Este estudo objetivou verificar o impacto e a persistência de um Programa de Intervenção Motora com enfoque no contexto Motivacional para a Maestria no cotidiano das crianças participantes. Foi avaliado o desempenho motor (habilidades motoras fundamentais), a descrição dos contextos familiar e escolar e as medidas antropométricas (IMC e circunferência abdominal). A amostra desta pesquisa foi composta por 40 crianças (20 do grupo controle e 20 do grupo interventivo) participantes do Programa realizado no ano de 2008, na Escola de Educação Física da UFRGS, e de uma Escola Estadual do município de Porto Alegre. Para as avaliações das crianças foram utilizados: (1) o Teste de Desenvolvimento Motor Grosso (TDMG) de (ULRICH, 2000), adaptado e validado para a população do RS (VALENTINI; VILLWOCK; BARBOSA; PICK; SPESSATO; BALBINOTTI, 2008) para avaliar o desempenho motor bem como a descrição do contexto familiar (questionário (BERLEZE, 2002) adaptado de (SERRANO; NETO, 1997) e do contexto escolar (entrevista semi-estruturada) para melhor discutir o desempenho motor e; (2) as medidas da circunferência abdominal e, peso e estatura para cálculo do IMC, para a análise antropométrica. As crianças foram avaliadas em 03 momentos distintos: pré e pós-intervenção e 18 meses após o termino da intervenção (período de manutenção). O Programa de Intervenção Motora foi desenvolvido em 28 semanas, implementando os pressupostos da estrutura TARGET à aprendizagem das habilidades motoras básicas. Os resultados demonstraram que: (1) no desempenho motor, as crianças do grupo interventivo apresentaram ganhos na pós-intervenção e permaneceram com estes durante o período de manutenção (55% na categoria “Média”) enquanto que as crianças do grupo controle permaneceram com o mesmo desempenho em todos os períodos avaliados (60% na categoria “Muito Pobre”); (2) na análise antropométrica, ambos os grupos apresentaram a maior parte de seus participantes na categoria “Eutrófico” (70% interventivo; 60% controle) da pré para a pós-intervenção e no período de manutenção; (3) as avaliações antropométricas de IMC (p=0,795) e circunferência abdominal (p=0,751) apresentaram-se com resultados não significantes no período de manutenção bem como na interação com o desempenho motor no mesmo período. Conclui-se que as experiências proporcionadas em um ambiente adequado com a implementação de climas motivacionais apropriados contribui para o aumento do nível de interesse e desempenho final nas habilidades adquiridas, revelando assim, o impacto positivo do Programa Interventivo, bem como, a manutenção em mudanças positivas nas variáveis analisadas. / This study aimed to verify the impact and persistence of an intervention program focusing on the Motor Motivational context of Mastery in everyday life of the participants. We assessed motor performance (fundamental movement skills), the description of the family and school contexts, and anthropometric measurements (BMI and waist circumference). The sample in this study comprised 40 children (20 in the control group and 20 of the interventional group) participating in the program conducted in 2008, the School of Physical Education at UFRGS, and a state school in the city of Porto Alegre. For assessments of children were used: (1) Test of Gross Motor Development (TGMD) of (Ulrich, 2000), adapted and validated for the population of RS (VALENTINI; VILLWOCK; BARBOSA; PICK; SPESSATO; BALBINOTTI, 2008) to evaluate motor performance and a description of the family context (questionnaire (BERLEZE, 2002) adapted from (SERRANO; NETO, 1997) and the school context (semi-structured interview) to discuss the best motor performance and (2) measurements of waist circumference and, weight and height for BMI calculation, for anthropometric analysis. The children were evaluated in 03 separate stages: pre-and post-intervention and 18 months after the end of intervention (maintenance period). The Motor Intervention Program was developed in 28 weeks, implementing the assumptions of the structure of TARGET learning basic motor skills. The results showed that: (1) in motor performance, the children of the interventional group showed gains in postintervention and remained with them during the maintenance (55% in category "Medium") while children in the control group remained the same performance in all evaluated periods (60% in category "Very Poor"), (2) anthropometric analysis, both groups showed a Most of the participants in the "eutrophic" (70% interventional and 60% control) from pre-to post-intervention and in the maintenance period, (3) anthropometric assessments of BMI (p = 0.795) and waist circumference (p = 0.751) were non-significant results in the maintenance period as well as interaction with the motor performance in the same period. We conclude that the experiences provided in a suitable environment with the implementation of appropriate motivational climate contributes to the increased level of interest and ultimate performance in the acquired skills, thus revealing the positive impact of the Intervening Program, as well as the maintenance of positive changes in the variables analyzed.

Social identity should not be considered anymore as a fixed and static image that defines individual or collective representations. It is embedded within a representational dynamic where biographical and social phases left their marks. This social imprint is partly made by the experience ingrained in the remembrance that gives all its experiential reality to identity. Action participates and reinforces this concreteness. It seems that the prescriptive nature of action reinforces its presence and therefore its effects. More precisely, these effects, which are inherent to action, possess a central power in the identity dynamic. Action is at the heart of subjectivity in the sense that it connects aspirations, representations, as well as the values of the individual and the sense of his own capacity. It involves the tight interweaving of affective and cognitive factors interacting into dynamic regulations and organizing more or less conflicting identity phases. We present in this article the effects of action on subjectivity. / La identidad social no puede ser considerada más como una imagen fijada y estática que determina las representaciones individuales y/o colectivas. Se inserta, más bien, dentro de una dinámica de representaciones que está marcada por fases biográficas y sociales. Esta impresión social está en parte construida por la experiencia personal impresa en los recuerdos, y transfiere una realidad experiencial a la identidad. La acción participa en esta concretización y también la refuerza: es así que el carácter normativo de la acción parece reforzar su propia manifestación y, por lo tanto, su efecto. Esos efectos tienen un poder central en la dinámica de la identidad. La acción se ubica en el centro de la subjetividad, pues pone en relación las aspiraciones, las representaciones y también los valores y el sentimiento de capacidad: la acción favorece una relación estrecha entre los factores afectivos y cognitivos. Esos factores actúan en conjunto elaborando regulaciones dinámicas y organizando fases de identidad más o menos conflictivas. Se presentan los efectos de la acción sobre la subjetividad.

Este estudo objetivou verificar o impacto e a persistência de um Programa de Intervenção Motora com enfoque no contexto Motivacional para a Maestria no cotidiano das crianças participantes. Foi avaliado o desempenho motor (habilidades motoras fundamentais), a descrição dos contextos familiar e escolar e as medidas antropométricas (IMC e circunferência abdominal). A amostra desta pesquisa foi composta por 40 crianças (20 do grupo controle e 20 do grupo interventivo) participantes do Programa realizado no ano de 2008, na Escola de Educação Física da UFRGS, e de uma Escola Estadual do município de Porto Alegre. Para as avaliações das crianças foram utilizados: (1) o Teste de Desenvolvimento Motor Grosso (TDMG) de (ULRICH, 2000), adaptado e validado para a população do RS (VALENTINI; VILLWOCK; BARBOSA; PICK; SPESSATO; BALBINOTTI, 2008) para avaliar o desempenho motor bem como a descrição do contexto familiar (questionário (BERLEZE, 2002) adaptado de (SERRANO; NETO, 1997) e do contexto escolar (entrevista semi-estruturada) para melhor discutir o desempenho motor e; (2) as medidas da circunferência abdominal e, peso e estatura para cálculo do IMC, para a análise antropométrica. As crianças foram avaliadas em 03 momentos distintos: pré e pós-intervenção e 18 meses após o termino da intervenção (período de manutenção). O Programa de Intervenção Motora foi desenvolvido em 28 semanas, implementando os pressupostos da estrutura TARGET à aprendizagem das habilidades motoras básicas. Os resultados demonstraram que: (1) no desempenho motor, as crianças do grupo interventivo apresentaram ganhos na pós-intervenção e permaneceram com estes durante o período de manutenção (55% na categoria “Média”) enquanto que as crianças do grupo controle permaneceram com o mesmo desempenho em todos os períodos avaliados (60% na categoria “Muito Pobre”); (2) na análise antropométrica, ambos os grupos apresentaram a maior parte de seus participantes na categoria “Eutrófico” (70% interventivo; 60% controle) da pré para a pós-intervenção e no período de manutenção; (3) as avaliações antropométricas de IMC (p=0,795) e circunferência abdominal (p=0,751) apresentaram-se com resultados não significantes no período de manutenção bem como na interação com o desempenho motor no mesmo período. Conclui-se que as experiências proporcionadas em um ambiente adequado com a implementação de climas motivacionais apropriados contribui para o aumento do nível de interesse e desempenho final nas habilidades adquiridas, revelando assim, o impacto positivo do Programa Interventivo, bem como, a manutenção em mudanças positivas nas variáveis analisadas. / This study aimed to verify the impact and persistence of an intervention program focusing on the Motor Motivational context of Mastery in everyday life of the participants. We assessed motor performance (fundamental movement skills), the description of the family and school contexts, and anthropometric measurements (BMI and waist circumference). The sample in this study comprised 40 children (20 in the control group and 20 of the interventional group) participating in the program conducted in 2008, the School of Physical Education at UFRGS, and a state school in the city of Porto Alegre. For assessments of children were used: (1) Test of Gross Motor Development (TGMD) of (Ulrich, 2000), adapted and validated for the population of RS (VALENTINI; VILLWOCK; BARBOSA; PICK; SPESSATO; BALBINOTTI, 2008) to evaluate motor performance and a description of the family context (questionnaire (BERLEZE, 2002) adapted from (SERRANO; NETO, 1997) and the school context (semi-structured interview) to discuss the best motor performance and (2) measurements of waist circumference and, weight and height for BMI calculation, for anthropometric analysis. The children were evaluated in 03 separate stages: pre-and post-intervention and 18 months after the end of intervention (maintenance period). The Motor Intervention Program was developed in 28 weeks, implementing the assumptions of the structure of TARGET learning basic motor skills. The results showed that: (1) in motor performance, the children of the interventional group showed gains in postintervention and remained with them during the maintenance (55% in category "Medium") while children in the control group remained the same performance in all evaluated periods (60% in category "Very Poor"), (2) anthropometric analysis, both groups showed a Most of the participants in the "eutrophic" (70% interventional and 60% control) from pre-to post-intervention and in the maintenance period, (3) anthropometric assessments of BMI (p = 0.795) and waist circumference (p = 0.751) were non-significant results in the maintenance period as well as interaction with the motor performance in the same period. We conclude that the experiences provided in a suitable environment with the implementation of appropriate motivational climate contributes to the increased level of interest and ultimate performance in the acquired skills, thus revealing the positive impact of the Intervening Program, as well as the maintenance of positive changes in the variables analyzed.

A presente tese analisa a maneira como a probabilidade influencia a formação da decisão sobre os fatos (contexto de descobrimento), bem como a motivação acerca dessas decisões (contexto justificativo). Mediante prévia análise da relevância da verdade no processo judicial, demonstra-se também que no terreno processual somente é possível falar em probabilidade, o que implica a ideia de um modelo probabilístico do juízo de fato, cujo núcleo é o módulo da escolha entre as alternativas possíveis. Portanto, são oferecidos critérios para a escolha das alternativas, os quais são denominados como diretrizes probatórias. De outro lado, a fim de que o convencimento do juiz a respeito dos fatos seja o mais racional possível, também é examinada a obrigatoriedade da motivação das decisões judiciais. Para tanto, é realizada abordagem à luz do Estado Constitucional e, ao final, demonstra-se que a probabilidade igualmente conforma o contexto justificativo, pois faz com que a motivação seja um discurso probatório racional. / This thesis examines how probability influences the fact-finding process (context of discovery) and the motivation about the trial of facts (context of justification). Considering the analysis of the relevance of truth in the judicial process, also in the procedural field only probability is taken into account, which implies the idea of a probabilistic model of factual judgment, whose core is the module of choice among the possible alternatives. Therefore, guidelines are offered for the choice of alternatives, which are called as evidentiary guidelines. On the other hand, in order to achieve the most rational conviction of the trier, mandatory legal motivation is also examined. The approach focuses on the Constitutional State and, in the end, is shown that the probability also conforms the context of justification, in order to make the legal motivation as a rational evidence speech.

Abstract Ubiquitous computing transforms physical environments into smart spaces, supporting users in an unobtrusive fashion. Such support requires sensing and interpreting the situation of the user, and providing the required functionality utilizing resources available. In other words, context acquisition, context modelling, and context reasoning are required. This thesis explores rule-based context reasoning from three perspectives: to implement the functionality of ubiquitous applications, to support the creation of ubiquitous applications, and to achieve self-adaptation. First, implementing functionality with reasoning is studied by comparing an application equipped with rule-based reasoning with an application providing similar functionality with hard coded application logic. The scalability of rule-based reasoning is studied with a large-scale student assistant scenario. Reasoning with constrained resources is explored with an application that performs reasoning partially on mobile devices. Finally, distributing a reasoning component that supports smart space interaction is explored with centralized, hybrid, and distributed architectures. Second, the creation of applications with rule-based reasoning is explored. In the first study, rules support building applications from available services and resources based on the instructions that users give via physical user interfaces. The second study supports developers, by proposing middleware that dynamically selects services and data based on the rules written by application developers. Third, self-adaptation is explored with a conceptual framework that adds self-introspective monitoring and control to smart space applications. This framework is verified with simulation and theoretical studies, and an application that fuses diverse data to provide fuel-efficient driving recommendations and adapts decision-making based on the driver’s progress and feedback. The thesis’ contributions include demonstrative cases on using rule-based reasoning from different perspectives, different scales, and with different architectures. Frameworks, a middleware, simulations, and prototypes provide the concrete contribution of the thesis. Generally, the thesis contributes to understanding how rule-based reasoning can be used in ubiquitous computing. The results presented can be used as guidelines for developers of ubiquitous applications. / Tiivistelmä Jokapaikan tietotekniikka muokkaa fyysisen ympäristömme älykkääksi tilaksi, joka tukee käyttäjää häntä häiritsemättä. Tuki toteutetaan asentamalla ympäristöön käyttäjää ja ympäristöä havainnoivia laitteita, tulkitsemalla kerätyn tiedon perusteella käyttäjän tilanne ja tarjoamalla tilanteeseen sopiva toiminnallisuus käyttäen saatavilla olevia resursseja. Toisin sanoen, älykkään tilan on kyettävä tunnistamaan ja mallintamaan toimintatilanne sekä päättelemään toimintatilanteen perusteella. Tässä työssä tutkitaan sääntöpohjaista päättelyä toimintatilanteen perusteella sovellusten toiminnallisuuden toteutuksen, kehittämisen tuen sekä mukautuvuuden näkökulmista. Sovellusten toiminnallisuuden toteuttamista päättelemällä tutkitaan vertaamalla sääntöpohjaisen päättelyn avulla toteutettua toiminnallisuutta vastaavaan suoraan sovellukseen ohjelmoituun toiminnallisuuteen. Sääntöpohjaisen päättelyn skaalautuvuutta arvioidaan laajamittaisessa opiskelija-assistenttiskenaariossa. Niukkojen resurssien vaikutusta päättelyyn arvioidaan päättelemällä osittain mobiililaitteessa. Älykkään tilan vuorovaikutusta tukevan päättelykomponentin hajauttamista tutkitaan keskitetyn, hybridi- ja hajautetun arkkitehtuurin avulla. Sovelluskehityksen tukemiseksi päättelyn säännöt muodostetaan saatavilla olevista palveluista ja resursseista käyttäjän fyysisen käyttöliittymän välityksellä antamien ohjeiden mukaisesti. Toisessa tapauksessa sovelluskehitystä tuetaan väliohjelmistolla, joka valitsee palvelut ja datan dynaamisesti sovelluskehittäjien luomien sääntöjen perusteella. Mukautuvuutta tutkitaan tilan hallintaan ja itsehavainnointiin liittyvän toiminnallisuuden lisäämiseen pystyvän käsitteellisen kehyksen avulla. Kehyksen toiminta varmennetaan simulointien sekä teoreettisten tarkastelujen avulla. Toteutettu useita datalähteitä yhdistävä sovellus antaa ajoneuvon kuljettajalle polttoaineen kulutuksen vähentämiseen liittyviä suosituksia sekä mukautuu kuljettajan ajotavan kehityksen ja palautteen perusteella. Työssä on osoitettu sääntöpohjaisen päättelyn toimivuus eri näkökulmista, eri skaalautuvuuden asteilla sekä eri arkkitehtuureissa. Työn konkreettisia tuloksia ovat kehykset, väliohjelmistot, simuloinnit sekä prototyypit. Laajemmassa mittakaavassa työ edesauttaa ymmärtämään sääntöpohjaisen päättelyn soveltamista ja työn tuloksia voidaankin käyttää suosituksina sovelluskehittäjille.

According to the Encoding Model, speakers communicate by encoding the propositions they want to communicate into sentences, in accordance with the conventions of a language L. By uttering a sentence that encodes p, the speaker says that p. Communication is successful only if the audience identifies the proposition that the speaker intends to communicate, which is achieved by decoding the uttered sentence in accordance with the conventions of L. A consequence of the Encoding Model has been the proliferation of underdetermination arguments, each of which concludes against some linguistic theory T, on the grounds that, were T true, audiences would be unable to know what was said by utterances of some particular linguistic form, and therefore unable to know what speakers intended to communicate by these utterance. The result, if we accept the conclusion of these arguments, is radical restriction of the domain of viable linguistic theory. This Thesis defends an alternative model according to which there need be nothing encoded in an uttered sentence – nothing that is said by its utterance – for the audience to retrieve. Rather, there are indefinitely many ways to interpret uttered sentences – indefinitely many routes to the propositions that speaker intend to communicate – which proceed through different interpretations of what is said.

Introduction. This present thesis focuses on occupational adaptation in the empirical context of vulnerable populations relative to ageing (Study II, III), disability (Study I, II) and poverty (Study IV) and in a theoretical context (V). Aim. The overall aim was to explore and describe occupational adaptation in diverse contexts with a focus on persons in vulnerable life situations. Methods. The thesis was conducted with a mixed design embracing quantitative and qualitative methods and a literature review. The data collection methods comprised questionnaires (Study I, II, III), individual interviews (Study II, IV), group interviews (Study III) and data base searches (Study V). Altogether 115 persons participated in the studies and 50 articles were included in the literature review. Qualitative content analysis was used to analyse the interviews (Study I, II, III, IV) and the literature review (Study V). Parametric and non-parametric statistics were applied when analysing the quantitative data (Study II, III). Results: Women in St Petersburg, Russia, who have had a minor stroke reported more dependence in everyday occupations than the stroke symptoms indicated and they overemphasized their disability and dysfunction. When the environmental press did not meet their competence, it caused negative adaptive behaviour (Study I). In home rehabilitation for older persons with disabilities, interventions based on the occupational adaptation model was compared with interventions based on well-tried professional experience. The results indicated that the use of the occupational adaptation model increased experienced health and the participants acquired adaptive strategies to manage every day occupations. (Study II). An occupation based health-promoting programme for older community dwelling persons was compared with a control group. The intervention group showed statistically significant improvement in general health variables as vitality and mental health, but there were no statistically significant differences between the groups. A qualitative evaluation, in the intervention group, showed that participation in meaningful, challenging occupations in different environments stimulated the occupational adaptation process (Study III). Occupational adaptation among vulnerable EU citizens begging in Sweden was explored by interviews. The results showed that the participants experienced several occupational challenges when begging abroad. The results show a variety of adaptive responses, but whether they are experienced as positive or negative is a matter of perspective and can only be determined by the participants themselves (Study IV). Finally, the results from a literature review (Study V) showed that research on occupational adaptation was mainly based on Schkade and Schultz’s and Kielhofner’s theoretical approaches. Occupational adaptation was also used without further explanation or theoretical argument (Study V). Conclusion: The surrounding context was shown to play an important role for the participants’ occupational adaptation. There were no general occupational challenges or adaptive responses to the various vulnerable life situations, but some common features in the participant groups’ adaptive responses were found. For example, if the environment put too great demand on the person and social support was lacking, there was a risk of negative adaptation. Moreover, persons with low functional capacity were vulnerable to environmental demands and dependent on a supportive environment for their adaptive response. However, persons living in supportive environments developed adaptive responses by themselves. Further, personal factors needed to be strengthened to meet the demands of the environment. Upholding occupational roles was a driving force in finding ways to adapt and perform occupations. Considering the theoretical context, the occupational adaptation theoretical approaches need to be further developed in relation to negative adaptation and to support use within community-based and health-promotive areas.

The aim of this experiment was to study the role of (un)predictability in a fear conditioning paradigm: analyzing the differences in both cue and context conditioning. For this reason, we manipulated the presentation of the unconditional stimulus (US) using two conditions: a paired presentation of the US-CS (predictable) and an unpaired presentation of the US (unpredictable). We manipulated the context using the lightning of the experimental room: dark and light conditions. Our dependent variables were the skin conductance response (SCR) and the startle reflex measurement. Participants were 65 students from the University of Leuven. Results showed more context conditioning in the unpaired block (unpredictable) compared to the paired one and cue conditioning in the paired block (predictable). / El objetivo de este estudio fue investigar el rol de la (im)predictabilidad en el paradigma de condicionamiento de miedo, al analizar las diferencias tanto en el condicionamiento específico (cue) como en el contextual. Por consiguiente, se manipuló la presentación del estímulo incondicionado (EI) utilizando dos condiciones: una presentación apareada del EI con el estímulo condicionado —EC en adelante— (predecible) y una presentación no apareada del EI (impredecible). Se manipuló el contexto utilizando la luz central del cuarto experimental: condiciones de oscuridad y claridad. Las variables independientes fueron la respuesta de conductancia de la piel y la medición de la respuesta de sobresalto. Los participantes fueron 65 alumnos de primer año de psicología. Los resultados muestran más condicionamiento contextual en el bloque no apareado (impredecible) comparado con el apareado, y condicionamiento específico en el bloque apareado (predecible).

Young people’s interest in the study of science-related courses is declining worldwide. In most developing countries, this waning aspiration has been coupled with reports of poor performance in science subjects. Fading interest and poor performance have led to low enrolment rates in science courses in higher institutions of learning, which pose the potential threat of reduced research activity and economic productivity. The methods usually used to teach science subjects in schools – which often involve the transmission of abstract facts and ideas, that are not explicitly relatable to learners – fail to provide learners with the opportunity to see the relevance of studying science. The failure to see the significance of science education could partly account for the lack of appeal and poor performance in the study of science. This study was an attempt to use contexts as a theoretical framework, and applications of life sciences (biology) to develop and implement “relevant” curriculum materials as a means of motivating learners and improving performance in genetics, a topic which learners consider difficult to learn. The context-based approach was premised on the use of contexts which learners themselves identified as being relevant, meaningful and interesting in the study of genetics, and a five-phase learning cycle. The relative efficacy of the context-based and traditional approaches to the teaching of genetics in enhancing learner performance was assessed. The study was essentially a quantitative research, involving a quasi-experimental non-equivalent pre-test–post-test control group design. Qualitative data were collected using focus group learner interviews and one-to-one educator interviews to complement and triangulate the quantitative data. The study sample comprised 190 Grade 11 learners and six life sciences educators from six high schools randomly selected from the Tshwane South educational district in Gauteng, South Africa. Five instruments were used to assess learner performance in genetics content knowledge, science inquiry skills, problem-solving and decision-making abilities, and their attitudes towards the study of life sciences. The findings of the study, based on learner performance and perceptions, and their educators’ views, revealed that in comparison with traditional teaching approaches, the context-based approach was significantly better in enhancing learner performance in genetics content knowledge (F = 63.00; p = <0.0001), ability to formulate hypotheses (F = 33.21; p = <0.0001), ability to draw conclusions from results (F = 7.70; p = 0.0062), decision-making ability (F = 17.22; p = <0.0001), problem-solving ability (F = 16.57; p = <0.0001), and in improving learners’ attitude towards the study of life sciences (F = 25.04; p = <0.0001). The educational implications of the study are discussed. / Thesis (PhD)--University of Pretoria, 2012. / Science, Mathematics and Technology Education / unrestricted

With the rapid development of technology for context awareness, pervasive computing is releasing people from their traditional desktops. Since mobile devices feature portability and are (nearly) always connected, people tend to carry them wherever they go. Hence, devices such as cellular phones and Pocket PCs are the most suitable platforms for developing context aware applications which users will utilize in their daily life. For these context aware systems, using this context information not only improves the user experience of ubiquitous computing, but also lets the system know who you are or what you have. More importantly, the device can know where you are and predict what you might like to do, thus simplifying many of the user’s interactions with devices and other people around them. This thesis project involves the design, implementation and evaluation of a context aware application, based upon a Pocket PC, that can remind the user of tasks when the user approaches the relevant location for this task. The application interacts with a context aware infrastructure by using the SIP for Instant Messaging and Presence Leveraging Extensions (SIMPLE) protocol, receives context information for the user described using XML. A number of new tags, based upon a new XML schema, have been introduced for this task. This context aware mechanism enables the user to receive any form of information updated by the context server. In this thesis, updates to this information are driven by changes in the user’s location. Additionally, by using the existing calendar application on the Pocket PC, the user can experience location based reminders without learning how to use a new user interface. / Med den snabba utvecklingen av kontextmedvetna teknologier befriar den genomträngande datoriseringen människor från deras traditionella datorer. Eftersom mobila apparater medför bärbarhet och är (nästan) alltid uppkopplade, tenderar människor att bära dem överallt. Följaktligen blir apparater som mobiltelefoner och Pocket-PC de mest passande plattformarna för utvecklandet avkontextmedvetna applikationer för daglig användning. För dessa kontextmedvetna system kommer inte bara användandet av kontexinformation förbättra användarens upplevelse av överallt förekommande datorisering, utan låter även systemet veta vem du är eller vad du har. ännu viktigare är att apparaten kan veta var du befinner dig samt förutsäga vad du skulle kunna vilja göra, och därigenom förenkla mycket av användarens interaktion med andra apparater och människor i omgivningen. Detta examensarbetsprojekt involverar designen, implementationen och evalueringen av en kontextmedvetet applikation, baserad på en Pocket-PC, som kan påminna användaren om uppgifter när användaren närmar sig det relevanta området för dessa uppgifter. Applikationen interagerar med en kontextmedveten infrastruktur genom användandet av protokollet “SIP for Instant Messaging and Presence Leveraging Extensions (SIMPLE)”, mottas kontextinformation för användaren beskriven i XML-format. Ett antal nya taggar, baserade på en ny XML-schema, har introducerats för denna uppgift. Denna kontextmedvetna mekanism gör det möjligt för användaren att ta emot alla typer av uppdaterad information från kontextservern. I denna avhandling uppdateras denna information genom att användaren förflyttar sig. Dessutom kan användaren, genom att använda den befintliga kalenderapplikationen i Pocket-PC:n, få lägesbaserade påminnelser skickade till sig utan att behöva lära sig använda ännu ett interface.