The aim of this thesis has been to provide the reader with an intuitive insight into the mechanisms of the Coriolis effect. Apart from thoroughly describing the phenomenon, the essay attempts to eliminate as many myths prevailing around the Coriolis effect as possible. To get there, only a few mathematical derivations and calculations have been presented – the focus has been on a pure conceptual level. Furthermore, delusive textbook explanations have been examined and discussed in case studies. In the conclusion, the goal is reached by summarising the sought intuitive description of the Coriolis effect into one single sentence.

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Les différents changements politiques, économiques, sociaux et technologiques poussent les organisations à se développer constamment. Elles font face à des environnements ayant tendance à être de plus en plus exigeants et instables ; d’un côté la globalisation qui déplace toutes les frontières et d’un autre l’envahissement des nouvelles technologies d’information et de communication dans toutes les fonctions de l’entreprise. De nos jours, des personnes issues de cultures différentes peuvent être amenées à travailler au sein d’une même entreprise. Ceci peut toutefois créer des incompréhensions entre les parties concernées. Ces rivalités ne concernent pas simplement les malentendus linguistiques mais vont au-delà de ceux-ci. En effet, la compréhension, l’interprétation, la manière d’agir et de penser de chacun, va dépendre essentiellement de sa propre culture. C’est justement ce qui a suscité notre intérêt et nous a poussée à approfondir ce sujet pour mieux comprendre le phénomène de l’interculturel en milieu organisationnel et déduire les difficultés rencontrées lors d’une interaction dans une telle situation. Et afin de pouvoir proposer ou mettre en place une stratégie valable dans un contexte interculturel, nous avons choisi, comme terrain de recherche, plusieurs organisations implantées au Maroc et opérant dans différents secteurs d’activité. Ainsi, il est question de déterminer en quoi consistent les problèmes liés à la communication dans un contexte interculturel du point de vue des deux groupes de collaborateurs à savoir les autochtones et les étrangers, notamment les français, collaborant au sein d’une même organisation. C’est donc notre curiosité d’apprendre davantage sur l’interculturalité en entreprise qui nous encourage à accomplir cette recherche. / The various political, economic, social and technological changes are pushing organizations to extend constantly there activities. They face environments that tend to be increasingly demanding and unstable ; On the one hand, the globalization that shifts all borders and on the other the invasion of new information and communication technologies in all the functions of the company.Nowadays people from different cultures can be brought to work together within the same company. However, this may create misunderstandings between the concerned persons. These rivalries do not simply concern linguistic misunderstandings, but go beyond them. Indeed, the understanding, the interpretation, the way of acting and the thinking of each one, will depend essentially on its own culture. This is what has aroused our interest and has pushed us to deepen this subject to better understand the phenomenon of intercultural communication in an organizational environment and to deduce the difficulties encountered during an interaction in such a situation. And in order to propose or develop a strategy that might be available in an intercultural context, we have selected several organizations based in Morocco operating in different activities area. Thus, the purpose of our research is to determinate what are the problems related to communication in an intercultural context from the point of view of the two groups of collaborators, namely moroccan people and the foreigners, in particular the French ones, collaborating within the same organization.It is therefore our curiosity to learn more about interculturality in companies that encourages us to carry out this research.

Nous essayons de comprendre, dans un objectif à visée technologique, comment la créativité jaillit du jeu suite aux modifications des intervalles entre les joueurs de football reflétant ainsi des espaces nouveaux d’aires de jeu. L’approche sémio-constructiviste de l’activité motrice au football mobilise plusieurs concepts théoriques notamment celui du type cognitif. Notre méthode d’investigation est basée sur une étude qualitative des entretiens avec des entraineurs experts, permettant ensuite d’élaborer notre outil de mesure. Ceci nous a permis d’analyser plusieurs paramètres liés à l’espace et au temps à l’aide d’un logiciel qui enregistre tous les mouvements des joueurs et du ballon, puis, de faire ressortir les principales données tactiques et athlétiques des joueurs. Nous soulignons que la création des intervalles pendant un match de football est révélatrice de la qualité de jeu d’une équipe. Les résultats obtenus nous amènent à proposer des pistes afin d’orienter l’entrainement vers le positionnement d’un référentiel commun et d’individualiser le travail technique ou athlétique. / We seek to understand, with an objective having a technological intent, how creativity emerges from play following changes in the intervals between football players, thus reflecting new spaces as play areas. The semioconstructivist approach to motor activity in football mobilizes several theoretical concepts, in particular that of cognitive type. Our method of investigation is based on a qualitative study of interviews with expert trainers, which then enables us to devise our measurement tool. This has permitted us to analyse several parameters associated with space and time using software that records all the movements of players and the ball, and then to bring out the principal tactical and athletic data about the players. We stress that the creation of intervals during a football match says a lot about the quality of a team's play. The results obtained lead us to suggest some lines of advance for focusing training on setting up a common frame of reference, while tailoring technical and athletic work to individual needs.

Accompanied DVD with printed record / In this dissertation, I explore music styles from Tshianzwane village in HaMakuya, in the Limpopo Province of South Africa, particularly malende, tshigombela, and children‘s songs. I consider the music styles as embedded in their extra-musical physical structure and abstractions; social rituals; frame of reference; forms of habitus; social order; cultural capital; social meanings, behaviour, power hierarchy, status, space, agency, institutions; formal-informal education and means; symbols; musical instruments; dance; religion; ancestor worship; traditional health practice; norms and values; mentorship and rites of passage. I further explore how and why music performers and other cultural patterns at Tshianzwane interpenetrate with each other and their living space through social roles; demonstration-imitation learning method; enculturation; dialectics of normative-interpretive, embodiment-hexis or cues, internalizationexternalization, surface-deep structure, conscious-unconscious level, qualitativequantitative understanding of music styles and genres and local-foreign context; means of communication; reinterpretation and redefinition of concepts. In conclusion, I consider how people and cultural patterns at Tshianzwane, through interpenetration, form progressing and changing social web; social connections; attachments; trance; state of flux in cultural patterns; synthesis of cultural patterns; embedded contexts; shared culture and resultant cultural patterns. Since cultural patterns, as a result of interpenetration, reflect each other, I point out the challenges in socio-spatial mapping of forms of habitus and cultural patterns. In my dissertation, I use John Blacking‘s work as my primary theoretical framework. Furthermore, I use Pierre Bourdieu‘s theoretical framework, and Hugh Tracey‘s and David Dargie‘s audio CDs on African tribal music to enrich my theoretical ground. I collected my field data at Tshianzwane in collaboration with Joseph Morake and Ignatia Madalane (students), Dr Susan Harrop-Allin (supervisor), Samson Netshifhefhe, Obert Ramashia, Paul Munyai and Musiwalo (informants). / M. Mus. / Art History, Visual Arts and Musicology

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For effective Human-Robot Interactions, robots have to achieve the same level of understanding as humans in every aspect. Humans are highly versatile, able to switch between frames of reference and consider multiple perspectives efficiently. Additionally, humans help and care for each other in the hope of contributing to a better society. When we talk about interacting with robots, the uncertainty around how to collaborate with them has become an emerging topic in the past few years. To bring social robots into humans’ lives, researchers need to understand the conditions and implications of robots’ actions on human responses and perceptions of robots. This project aims at understanding the link between a robot taking a human’s perspective and the human’s exhibition of prosocial behaviour toward the robot. To test our hypotheses, we have designed an activity where the participant picks an object from an array of objects in front of them, after listening to the robot’s descriptions of that object. Divided into three between-subject conditions, the robot took different perspectives to address the objects in each condition. After completing the tasks, participants could either help the robot collect speech data or move on with filling the final questionnaire and finishing the experiment. Our findings show that the participants were significantly more likely to help the robot when the robot took their perspective (human-centred) compared to both the control condition (object-centred) and when the robot did not take their perspective (robot-centred). Additionally, the results show that when the robot’s descriptions of an object were ambiguous, in the first instruction, 96% of the participants perceived the robot’s first instruction using an egocentric perspective. However, when the robot made such ambiguous instructions again later, participants perceived the instructions based on the mental model developed about the robot for that condition. / Robotar måste, i alla avseenden, uppnå samma nivå av förståelse som människor, i syfte till att skapa ett effektivt samspel. Människor är versatila, kan växla mellan olika referensramar och beakta flera perspektiv på ett effektivt sätt. Dessutom hjälper dem och även tar hand om varandra i hopp om att bidra till ett bättre samhälle. När man talar om att interagera med robotar har osäkerheten kring samarbetet blivit ett framväxande ämne under de senaste åren. För att få in sociala robotar i människors liv måste forskarna förstå förutsättningar för och konsekvenser av robotars handlingar gentemot människors reaktioner och uppfattningar om dem. Detta projekt syftar därför till att förstå kopplingen mellan en robot som intar en människas perspektiv samt människans uppvisande av prosocialt beteende gentemot roboten. För att testa hypotesen har en aktivitet designats där en robot ger instruktioner till en deltagare att välja ett visst föremål som den beskriver, utifrån en rad med olika objekt. Med tanke på att deltagarna endast tilldelas ett villkor av tre möjliga, tog roboten olika perspektiv för att adressera objektet i varje betingelse. Efter den slutförda uppgiften kunde deltagarna antingen hjälpa roboten att samla in tal-data eller gå vidare med att fylla i ett sista frågeformulär och avsluta experimentet. Resultatet visar på att deltagarna var mer benägna att hjälpa roboten när den tog deras perspektiv (människokoncentrerad) i jämförelse med både kontrollvillkoren (objektcentrerad) och när roboten inte tog deras perspektiv (robotcentrerad). Dessutom visar även resultatet att robotens beskrivning av ett objekt var tvetydliga. I den första instruktionen upplevde 96% av deltagarna att robotens instruktion hade ett egocentriskt perspektiv. När roboten gjorde ytterligare sådana tvetydliga instruktioner, När roboten gjorde ytterligare sådana tvetydliga instruktioner, uppfattades instruktionerna däremot utifrån den mentala modellen som utvecklades om roboten för just det villkoret.

Afrikaans text / Met hierdie studie is beoog om leerders se persepsies van skool vas te stel en om riglyne vir ouers daar te stel om leerders met negatiewe persepsies van skool te hanteer. Daar is beoog om hierdie riglyne deur middel van praktiese modelle en werksvelle te implementeer sodat ouers begrip vir kinders se persepsies kan verkry en dat konflik opgelos kan word deur middel van positiewe kommunikasie. In die literatuurstudie word ondersoek ingestel na persepsievorming en die oorsake vir die vorming van negatiewe persepsies van skool. ‘n Persepsie word gevorm deurdat betekenis aan ‘n ervaring, op grond van die persoon se verwysingsraamwerk gegee word. Interne- sowel as eksterne faktore speel ‘n rol wanneer persepsies gevorm word. Eksterne faktore behels die verhouding met rolspelers soos: die ouers, die skool en onderwysers, die portuurgroep en die leerder se verhouding met homself. Interne faktore wat in hierdie studie ondersoek is, behels: lokus van kontrole, motivering, emosionele probleme, kognitiewe probleme en gedragsprobleme.Die navorsingsprobleem is verken met behulp van ‘n loodsondersoek as ‘n voortoets en diagnostiese vraelys wat deur die navorsingsgroep van 50 leerders voltooi is. Onderhoude is met vyf leerders gevoer oor hulle ervaringe en behoeftes met betrekking tot hulle persepsies van skool. Bevindinge dui aan dat ongeveer ‘n vyfde van die skool se leerders oor ‘n negatiewe persepsie van skool beskik. In die vraelys is leerders se persepsies ten opsigte van verskeie rolspelers vasgestel. Daar bestaan behoefte by leerders dat ouers betrokke en ondersteunend sal wees en dat ouers begrip vir hulle persepsies sal toon. Deur middel van praktiese diagramme en werksvelle is begrip en positiewe kommunikasie tussen ouer en kind bewerkstellig. In Hoofstuk 6 word praktiese riglyne aan ouers gegee oor hoe om sy kind, met ‘n negatiewe persepsie van skool, te hanteer. Op hierdie wyse is gepoog dat leerders positiewe ervaringe sal geniet; ‘n positiewe verwysingsraamwerk sal vorm en sodoende positiewe persepsies van skool sal vorm. ‘n Bydrae is ten opsigte van ouerleiding gelewer. Ouers word toegerus om ‘n kind met negatiewe persepsies van skool met begrip te hanteer. / The aim of this study was to determine learners’ perceptions of school and to provide guidelines for parents to deal with negative perceptions of school. These guidelines were implemented using practical models as well as work sheets. These were specifically aimed at enhancing parents’ understanding of the negative perceptions and resolving conflict through positive communication. In the literary study, the constitution of perceptions as well as the causes of the constitution of negative perceptions was investigated. A perception is established when a person gives meaning to an experience based on that person’s frame of reference. Internal and external factors play a part when perceptions are constituted. External factors in this study entail the relationship with parents, school and teachers, peer group and the learner's relationship with himself. Internal factors referred to in this study are locus of control, motivation, emotional problems, cognitive problems and behavioural problems. vii The research problem was explored using a pilot investigation as pre-test. A diagnostic questionnaire was also completed by 50 learners. Five learners were interviewed about their experiences and needs specifically in relation to their perceptions of school. Findings show that approximately one fifth of the learners of the school have negative perceptions of school. In the questionnaire, the learners’ perceptions with respect to a variety of role players were determined. There is a definite need for parents to be involved and supportive. Learners also need them to show understanding for their perceptions. Positive communication and understanding between parents and learners were established through practical diagrams and work sheets. In Chapter 6 practical guidelines are given to equip parents to understand how to handle the child with negative perceptions. The aim of this was to encourage learners to enjoy positive experiences, to form a positive frame of reference and therefore develop positive perceptions of school. A contribution towards parental guidance was made. Parents are left equipped to deal with a child with negative perceptions of school. / Educational Studies / D. Ed. (Sielkundige Opvoedkunde)

Darbe atliekamas Lietuvos Respublikos civilinio kodekso (CK) ir Europoje vyraujančių deliktų teisės vienodinimo tendencijų – Europos deliktų teisės principų (PETL) ir Bendros principų sistemos projekto (DCFR) civilinės deliktinės atsakomybės sąlygų palyginimas, siekiant skirti ir įvertinti jų atitiktį dabartiniame Europos deliktų teisės harmonizavimo ir unifikavimo etape. Atliekant tyrimą apibendrinamos pagrindinės Vakarų Europos deliktų teisės tradicijos, pateikiama bendra PETL, DCFR ir Lietuvos deliktų teisės sistemos charakteristika. Daromos išvados, kad PETL ir DCFR grindžiamos generalinio delikto principu. Juose skiriamos ir detaliai konkretizuojamos visos, būdingos ir Lietuvos deliktų teisės sistemai, sąlygos, kurioms esant gali būti taikoma civilinė deliktinė atsakomybė – žala, kaltė ir priežastinis ryšys. Konstatuojamas esminis CK skirtumas nuo PETL ir DCFR nuostatų, apibrėžiant trečiųjų asmenų, turinčių teisę į neturtinės žalos atlyginimą, ratą. CK trečiųjų asmenų teisė į neturtinės žalos atlyginimą įtvirtinta tik nukentėjusiojo gyvybės atėmimo atveju. PETL ir DCFR tokią trečiųjų asmenų teisę numato ir nukentėjusiojo sveikatos sužalojimo atvejais. Kaltė pagal PETL ir DCFR nuostatas gali turėti ir tyčios formą. Pabrėžiama, jog tokia nuostata prieštarauja CK. Vertinant priežastinio ryšio sąlygą daroma išvada, jog CK įtvirtinta jos samprata neprieštarauja PETL ir DCFR nuostatoms. / Work carried out the Civil Code of the Republic of Lithuania (CC) and Europe prevailing trends in the convergence of tort law – the Principles of European Tort Law (PETL) and the Draft Common Frame of Reference (DCFR) civil tort liability in terms of comparison in order to allocate and assess their compliance with current European tort law harmonization and unification stage. The study summarizes the main Western European tradition of tort law, the general PETL, DCFR and Lithuanian tort law system performance. Conclude that PETL and DCFR based on the general tort principle. They are awarded and all the details down specific characteristic of the Lithuanian tort law system and the conditions, under which may be subject the civil tort liability – damage, fault and causation. Finding the essential difference between CC and the PETL, DCFR provisions under definition the circle of third parties, who are entitle to non-pecuniary damages. The right of the third parties by CC consolidated only the victim’s death. PETL and DCFR provide the third party under victim’s death and personal injury cases. Fault by PETL and DCFR provisions could have the form of intentional. Emphasized that such a provision is contrary to CC. Assessing the condition of causality, it is concluded, that the CC provides its conception in compliance with the PETL and DCFR provisions.

<p>The present work is concerned with projective prepositions, which express the relation between two objects by referring to a direction in three-dimensional space. The projective prepositions have been regarded as expressing simple schematic relations of a geometric nature. A theory of the apprehension of projective relations can account for their meanings when they express strictly geometric relations. However, many studies have shown that the appropriateness of the prepositions also depends on the functional relation between the objects and that a number of functional factors influence the comprehension of English prepositions. This experimental study investigates if the acceptability of the Swedish prepositions över, under, ovanför and nedanför are influenced by functional factors as well, and whether acceptability judgments about över and under are more sensitive to functional influences than judgments about ovanför and nedanför, as has been shown for the corresponding English prepositions over and under, and above and below, respectively. It also investigates how the shapes and the parts of the related objects influence their functional interaction, and how the acceptability of the prepositions is in consequence influenced by the shapes of the objects. It was found that the theory of apprehension can indeed account for the acceptability of the prepositions when the relation between the objects is strictly geometric. It was further found that acceptability judgments about them are influenced by functional factors in a similar manner to the corresponding English prepositions when the objects are functionally related, although judgments about under and nedanför are not differentially influenced by these factors. Furthermore, the shapes and the parts of both of the related objects influence acceptability judgments about the prepositions in predictable manners. An extension of the theory of apprehension is suggested which can account for the functional influences indicated in the present study.</p>