Le démélange de sources pour la pollution de l'air peut être formulé comme un problème de NMF en décomposant la matrice d'observation X en le produit de deux matrices non négatives G et F, respectivement la matrice de contributions et de profils. Généralement, les données chimiques sont entâchées d'une part de données aberrantes. En dépit de l'intérêt de la communauté pour les méthodes de NMF, elles souffrent d'un manque de robustesse à un faible nombre de données aberrantes et aux conditions initiales et elles fournissent habituellement de multiples minimas. En conséquence, cette thèse est orientée d'une part vers les méthodes de NMF robustes et d'autre part vers les NMF informées qui utilisent une connaissance experte particulière. Deux types de connaissances sont introduites dans la matrice de profil F. La première hypothèse est la connaissance exacte de certaines composantes de la matrice F tandis que la deuxième information utilise la propriété de somme-à-1 de chaque ligne de la matrice F. Une paramétrisation qui tient compte de ces deux informations est développée et des règles de mise à jour dans le sous-espace des contraintes sont proposées. L'application cible qui consiste à identifier les sources de particules dans l'air dans la région côtière du nord de la France montre la pertinence des méthodes proposées. Dans la série d'expériences menées sur des données synthétiques et réelles, l'effet et la pertinence des différentes informations sont mises en évidence et rendent les résultats de factorisation plus fiables. / Source apportionment for air pollution may be formulated as a NMF problem by decomposing the data matrix X into a matrix product of two factors G and F, respectively the contribution matrix and the profile matrix. Usually, chemical data are corrupted with a significant proportion of abnormal data. Despite the interest for the community for NMF methods, they suffer from a lack of robustness to a few abnormal data and to initial conditions and they generally provide multiple minima. To this end, this thesis is oriented on one hand towards robust NMF methods and on the other hand on informed NMF by using some specific prior knowledge. Two types of knowlodge are introduced on the profile matrix F. The first assumption is the exact knowledge on some of flexible components of matrix F and the second hypothesis is the sum-to-1 constraint on each row of the matrix F. A parametrization able to deal with both information is developed and update rules are proposed in the space of constraints at each iteration. These formulations have been appliede to two kind of robust cost functions, namely, the weighted Huber cost function and the weighted αβ divergence. The target application-namely, identify the sources of particulate matter in the air in the coastal area of northern France - shows relevance of the proposed methods. In the numerous experiments conducted on both synthetic and real data, the effect and the relevance of the different information is highlighted to make the factorization results more reliable.

The main topic of the master's thesis is protection of bodily integrity, which started to play an important role since the beginning of this millennium in the continental Europe in support of patient's individual rights. The thesis particularly undergoes research by which means is patient's bodily integrity guaranteed on the constitutional level. For that purpose, the thesis analyses informed consent in its various forms, namely in comparisons to foreign literature and judgements in USA and United Kingdom. Simultaneously the court decision became the centre of attention, because of its guarantee to protect bodily integrity to minors and incompatible people. These conclusions the thesis then follows up and applies on cases, in which is bodily integrity of patient is most vulnerable. The conclusion of this thesis is that the protection of bodily integrity is guaranteed on the constitutional level by art. 7 par. 1 Charter of fundamental rights and freedoms and art. 8 European Convention on human rights. Simultaneously the thesis comes to the conclusion that in some cases the protection of bodily integrity in not fully guaranteed. That's the case of sterilization of transsexual patients who are forced to undergo this surgery by statutory regulation. The thesis in the case of compulsory vaccination...

The aim of this thesis is to describe and evaluate legislation concerning the informed consent in the Czech legal system and propose its changes de lege ferenda. The thesis also comprises many comparisons between the Czech legislation and the foreign legislation. The first five chapters of this thesis deal with sources of legislation, informed consent as such along with information of patients as a necessary prerequisite for giving of the consent, other topics are refusal of medical care by patients and the so called advance decisions. Apart from this theoretical part the thesis also includes a practical part. The aim of this practical part is to explore implementation of legislation concerning informed consent in the everyday practice of hospitals and subsequently to compare this practice with the requirements of law. This survey was carried out by means of questionnaires, which were submitted to doctors relating theirs experience with using of informed consents in their medical practice. The purpose of this practical part is also to find out the experience and opinions of recipients of medical services, i. e. the patients, concerning different issues connected with the informed consent, also by means of the questionnaire method. Last but not least the thesis mentions many problems which are...

We are only now coming to terms with how common trauma really is; a landmark Kaiser study that surveyed patients receiving physicals found that almost two-thirds had experienced at least one form of abuse, neglect, or other trauma as a child. Though originating in the fields of health and social services, trauma-informed care is a framework that holds great promise for application to library work. Empathetic service, positive patron encounters, and a more trusting workplace are only a few of the benefits that this approach offers. In this important book Tolley, experienced in both academic and public libraries, puts these ideas into the library context. Library administrators, directors, and reference and user services staff will all benefit from learning the six key principles of trauma-informed care; characteristics of a trusting and transparent library organization, plus discussion questions to promote a sense of psychological safety among library workers; how certain language and labels can undermine mutuality, with suggested phrases that will help library staff demonstrate neutrality to patron ideas and views during information requests; delivery models that empower patrons; advice on balancing free speech on campus with students’ need for safety; how proper furniture arrangement can help people suffering from PTSD feel safe; guidance on creating safe zones for LGBTQIA+ children, teens, and adults; and self-assessment tools to support change toward trauma-responsive library services. Using the trauma-informed approach outlined in this book, libraries can ensure they are empathetic community hubs where everyone feels welcomed, respected, and safe. / https://dc.etsu.edu/etsu_books/1222/thumbnail.jpg

Ethics are important in every aspect of our professional lives. Actions have consequences and in the Human Services field, decisions that we make will potentially directly impact our clients. A human services professional’s responsibility is to care for their clients and provide them with the appropriate resources needed to succeed in their daily lives. When a professional begins working with a trauma victim, they must be sure to assess their ethical behaviors and provide proper resources to the victim. This work is often referred to as trauma informed care which goes beyond the typical helping process of professionals. It is a unique kind of care that requires a great deal of time and dedication in order to help the client through the difficult experience of trauma.

This study set out to understand what the views of a group of student teachers of the University of Pretoria on the role of the university are, and how and why these views emerged. A qualitative exploratory case study design was followed. The social philosophy of higher education of Ronald Barnett was chosen as a theoretical framework. Convenient sampling was applied and arts-informed methods such as drawings and photovoice, combined with in-depth semi-structured individual interviews and field-notes from observations, were research methods used for data construction. ATLAS.ti 8™ software was used and member reflections, reflections with my supervisor, denotation and connotation of drawings and photovoice techniques were used as general research methods for the data analysis. This study found that student teachers predominantly stand for an ontological role of the university that advocates the development of students as persons, their social skills, cultural and racial tolerance, compassion, empathy rather than a predominant role of the university that emphasises epistemological aspects such as teaching/learning, doing research or merely degree accreditation. It was affirmed that the intellectual communities of students and lecturers are a distinctive part of what it means to be a university. The student teachers argued for a more comprehensive concept of critical thinking that has a practical, experiential and relevant relationship with the world. While there has been extensive research on the traditional roles of the university, this study makes the claim that the university has a role to fill in the after-school educational gap that is a result of poor schooling in South Africa. The study makes the claim that the causes that explain the student views are constructed based on their family relationships and their life and educational experiences inside and outside schools or universities which at times surpassed the intellectual role of the university. The student teachers of this study, as part of a supercomplex world, recognize the university-knowledge relationship but stand for a new nature of this relationship. / Thesis (PhD)--University of Pretoria, 2019. / https://doi.org/10.25403/UPresearchdata.15022473.v1 / Humanities Education / PhD / Unrestricted

The purpose of this study is to examine what reasons internet users have for accepting, declining, or adjusting cookie settings. The study’s research question is: what reasons do Internet users have for accepting, declining, or adjusting cookie settings? To answer the research question, we constructed three research support questions: 1) how do internet users access the internet?, 2) What are internet users’ perspectives on privacy on the internet?, 3) How do internet users interact with cookie consent notices? The study’s theoretical framework consists of informed consent, contextual integrity, nudging, and political economy. We conducted semi-structured interviews in order to get a deeper understanding of the internet users’ experiences with cookie consent notices. We analyzed the material through thematic coding. Due to the Covid19 pandemic, all interviews were conducted through Zoom. The sample consisted of eight media and communication students at Karlstad University. There were four key findings: 1) The interviewees in our study accessed the internet primarily via applications on their smartphones. 2) There were mixed opinions about who has the greatest responsibility for private citizens’ privacy on the internet. Although many thought that the individual bears most of the responsibility, a majority thought there is a need for more governmental regulation regarding collecting and processing private data. 3) All interviewees thought cookie consent notices are an excellent tool for protecting one’s privacy, but none of them adjusted the cookie settings regularly when prompted by cookie consent notices. 4) The reasons why the interviewees accept cookies without adjusting cookie settings varied. Habits and annoyance were key factors.  The current climate where notice and choice is the de facto privacy measure for internet users is not sustainable. In conclusion, legislators and policymakers should focus on regulating how personal data is processed rather than pushing the responsibility of safeguarding personal data onto the users.

Physics-Informed Neural Networks (PINNs) are hybrid models that incorporate differential equations into the training of neural networks, with the aim of bringing the best of both worlds. This project used a mathematical model describing a Continuous Stirred-Tank Reactor (CSTR), to test two possible applications of PINNs. The first type of PINN was trained to predict an unknown reaction rate law, based only on the differential equation and a time series of the reactor state. The resulting model was used inside a multi-step solver to simulate the system state over time. The results showed that the PINN could accurately model the behaviour of the missing physics also for new initial conditions. However, the model suffered from extrapolation error when tested on a larger reactor, with a much lower reaction rate. Comparisons between using a numerical derivative or automatic differentiation in the loss equation, indicated that the latter had a higher robustness to noise. Thus, it is likely the best choice for real applications. A second type of PINN was trained to forecast the system state one-step-ahead based on previous states and other known model parameters. An ordinary feed-forward neural network with an equal architecture was used as baseline. The second type of PINN did not outperform the baseline network. Further studies are needed to conclude if or when physics-informed loss should be used in autoregressive applications.

Thesis advisor: Audrey A. Friedman / Through adventure-based learning (ABL), individuals analyze unique experiences in order to generalize and apply critical skills and dispositions to their homes, schools, workplaces, and communities (Dillon, Tannehill, & O’Sullivan, 2010).  However, there is a lack of research documenting the transferability of ABL to other contexts (Kraft, 1999; Furman & Sibthorp, 2012). In educator preparation programs, coursework in ABL has been found inadequate for its incorporation into practice (Sutherland & Legge, 2016; Dillon, Tannehill, & O’Sullivan, 2010). Expanding this research base is critical in justifying “adventure programming [as] more than just fun and games, and to support it as the powerful form of change that practitioners tacitly know it to be” (Priest & Gass, 1999, p. 478), and understanding how that change can impact teachers. This research is informed by the overall question: In what ways can experience as an adventure-based learning (ABL) leader impact the subsequent epistemologies and practices of professional educators? Utilizing qualitative, collective case study methodology (Yin, 2018; Hancock & Algozzine, 2017) and grounded in Mezirow’s (2000) transformative learning theory, this research studies ten professional educators who, as college students, had served as ABL facilitators. Findings indicate that participants’ experience in facilitating ABL aligned with Mezirow’s criteria for transformative learning both personally and professionally. While participants rarely incorporated the physical challenges and fantastical premises typically associated with ABL, they reported their pre-professional experiences deeply influenced their pedagogical practice.  This research posits a new framework for these connections, adventure-informed pedagogy, to explore how ABL philosophies and processes, but not practices, impacted former facilitators and their classrooms. / Thesis (PhD) — Boston College, 2021. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

This narrative inquiry study collected stories from parents and teachers to build a deep understanding of the lived experiences of raising or teaching children affected by traumatic grief. Research shows that children who experience adversity or loss as trauma, including childhood traumatic grief, may experience long- term disruptions to executive functions and present learning, behavioural and social challenges within school settings. Current research indicates that the adoption of trauma-informed care practices within schools can successfully support students who have experienced trauma and/or childhood traumatic grief. In particular, the development of strong family-school collaboration, understood recently as a form of working alliance, is key in effectively supporting students experiencing mental health issues, including childhood traumatic grief. Using a narrative inquiry approach, this study shares the stories of three women, a mother, a teacher by profession, and a mother who is a teacher by profession, to develop deep understanding of what is being experienced in supporting children affected by childhood traumatic stress and grief. The findings from this study affirmed the need for increased understanding and awareness of the ways that trauma can impact the education of children affected by trauma. The findings also confirmed that insecure attachments can be mitigated with consistent and attuned care. To do this effectively as educators, there is need for increased resources and supports within the schools. This study confirmed the need for increased collaboration to develop strong relationships between students, parents and teachers. The need for collaboration is essential for the successful support of students struggling with the affects of trauma and these findings affirm current conversations on the importance of trauma-informed approaches, relational schools and working alliances.