian context as a creative factor for the development of projects of the product from the academic perspective, proposing a method based on structure development using the context of the Brazilian language and creative inspiration in projects designed products.

Doctor of Philosophy / Department of Curriculum and Instruction / F. Todd Goodson / American education is increasingly driven by standards and high-stakes tests. This creates a dynamic in which curricular content addressed in the standards will be subjected to high-stakes tests while that not addressed in the standards risks being ignored. Such a dynamic threatens poetry—a subject whose strength resides in its ambiguity instead of one correct answer. The literature review establishes poetry as an important area of study for K-12 students and explores how the Standards Movement has affected poetry instruction in other English-speaking countries. This research used context-sensitive textual analysis to examine the treatment of poetry in American English language arts standards from 1971 to 2010 as demonstrated in the following three documents: (1) Representative Performance Objectives for High School English written by the Tri-University Project in 1971, (2) Standards for the English Language Arts written by the National Council of Teachers of English and the International Reading Association in 1996, and (3) the Common Core State Standards for English Language Arts written in 2010. Context-sensitive textual analysis (Huckin, 1992) presumes that the contexts in which texts are written and read impact their meanings. The study describes those impacts, their implications, and suggestions for continued study.

abstract: Many web search improvements have been developed since the advent of the modern search engine, but one underrepresented area is the application of specific customizations to search results for educational web sites. In order to address this issue and improve the relevance of search results in automated learning environments, this work has integrated context-aware search principles with applications of preference based re-ranking and query modifications. This research investigates several aspects of context-aware search principles, specifically context-sensitive and preference based re-ranking of results which take user inputs as to their preferred content, and combines this with search query modifications which automatically search for a variety of modified terms based on the given search query, integrating these results into the overall re-ranking for the context. The result of this work is a novel web search algorithm which could be applied to any online learning environment attempting to collect relevant resources for learning about a given topic. The algorithm has been evaluated through user studies comparing traditional search results to the context-aware results returned through the algorithm for a given topic. These studies explore how this integration of methods could provide improved relevance in the search results returned when compared against other modern search engines. / Dissertation/Thesis / Masters Thesis Computer Science 2014

Grocery shopping is a routine task that people perform to fulfill their needs for food. We suspect many people would like to do grocery shopping with the grocery list to save their money and time. While creating a grocery list, people have to follow some steps such as checking the ingredients inventory available in their homes, planning meals for few days or weeks, creating a grocery list based on their meal plan and ingredients inventory status, and looking out for deals or offers, which can be utilized in their grocery purchases. These steps can be repetitive and involve people’s manual effort and a considerable amount of time to carry out effectively that makes the creation of a grocery list difficult to accomplish every time considering people’s busy modern lifestyles. As many grocers begin to leverage technology, they have an opportunity to understand the relationship between the people buying behavior from their purchasing history and stores’ grocery information to make profit-driven decisions and promote the reduction of food waste in stores. This thesis presents SmartGrocer, a context-aware personalized grocery system that dynamically gathers user context including their past purchase history and budget, and store context including clearance grocery inventory that consists of those ingredients that are soon-to-expire or being on sale to recommend personalized coupons to users. The personalized coupons are automatically applied to the missing ingredients of recipes thereby reducing the recipes’ cost and recommending them according to the user’s food budget. Recommendation of personalized coupons to users is an effective promotional strategy to not only saving the user’s money but also promoting the reduction of food waste in stores, which eventually drives more profit to the grocery retail businesses. SmartGrocer also automates the whole process of creating a grocery list with minimal effort and time expended by the user by leveraging the user and store context. / Graduate

The concept of self-directed learning (SDL) has been extensively studied; however, the majority of studies have explored learners’ perspectives on SDL, with less attention paid to investigating SDL from educators’ perspectives. Surprisingly, while assessment and feedback have long been recognized as powerful elements which influence how learners approach their learning, and key research studies have examined how both assessment and feedback can encourage and enhance the development of SDL, this nevertheless remains an area that would benefit from increased attention. Moreover, although there is a growing body of literature investigating the cultural dimension of SDL, most of these studies are limited to examining the formation of SDL among individuals influenced by Western or Confucian cultures, ignoring the existence of other cultural groups. This study, which investigates Malaysian teacher educators’ conceptualisations of SDL, begins to address these gaps. The key research questions which guided the study are: 1) How do teacher educators in Malaysia conceptualise learning? 2) How do teacher educators in Malaysia conceptualise SDL? 3) To what extent do teacher educators in Malaysia perceive themselves as self-directed learners? 4) What kind of learning opportunities do teacher educators in Malaysia create for their learners to foster the development of SDL, and what is the particular role of assessment and feedback in SDL? Twenty Malaysian teacher educators were interviewed to obtain their views on SDL and to identify their pedagogical practices which may foster or hinder the development of SDL approaches among their learners. A constructivist grounded theory approach was used to inform the methodological framework of this study, whilst a hybrid inductive and deductive analysis approach was used to analyse the interview data. The findings of the current study suggest that most assessment and feedback practices are heavily focused on assessments designed by educators and on educator-generated feedback, in which learners are passive recipients. It is argued that these practices have significantly contradicted the primary principle of SDL, which characterises the learner as the key agent of his or her own learning. The findings of this study suggest that a more comprehensive conceptualisation of SDL is required that recognises the fundamental role of both the self and of educators in SDL, and acknowledges the impact of the socio-cultural context on SDL. Informed by the existing SDL literature, and derived from fine-grained analysis of the interview data, the proposed definition of SDL and reconceptualised SDL framework foreground SDL as socially constructed learning where the learner takes control of his or her own learning processes within complex socio cultural contexts. The thesis concludes by recommending that future research (i) explores the central role of assessment and feedback in the context of SDL and (ii) investigates the impact of various cultures on learning, in order to develop a broader and more nuanced understanding of SDL.