This project is a simulation of the redesign of Växjö Lakers ice hockey club brand identity. A conversation about Co-branding and participatory design to include fans and people in general to take part in designing the brand identity of the club they support. My role as designer is to test, examine and analyse to come up with design methods and tools (Create your own logo website) that will enable fans and everyone to design their own version of the Växjö Lakers identity. In order to connect and create a bridge between club and fans that are willing to take part in such project, this will result of creating designs that would be more relevant to the image of the club that fans imagined.

Notre thèse s’intéresse à l’apprentissage de la lecture dans un contexte et avec un public particulier : des enfants anglophones scolarisés en école d’immersion française aux Etats-Unis (Minnesota). Ces enfants apprennent à lire en français langue étrangère à l’école alors qu’il incombe aux familles de les exposer à l’écrit de leur langue maternelle anglaise.Afin d’étudier comment s’effectuent ces apprentissages (en L1 et en L2) nous avons mené une étude longitudinale auprès de quatre enfants de 7,1 ans (âge moyen). Notre cadre théorique s’inscrit à la croisée de la linguistique, la psycholinguistique, la psychologie cognitive et la pédagogie. Notre démarche suit celle proposée par les recherches orientées en didactique cognitive.D’une part, les enregistrements des performances dans une tâche de lecture à voix haute de courts textes narratifs anglais /vs/ français nous permettent d’évaluer la prononciation, la réalisation de mots connus/inconnus, la fluence. D’autre part, des questions simples posées après la lecture nous renseignent sur le degré de compréhension. Enfin, l’environnement familial est pris en compte par le biais d’un questionnaire administré aux parents durant toute l’étude. Nos hypothèses concernent les apprentissages dans chacune des deux langues, les influences d’une langue sur l’autre et le transfert de compétence dans le décodage des graphèmes en phonèmes. / Our thesis focuses on learning how to read by a particular group of children in a particular setting: Anglophone children enrolled in a French immersion school in the United States (Minnesota). These children learn how to read in French as a foreign language at school while their families are responsible for exposing their children to written material in their mother tongue: English.In order to study how learning how to read occurs (in L1 and in L2), we carried out a longitudinal study among four children who were 7,1 years old (mean age). Our theoretical framework lies at a crossroads of linguistics, psycholinguistics, cognitive psychology and pedagogy. Our reasoning follows the kind of research that has been carried out in cognitive didactics On one hand, we recorded the children while they were reading aloud short narratives both in French and in English. These recordings enabled us to assess the children’s pronunciation, their performance in reading known and unknown words and their fluency. On the other hand, simple questions, asked after reading, give us information about how well the children understood what they had just read. Finally, the family background is taken into account through a questionnaire that was filled in by the parents throughout the study. Our hypotheses concern learning in each of the language, the influences of one language on the other and the transfer of skills regarding decoding graphemes into phonemes.

Ce travail de recherche interlangue arabe-français s’inscrit à la croisée de la psycholinguistique, la psychologie cognitive etla didactique. Il se déroule au Maroc (Agadir) pays polyglossique. Notre étude s’attache à déterminer dans quelle mesure etavec quelle importance, l’apprentissage de la lecture en français (L2) intervient dans le développement de la perception etde la prononciation de cette même langue. Nous supposons que les connaissances orthographiques et phonologiques,acquises par le biais de la lecture, permettraient de rendre plus saillantes certaines représentations phonologiques de lalangue cible. Nous étudions cette hypothèse en nous appuyant sur l’acquisition des phonèmes [e] et [y] du français sourcede difficultés pour le locuteur marocain. Nous avons mené une étude longitudinale sur une année scolaire avec des enfants arabophones marocains apprenant le français écrit au Maroc. Nous avons mis en place un protocole d’évaluation des compétences orales en français à partir de tâches de conscience phonologique, de perception, de prononciation et delecture. Un questionnaire a également été distribué aux parents afin de nous renseigner sur l’environnement linguistiquedes enfants testés. L’analyse des résultats indique que l’apprentissage de la lecture en L2 entraîne la consolidation desconversions graphophonologiques, ce qui permet aux enfants de disposer de catégories phonémiques mieux définies, et de mieux percevoir et prononcer des sons absents du système phonologique de leur langue première. / This research on French-Arabic interlanguage is at the junction of psycholinguistics , cognitive psychology and didactics . It takes place in a multilingual country, Morocco (Agadir). Our study seeks to establish to what extent learning to read in French (L2) impacts the development of perception and pronunciation of this language and how important this learning is. We assume indeed that spelling and phonological skills gained through reading, could make certain phonological representations of the target language more salient. We explore this hypothesis by resorting to the acquisition of two French phonemes [e] and [y] create difficulties for Moroccan speakers.In order to verify that mastering spelling-phonological correspondences contributes to improving the quality of the phonological system of this language , we carried out a longitudinal study during a school year with Arabic-speaking Moroccan children Learning written French in Morocco. We have established a protocol for assessing oral proficiency in Arabic and French based on phonological awareness tasks (validated speech therapy tests) and on perception and expression skills. We set up to a reading test to provide information on speed , reading correction and vocabulary maturity of the subject. A questionnaire was also distributed to parents to provide insights into the linguistic environment of tested children. Result analysis shows that learning how to read in L2 consolidates writing and phonological conversion , which would allow children to own better defined phoneme categories , and consequently to better perceive and pronounce sounds that are absent from their first language phonological system.

L'énergie est fondamentale pour maintenir le confort et façonne notre vie moderne. Avec la demande excédentaire en énergie, les systèmes de gestion de l’énergie résidentielle apparaissent avec le temps. Ils visent à réduire ou moduler la consommation d’énergie tout en maintenant un niveau de confort acceptable. Des systèmes efficaces de gestion de l'énergie domestique devraient intégrer une représentation comportementale d'un système domestique, y compris les habitants. Il établit des relations entre différentes variables environnementales et des phénomènes hétérogènes présents dans une maison. Par conséquent, ces systèmes sont complexes à construire et à comprendre pour les habitants. Pour cette raison, les concepteurs ont essayé d'automatiser autant que possible les systèmes de CVC, les éclairages ... afin de promouvoir le concept de "faire à la place". Cela était justifié car il était presque impossible d'impliquer les occupants et de créer une relation entre les occupants et les systèmes énergétiques. Ce concept crée différents problèmes car les occupants sont détachés du système énergétique et ne comprennent pas ses fonctionnalités ni son fonctionnement.Pour surmonter cette difficulté, ce travail met en avant le concept de "faire avec" en essayant d'impliquer l'occupant dans la boucle avec son système de gestion de l'énergie. C'est là que l'explication est nécessaire pour permettre aux occupants de découvrir les connaissances du système énergétique et de développer leur capacité à comprendre comment le système fonctionne et pourquoi il recommande différentes actions. L'explication est le moyen de découvrir de nouvelles connaissances et, par conséquent, d'impliquer les occupants. Pour les humains, l'explication joue un rôle important dans la vie. C'est l'un des principaux outils d'apprentissage et de compréhension. Il est même utilisé dans la communication et les aspects sociaux. Les gens ont tendance à l'utiliser en plus d'apprendre à montrer leurs connaissances sur un sujet pour gagner la confiance des autres ou pour clarifier une situation. Mais générer des explications n’est pas une tâche facile. C'est l'un des problèmes scientifiques récurrents de plusieurs décennies. Les explications ont de nombreuses formes, types et niveaux de clarté. Cette étude se concentre sur les explications causales. Comme il s’agit de la forme d’explication la plus intuitive à comprendre par les occupants, elle est conçue pour transférer les connaissances issues de systèmes complexes tels que les modèles énergétiques. Le défi scientifique est de savoir comment construire des explications de causalité pour les habitants à partir d’un flux de données de capteurs observées. / Energy is fundamental to maintain comfort and it shapes our modern life. With the excess demand for energy, home energy management systems are appearing with time. They aim at reducing or modulating energy consumption while keeping an acceptable level of comfort. Efficient home energy management systems should embed a behavioral representation of a home system, including inhabitants. It establishes relationships between different environmental variables and heterogeneous phenomena present in a home. Therefore, those systems are complex to build and to understand for inhabitants. For this reason, the designers did try to automatize as much as possible the HVAC systems, the lightings ... so they promoted the concept of “doing instead”. This was justified as it was nearly impossible to implicate occupants and to create a relation between occupants and energy systems. This concept does create different problems as occupants are detached from the energy system and they don’t understand its functionality nor how it is working.To overcome this difficulty this work promotes the concept of “doing with” as it tries to implicate the occupant in the loop with their energy management system. This is where the explanation is needed to allow occupants to discover the knowledge in the energy system and to develop their capacity of understanding how the system is working and why it is recommending different actions. The explanation is the way to discover new knowledge and consequently, to involve occupants. For humans, explanation plays an important role in life. It is one of the main tools for learning and understanding. It is even used in communication and social aspects. People tend to use it besides learning to show their knowledge about a subject to gain the confidence of others or to clarify a situation. But generating explanations is not an easy task. It is one of the ongoing scientific problems from several decades. Explanations have numerous forms, types, and level of clearness. This study is focusing on the causal explanations. As it is the most intuitive form of explanation to be understood by occupants and is adapted to transfer the knowledge from complex systems like energy models. The scientific challenge is how to construct causal explanations for the inhabitants from a flow of observed sensor data.

Made available in DSpace on 2016-04-27T14:31:56Z (GMT). No. of bitstreams: 1 Yara Pires Goncalves.pdf: 1951801 bytes, checksum: 12393b5e513ce3a32c4987e1abb75c32 (MD5) Previous issue date: 2006-03-02 / The current thesis, according to the research line on Education: Curriculum and Assessment, aims to realize how social assistants, performing teaching, could build up their know-how to teach, considering that there is a great number of different professionals who carry out teaching without the proper qualification at colleges. This situation could interfere in the results of the students learning, producing a belowexpectancy performance as far as the educational field is concerned. This study has contextualized the teaching knowledge on the school syllabus in relation to the teaching practice. It has considered the implications of the curriculum thought in the twenty-first century, the social function of professors in the educational process, and their professional and epistemological identity as well. Actually, its theoretical basis has been especially supported by the freirean thought. In addition, it has studied the know-how to teach in its several dimensions, such as: contextual, human, logical, ideological, ethical and pedagogical, trying to comprehend this know-how in its complexity and multidimensional nature. This study has used the research methodology, in perspective of the analytical-descriptive qualitative approach, as well as the procedure for documental analysis, social-demographic form, semi-structured individual interview and focus group. It has followed eight social assistants, performing teaching at a private college, in a Social Service Course, as a target-public. The result of the research has pointed out the tendency to build up the know-how to teach within the teaching practice, from contextual and documental references, which provide the bases for both the profession of social assistant itself and the pedagogical plans of the institution, site of the research. Furthermore, it has revealed that the know-how to teach assumes the profession s knowledge. This is an individual and collective continuous process, carried out by means of dialogues and interaction, in situations of reflection on teachinglearning, made feasible within discussion groups, by the exchange of ideas among the individuals involved. It is always being re-invented and re-meant by professors, supported by the course coordinator and the pedagogical coordination, within new contexts, emergent from the institution or from the professors and / or the students, emphasizing the contents nature and values as defining factors of that know-how. The process of learning how to teach by social assistants, under those conditions, accomplishes its aim through awareness, and also implies commitment to social transformation and to human beings humanization / A presente tese, articulada com a linha de pesquisa em Educação: Currículo e Avaliação, tem como objetivo compreender como assistentes sociais, no exercício da docência, constroem o seu saber ensinar, considerando que temos, no ensino superior, um grande número de diferentes profissionais, exercendo a docência sem a devida qualificação. Esta situação pode interferir nos resultados da aprendizagem do aluno, provocando resultados aquém dos desejados, no âmbito educacional. Este estudo contextualiza o saber docente no currículo escolar em sua relação com a prática docente. Considera as implicações do pensamento curricular, no século XXI, a função social do docente na educação e a sua identidade profissional e epistemológica. Fundamenta-se teoricamente, em especial, no pensamento freireano. Estuda o saber ensinar em suas dimensões: contextual, humana, lógica, ideológica, ética e pedagógica, buscando apreendê-lo em sua complexidade e natureza muldidimensional. Utiliza-se de metodologia da pesquisa, na perspectiva da abordagem qualitativa analítico-descritiva, bem como de procedimentos de análise documental, ficha sócio-demográfica, entrevista individual semi-estruturada e grupo focal. Tem como público-alvo oito assistentes sociais, no exercício da docência, no ensino superior, em curso de Serviço Social de natureza privada. O resultado das pesquisas aponta para a tendência de construção do saber ensinar na prática da docência, a partir de referenciais contextuais e de documentos que embasam a profissão de assistente social e de planos pedagógicos da instituição, cenário da pesquisa. Revela que o saber ensinar supõe o saber da profissão. É um processo contínuo, individual e coletivo, realizado por meio do diálogo e da interação, em situações de reflexão sobre ensino-aprendizagem, viabilizadas em grupos de discussão e em troca de experiências entre os sujeitos envolvidos. É reinventado e re-significado pelos docentes, com o apoio do coordenador de curso e coordenação pedagógica, dentro de novos contextos emergentes, quer da instituição, quer dos professores e/ou alunos, ressaltando a natureza do conteúdo e os valores como definidores desse saber. O processo de aprendizagem do saber ensinar por assistentes sociais, nessas condições, se realiza pela conscientização e implica compromisso com a transformação social e com a humanização do ser humano

Studien är baserad på lärares, specialpedagogers samt projektledares uppfatt-ningar av arbetssätt och arbetsformers betydelse i ett matematikprojekt som bedrivs i åk 3. Syftet med detta arbete är att studera vilka arbetssätt och ar-betsformer som används i ett matematikprojekt för att utveckla elevers ma-tematiska förmåga med fokus på aritmetik, ur ett specialpedagogiskt perspek-tiv. En kvalitativ metod valdes där intervju i grupp, enskild intervju samt in-tervju via e-post med respondenter från tre målgrupper genomfördes. Ana-lysmodellen har konstruerats med begrepp från Adding it up (Kilpatrick, Swafford & Findell, 2001), KOM-projektet (Niss & Højgaard-Jensen, 2002) samt Visible learning (Hattie, 2009). Vårt resultat visar att lärares, specialpe-dagogers och projektledares uppfattning är att flera faktorer påverkar pro-jektets arbetssätt och arbetsformer där bristen av tid är en betydande faktor. Slutsatsen är att arbetssätt och arbetsformers betydelse är underordnad pro-jektets organisatoriska förutsättningar. / The study is based on the opinions of teachers, teachers for special education needs and the project manager’s about the significance of how to work me-thodically and the way work is organized in a mathematic project in year 3. The aim of this study is to identify how to work methodically and the way work can be organized in a mathematic project in order to develop the stu-dents’ mathematical ability, focusing the areas of arithmetic and from the perspective of special education needs. A qualitative method of investigation was chosen where information was gathered through a combination of inter-views, in groups, individually and via e-mail with representatives from each of the three groups of respondents. The analysis model has been constructed using concepts from the frameworks Adding it up (Kilpatrick, Swafford & Findell, 2001), KOM-projektet (Niss & Højgaard-Jensen, 2002) and Visible learning (Hattie, 2009). Our results show that teachers, teachers for special education needs and the project manager’s view is that several factors affect how to work methodically and the way work can be organized and the lack of time is a significant factor. The conclusion is that how to work methodically-and the way work can be organized are subordinate the project´s organiza-tional preconditions.

With various new alternatives of low-cost sensor devices, there is a strong demand for large scale wireless sensor networks (WSN). Energy efficiency in routing is crucial for achieving the desired levels of longevity in these networks. Existing routing algorithms that do not combine information on transmission energies on links, residual energies at nodes, and the identity of data itself, cannot reach network capacity. A proof-of-concept routing algorithm that combines data aggregation with the minimum-weight path routing is studied in this thesis work. This new algorithm can achieve much larger network lifetime when there is redundancy in messages to be carried by the network, a practical reality in sensor network applications.

Today, web sites are important communication channels that reach a wide group of people. Measuring the effectiveness of these web-sites has become a key issue for researchers as well as practitioners. However, there is no consensus on how to define web site effectiveness and which dimensions need to be used for the evaluation of these web sites. This problem is more noteworthy for information driven web sites like academic web sites. There is limited academic literature in this predominant application area. The existing studies measured the effectiveness of these academic web sites by taking into account their information architecture mostly using think-aloud methodology. However, there is limited study on web analytics tools which are capable of providing valuable information regarding the web site users such as their navigation behaviours and browser details. Although web analytics tools provide detailed and valuable information, the existing studies have utilized their very basic features. In this thesis, we have explored web analytic tools and think-aloud study method to improve information architecture of web sites. Taking METU Informatics Institute web site as a case study, we have used the reports of Google Analytics which is a commercial web analytics tool owned by Google and think-aloud study results to improve the information architecture of our case study web-site.

In conventional tracking algorithms the targets are usually considered as point source objects. However, in realistic scenarios the point source assumption is often not suitable and estimating the states of an object extension characterized by a collectively moving ballistic object group (cluster) becomes a very critical and relevant problem which has applications in the defense area. Recently, a Bayesian approach to extended object tracking using random matrices has been proposed. Within this approach, ellipsoidal object extensions are modeled by random matrices and treated as additional state variables to be estimated. In this work we propose to use a slightly modified version of this new approach that simultaneously estimates the ellipsoidal shape and the kinematics of a group of ballistic targets. Target group that is tracked consists of subsequent projectiles. We use JPDAF framework together with the new approach to emphasize the pros and cons of both approaches. The methods are demonstrated and evaluated in detail by making various simulations.

Les critiques littéraires, dans la dernière partie du 20ème siècle, ont tenté de définir la place occupée par le lecteur au sein de la création littéraire. Abordée sous différents angles (cognitif, culturel, psychanalytique, anthropologique, sociologique, linguistique, esthétique), l'activité du lecteur comme récepteur de l'œuvre est maintenant décrite avec finesse, maintes fois observée pour mieux cerner les conditions dans lesquelles s'organise cette réception. A la suite de ces travaux, la recherche en didactique interroge, elle aussi , la façon dont le lecteur en formation peut installer une relation intime à la littérature et acquérir une posture lui permettant d'entrer dans le jeu auquel le convie l'œuvre littéraire par essence pour s'approprier le texte littéraire, l'actualiser et tirer un bénéfice personnel de ses lectures.Nous pensons que ces postures de lecteurs, pour l'instant décrites à partir de modèles de lecteurs experts, peuvent aussi faire l'objet d'un enseignement simultané à celui d'une acquisition rigoureuse de l'apprentissage de la lecture. Pour répondre à cette problématique, la thèse a défini un cadre épistémologique qui s'appuie d'une part sur les modèles de théorisation du lecteur proposés par Michel Picard et Vincent Jouve, d'autre part sur les recherches en didactique de la littérature renouvelant son enseignement en prenant en compte le lecteur comme sujet. La dimension exploratoire de la recherche, qui compare deux modalités d'apprentissage, a permis de mettre en évidence- les différentes procédures que les élèves mettent en œuvre pour comprendre et investir les textes,- les représentations concernant la lecture qu'ils construisent en fonction des contextes d'apprentissage,- les conditions nécessaires à la mobilisation de leur subjectivité pour construire une lecture participative et/ou distanciée.La recherche aura permis, en outre, de proposer quelques hypothèses pour construire un début de modélisation des instances de lecture à l'œuvre chez l'apprenti lecteur. / In the last decades of the twentieth century, literary critics strove to define what place to give the reader amidst the process of literary creation. Scrutinized under different angles (cognitive, cultural, psychoanalytical, anthropological, sociological, linguistic, aesthetic), the activity of the reader as recipient of a given work has now been described with accuracy, observed again and again to better fathom the conditions in which this reception takes place. In the wake of these studies, didactic research also questions the way a reader in-training can set up an intimate relationship to literature and grow into a position which allows him/her to enter the game -to which a literary work quintessentially invites him/her- in order to assimilate the literary text, to actualize it and draw personal benefit from his/her readings.We believe the various reader positionings, so far described only from the models of expert readers, can also be taught, simultaneously with the rigorous acquisition of reading skills. To tackle this issue, this thesis has defined an epistemological framework based, on the one hand, upon Michel Picard and Vincent Jouve's models of theorization of the readership, and on the other hand, upon research in literature didactics which have renewed the way of teaching it by taking into account the reader as subject. The exploratory dimension of this research which compares two types of learning has permitted to find out-the different processes implemented by pupils to understand and invest the texts-the representations concerning reading that they build according to different learning situations-the conditions necessary to the mobilization of their subjectivity in building a participatory and/or distanciated reading.This research will also have permitted to suggest a few hypotheses aimed at building the bases of the modelization of the reading processes at work for the reader in-training.