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Computing least common subsumers (lcs) and most specific concepts (msc) are inference tasks that can be used to support the „bottom up” construction of knowledge bases for KR systems based on description logic. For the description logic ALN, the msc need not always exist if one restricts the attention to acyclic concept descriptions. In this paper, we extend the notions lcs and msc to cyclic descriptions, and show how they can be computed. Our approach is based on the automata-theoretic characterizations of fixed-point semantics for cyclic terminologies developed in previous papers. / An abridged version of this technical report has been published at KI'98.

Gymnasiereformen Gy11 genomfördes hösten 2011 med fem introduktionsprogram för de elever som inte är behöriga till de ordinarie nationella programmen. Syftet med studien är att belysa hur introduktionsprogrammens verksamhet har organiserats vid två gymnasieskolor, samt de beskrivningar som finns av eleverna hos personalen. Artikeln består av två fallstudier där personal har intervjuats med semi-strukturerade intervjuer och dokument har studerats. Studiens teoretiska utgångspunkt är socialkonstruktionism. Studien visar att skolorna håller på att utveckla organisationen, men att det ännu återstår en hel del att göra. Att kombinera teori med praktik ses ofta som en framkomlig väg för många elever. Samtliga deltagare betonar vikten av engagemang, närhet och goda relationer till eleverna för att få dem att växa som människor och stärka elevernas identitet. / Upper Secondary School Reform, Gy11, was carried out in autumn 2011 with five introductory programs for those students who were not authorized to mainstream national programs. The purpose of the study is to illustrate how the introductory programs have been organized at two upper secondary schools, and how the students are described by the staff. The article consists of two case studies where staff has been interviewed with semi-structured interviews, and documents have been studied. The theoretical starting point is social constructionism. The study shows that schools are developing the organization, but there is still a lot to do. Combining theory with practice is often seen as a viable option for many students. All participants stress the importance of commitment, proximity and good relations to make them grow as people, and to work to strengthen the students’ identity.

Québec Université Laval, Bibliothèque 2013

Le Périple d'Hannon, tel que nous le connaissons par un manuscrit de Heidelberg du IX siècle, est un récit de voyage d'un amiral carthaginois sur les côtes africaines. Le voyage, qui s'inscrit dans le contexte général des relations entre le monde méditerranéen et l'Afrique noire dans L'Antiquité, n'a pas fini d'être un sujet de controverse. Plusieurs érudits tels que H. Tauxier, G, Germain, R, Cornevin et R. Mauny estiment que le texte n'est pas de l’amiral carthaginois et qu'il a été fabriqué par un faussaire au premier siècle de notre ère. Point de vue que nous ne partageons pas, parce que le texte était connu déjà au IIIe et au Ile siècle avant notre ère: Théophraste et Eratosthène y faisaient allusion. Le point central du débat est le parcours de notre navigateur. Les conclusions sont loin de s'accorder sur l'emplacement du "CHAR DES DIEUX", point ultime du périple. Aujourd'hui nous nous trouvons en face de sept hypotheses: Le mont Atlas sur la côte marocaine, le Teide aux. îles Canaries, les Mamelles au Cap Vert, le Kakoulima en Guinée, les monts de Sierra Léone, les monts de Monrovia et le mont Cameroun. P.J.F. Gosselin et R. Mauny, du temps où ce dernier croyait encore à l'authenticité du périple, le limitaient aux côtes marocaines, invoquant des arguments liés aux conditions des navigations dans l'Antiquité et aux manques de vestiges archéologiques de cette époque au sud du Sahara. Ceux qui limitent le périple aux côtes occidentales de l’Afrique estiment qu’Hannon ne disposait pas du temps nécessaire pour aller au-delà du Kakoulima ou des monts de Monrovia. Un dernier groupe d’historiens, parmi lesquels on remarque notamment St. Gsell, J. Carcopino, G. CH. Picard, E. Mveng, J. Ramin etc., estiment que le terme du voyage est le mont Cameroun. Les arguments invoqués par les uns et les autres sont tirés de textes anciens et notamment du fait que la seule montagne volcanique qui soit connue sur la côte ouest africaine est le mont Cameroun. Nous estimons que cette conclusion est juste. La localisation du "CHAR DES DIEUX" est déterminante pour la situation des autres colonies créées par Hannon et notamment Cerné, dont le site varie, selon les savants, des côtes marocaines à l’île Marguérite. Ces principaux points ont relégué au second plan d’autres problèmes relatifs au périple tels que la date, le point de départ, les motifs du voyage, le nombre des colons et des navires, questions auxquelles nous avons essayé de répondre. Nous estimons que le périple d’Hannon n’est pas un faux et que le "CHAR DES DIEUX" est le mont Cameroun. / Québec Université Laval, Bibliothèque 2012

Post-mining land use potentials are greatly influenced by mine soil properties. I analyzed and classified coal mine soils in SW VA and mineral sands mine soils in SE VA to aid development of appropriate post-mining land use interpretations. For coal mine soils, long-term pedogenesis was assessed in sandstone (SS) and/or siltstone (SiS) spoils with and without surface amendments. For mineral sands mined lands, I evaluated their spatial variability with respect to underlying relic mining influences and rowcrop productivity. Coal mine subsoils densified as root-limiting layers formed that were not observed initially and all soils had weak pedogenic development (^Bw; cambic horizons), particularly SS derived soils. Initial rock spoil type strongly influenced coal mine soils over time (i.e., SS had coarser textures and lower subsoil pH vs. SiS). However, most soil chemical properties (e.g., pH, EC, CEC) became similar in ^A horizons over time. Fe-oxides increased, and extractable-P decreased with weathering, raising concerns for long-term P-availability. Organic amendments applied to rock spoil surfaces sustained higher total-N (sawdust and biosolids) and extractable P (biosolids). Soil carbon sequestration rates did not differ among rock types or amendments (0.16 to 0.28 Mg ha yr-1). Further, mineral sands mine soils were limited by densic contacts and short-range variability of important properties (texture) appeared related to underlying relic mining features (pits and berms). Yields in reclaimed soils were more variable than in adjacent undisturbed farmland, but mean yields were only slightly reduced for soybean in 2020. Coloration and Fe-oxide spectral indices had weak to moderate negative correlations with yield. Berm positions supported better soybean growth (three out of five sites), while pit positions were redder/darker (one out of five sites). Current Soil Taxonomy conveys anthropogenic origins at the family (e.g., spolic) and subgroup (e.g., Anthroportic) levels. Existing taxa and proposed Artesols order criteria both acknowledge effective soil depth x compaction limitations (Anthrodensic subgroup), but Artesols more effectively recognizes pedogenesis (Inceptic subgroup) and acknowledges mine soils at the highest level. The biggest management limitation for both mine soil types is root-limiting compaction; thus, future efforts should focus on defining depth ranges and taxonomic interpretations for densic contacts. / Doctor of Philosophy / Surface mining results in drastic disturbances to the original soil, land, and water features. Actual impacts vary due to local site conditions and methods used for mineral extraction and reclamation. Advancing reclamation science requires an understanding of the resulting mine soil properties and how they vary spatially and develop over time. This research program involved two very different mining scenarios and resultant mine soil types in Virginia that were both evaluated in terms of soil properties, taxonomic placements, and land use interpretations. First, I assessed Appalachian coal mine soils in southwestern Virginia following 34 years of soil development in sandstone (SS) and/or siltstone (SiS) derived overburden with and without surface amendments. Over time, rocky mine spoils transformed into weakly developed soil profiles, commonly with four to five total distinct layers (horizons), along with apparent "self-compacted" layers at depth. SS soils were coarser textured with somewhat better subsoil structure, while SiS soils were finer textured and had higher subsoil pH. However, many chemical properties were similar in the soil surface. Organic amendments and topsoil return imparted only subtle differences over time. A secondary objective was to assess mineral sands mine soils, which originate from recombined Coastal Plain sediments. Due to the nature of their wet deposition during final reclamation, these mine soils exhibited high variability across local landforms. Soil profiles over former berm positions were composed mostly of sandier materials, while pit positions had more variable materials and features. Reclaimed rowcrop yields were moderately correlated with bare soil remotely sensed variables. Soils in pit positions were redder in color due to higher clay. While yields were variable, especially in drier years, berms appeared to support better soybean growth, but results were inconsistent across fields. For both mine soil types, root-limiting compaction is their biggest impediment to productive use. Forestry is the predominant post-mining land use on former coal mines, while rowcrop production is becoming more common on former minerals sands mines. Since these two different post-mining environments present unique challenges for correctly interpreting their post-disturbance land-uses, it is important to convey their special properties (e.g., densic contacts) and limitations in their classification.

Dans la majorité des grandes productions théâtrales québécoises, l’assistant metteur en scène est toujours présent et gère l’ensemble de la logistique des répétitions tout en offrant un support constant aux membres de l’équipe. Bien que ce rôle soit extrêmement important pour la plupart des troupes établies à Québec, le métier d’assistance reste incompris et mystérieux autant pour la relève théâtrale que pour bien des artistes. En fait, les formations techniques, les conservatoires et les formations théâtrales universitaires ne font qu’effleurer le sujet en classe et toute information écrite ou même vidéo sur la pratique québécoise du métier est insuffisante. Ce mémoire se voue donc à documenter le rôle d’assistant metteur en scène par des entrevues avec des professionnels de Québec, des stages d’observation et des ressources bibliographiques portant sur des métiers similaires pratiqués aux États-Unis, en Angleterre et dans d’autres milieux artistiques comme le cinéma et la danse. Il en ressort que l’assistance est une fonction essentielle à toute production, un fort soutien à la création et un allié précieux pour chaque membre de l’équipe. Ce mémoire se consacre également à documenter la notation et ses multiples systèmes, tâche au coeur du travail de l’assistant et la seule reconnue universellement à Québec. L’objectif reste de se nourrir de plusieurs sources, de différentes méthodes pour offrir une boîte à outils complète aux futurs assistants et de nouveaux trucs aux plus érudits. Étant donné qu’il n’existe pas à ce jour de réelle formation sur le métier, ce mémoire s'efforce d'être un guide sur les fondements de l'assistance et avance des pistes de réflexion pour améliorer la pratique. En ce sens, cette recherche a aussi mis au point une première esquisse d’outil de notation dramaturgique pouvant aider la notation de tout projet et faciliter la communication avec chaque département de la création. L'outil a été conçu et expérimenté selon les besoins de la création Dreamland de Théâtre Rude Ingénierie, un spectacle complexe pour la notation. / In most large-scale theatre productions from Quebec, the assistant director is always present and manages all the logistics of the rehearsals while offering constant support to the members of the team. Although this role is extremely important for most established theatre company in Quebec, the profession of assistance remains misunderstood and mysterious for the theatrical succession and for many artists. In fact, technical training, conservatories and university theatrical formations only scratch the surface of the subject in the classroom, and any written or even video information on Quebec's professional practice is insufficient. This dissertation is dedicated to documenting the profession through interviews with professional assistants in Quebec, internship observation and bibliographical references on similar trades practiced in the United States, England and other artistic community such as cinema and dance. It turns out that the assistant director is an essential job for any production, a strong support for creation and a valuable ally for each member of the team. This thesis is also devoted to documenting the notation and its various systems, a task at the heart of the assistant's work and the only one universally recognized in Quebec. The goal is to feed from different sources, different methods to offer a complete toolbox to future assistants and new tips to the most experienced. Since there is currently no real training on the job, this dissertation aims to be a guide to understand the foundations of the profession, and to put forward some ideas for improving the practice. To that extent, this research has also devoted itself to the development of a first draft of a dramaturgical notation tool that can help the blocking of any project and facilitate communication with each sector of the creation. This tool was designed and tested according to the very complex needs of Dreamland, creation of Théâtre Rude Ingénierie.

Québec : L'Unité de microscopie, Le Service de l'audiovisuel, Section photographie, Université Laval, 1978. 1 bobine; 16 mm.

Syftet med studien är att lyfta variationen i sätt fenomenet kemi, uppfattas och erfars av barn i förskolan vid olika undervisningstillfällen samt hur dessa uppfattningar kan bidra till hur kemi som lärandeobjekt kan utvecklas. Studien som genomförts tar inspiration i från fenomenografin samt variationsteorin där bland annat begreppen lärandeobjekt och urskiljning valdes ut för att skapa en djupare förståelse för barns beskrivningar. Den metod som valdes till studien var en semistrukturerad intervju och i studien deltog sammanlagt fem barn i blandade åldrar som fick delta i experimentet under introduktionstillfällen och uppföljningstillfälle. Under experimentets gång fanns vi studenter med och aktivt ställde frågor för att uppnå resultat på våra frågeställningar. Studiens resultat visar att de yngre barnen använder analogier för att beskriva experimentet medan de äldre barnen i större utsträckning använder direkta beskrivningar. Vidare visar studiens resultat att inga större förändringar har skett i barnens beskrivningar mellan introduktionstillfällena och uppföljningstillfället, dock kunde vi, studenter, se att barnen uppmärksammade begrepp som vi, studenter, lyfte under introduktionstillfällena som de sedan i sin tur själva lyfte under uppföljningstillfället. Slutligen kan vi, studenter, inte dra en generell slutsats om barns beskrivningar om kemiska reaktioner på grund av litet urval, dock kan studien visa mönster att de äldre barnen som medverkade i studien i större utsträckning använde sig av direkta beskrivningar medan de yngre barnen mestadels använde sig av analogier. Dock visade studiens resultat att både de yngre och äldre barnen urskilde egenskaper i experimentet kopplat till tidigare erfarenheter. / The purpose of the study is to highlight the variation in ways the phenomenon of chemistry is perceived and experienced by children in preschool at different teaching times and how these perceptions can contribute to how chemistry as a learning object can be developed. The study that has been carried out takes inspiration from phenomenography and variation theory where the concepts of learning objects and discernment were chosen to create a deeper understanding of children's descriptions. The method chosen for the study was a semi-structured interview and a total of five children of mixed ages participated in the study, in both introduction session and follow-up session. During the experiment, we, students, were involved and actively asked questions to achieve results on our questions. The result of the study shows that the younger children use analogies to describe the experiment, while the older children to a greater extent use direct descriptions. Furthermore, the result of the study shows that no major changes has taken place in the children's descriptions between the introduction sessions and the follow-up session, however, we, students, observed that the children paid attention to concepts that we, students, raised during the introduction sessions, which they used themselves during the follow-up session. At last, we, students, cannot draw a general conclusion about children's descriptions of chemical reactions due to a small selection, however, the study can show patterns that the older children who participated in the study to a greater extent used direct descriptions while the younger children mostly used analogies. However, the results of the study showed that both the younger and older children distinguished characteristics in the experiment linked to previous experiences.

The purposes of this study are (1) to make a comparison of the stipulated, assigned, and acquired duties of the head football coaches of Class AA high schools within a radius of 115 miles of Grand Prairie, Texas; and (2) to make a comparison of the stipulated, assigned, and acquired duties of the assistant football coaches of Class AA high schools within a radius of 115 miles of Grand Prairie, Texas.