Esta pesquisa parte da constatação de uma insistente ocorrência de enunciados no modo verbal imperativo no campo da arte contemporânea. Esses comandos se inserem na própria configuração dos trabalhos artísticos, na forma de textos que funcionam como “instruções como arte”. A investigação se desenvolve no sentido de uma projeção anacrônica – da arte mais recente em direção à arte conceitual (anos 1960 e 70), em uma tentativa de apontar o que, no caso dos imperativos artísticos, poderia ser uma atualização de procedimentos e estratégias de um passado mais ou menos recente. Para tanto, a pesquisa recorre a dois estudos de caso: o primeiro sobre a exposição coletiva Located work (Madrid) (2008), concebida pelo norte-americano Joseph Kosuth, e o segundo sobre os três Estudos para espaço e tempo (1969-2001), do brasileiro Cildo Meireles. A análise revisa as disputas discursivas entre o conceitualismo político e o conceitual de viés tautológico, sinalizando para uma precariedade de conceitos e narrativas. / This research rises from the verification of the somewhat frequent use of the imperative form in statements in contemporary art. The commands are inserted in the art work itself in the form of “texts” that function as “instructions as art”. The investigation is developed in an anachronic projection – from the most recent art towards conceptual art (1960’s and 70’s), attempting to point out what, in the case of artistic imperatives, could be an updating of procedures and past strategies. In order to do that, the research seeks two study cases: one regarding the exhibit Located work (Madrid) (2008), conceived by Joseph Kosuth, and the other about Estudos para espaço e tempo (1969-2001), by Cildo Meireles. The analysis discusses the discoursives disputes between political conceptualism and tautological conceptual art, indicating a current precariousness of concepts and narratives.

Denna studie undersöker serieteckning som multimodal instruktion i skolan med syfte atttillgängliggöra kunskap om, undersöka och utveckla, alternativa undervisningsmaterial medmultimodalitet som utgångspunkt och serieteckning som metod. Delar av arbetet hargenomförts som ett kollegialt lärande tillsammans med en annan lärarstudent, samt isamverkan med en undervisande lärare i grundskolan (åk 7 – 9). I studien ställs frågan hur ensom lärare kan använda sig av serieformatet som multimodal kommunikationsform i skolansundervisning, med specifik avgränsning till serier som uppgiftsinstruktion. Detta har skettgenom, och resulterat i, skapande av serieinstruktion samt prövande av serieinstruktion därelever och lärare uttrycker sina uppfattningar av mötet med serie som instruktion. Resultatfrån studien visar att text integrerat i bild kan vara problematiskt, men att bilder som bildstödtill text - samt i kombination med seriens struktur av rutor, effektivt kan användas somytterligare ett steg i en multimodal kommunikation- och instruktionsform. Delar av studiensresultat gestaltas i form av en interaktiv installation under namnet ”Tear down the walls oftext! Let’s build up a world of trilingual learning – text, pictures and squares” på Konstfacksvårutställning vårterminen 2019.

Abstract Delivering a preterm baby who is admitted to a neonatal intensive care unit can be an enormous hardship for parents and families, and especially for mothers. The consequences of prematurity alter the parental role, affect their confidence in caring for the baby, and subsequently may impact infant outcomes. Adequately educating mothers of premature babies using an evidence-based practice approach may help them gain the confidence and skills needed to care for their infants. The purpose of this project was to create a tool kit to educate mothers of premature babies about the essential components of caring for their babies, establish content validity of the tool kit among clinical experts, and make recommendations about the use of the tool kit in the neonatal intensive care unit. Polit, Beck, and Owen’s framework was used to establish content validity. Neonatal intensive care nurses who were considered “experts” using Benner’s novice-to-expert theory (n = 7 reviewed the tools which were quantitatively computed and yielded an Item Content Validity Index value range of 0.86 to 1.00, and a Scale Content Validity Index of 0.97, reflecting that the content met the objectives of the toolbox. Positive social change can be realized through use of the tool kit in the neonatal intensive care unit to educate mothers in the care of their preterm babies, thus improving both maternal and infant outcomes.

The goal of this research is to create a methodology that evaluates the security posture of container images and helps improve container security. This was done by first searching for any guidelines or standards that focus on container images and security. After finding none, I decided to create an evaluative methodology. The methodology is composed of actions that users should take to evaluate the security of a container image. The methodology was created through in-depth research on container images and the build instructions used to create them and is referred to as the Security Evaluation Methodology for Container Images. The entire Methodology was reviewed by experts in containers, information technology, and security; updated based on their feedback; and then reviewed again for further feedback. Four of the most popular container images—nginx, redis, mbabineau/cfn-bootstrap, and google/cadvisor—were evaluated using the Methodology. The evaluation revealed security issues in each image and provided direction on how to resolve each issue. Based on the positive feedback of experts and the performance of the Methodology, I propose that the Methodology be used to evaluate all container images, as it provides valuable security insights about, and suggestions for, an image.

A participant-observation study was carried out of a centre providing intensive English instruction for newly arrived, migrant adolescents. This study was conducted during a period of fifteen months from late in 1978 to the end of 1979, by which time the Intensive Language Unit had been operating for three and a half years. Part of the study traced the establishment of the Unit as an independent body within the A.C.T. secondary education system. This involved an examination of the process by which the Unit was set up in 1976, and of the context in preceding years of general developments in migrant education throughout Australia and, in particular, those occurring in the A.C.T. Data collected during 1979 dealt with this background and also with the Unit's operation and role in the A.C.T. in 1979. Some of this data was documentary evidence but a considerable part consisted of interview material obtained from key individuals associated with the Unit. From this material was gained an understanding of their perceptions and actions in the establishment and operation of the new institution. Analysis of the data indicated a distinct pattern of continuity in the first years of the Unit's existence. It became apparent that this continuity had been maintained by several factors. These were the existence, from the start, of a clearly defined rationale and the presence at the Unit of a selected group of dedicated teachers who strongly supported it. The outcome was that in 1979 the rationale had become entrenched to such an extent that Unit teachers were prepared to protect the Unit's threatened integrity with considerable effort. It was possible to relate these features of the Unit to the general context in which it emerged. This study revealed how, in the early 1970's, increasing awareness of the inadequacy of migrant education as well as the significant roles of the Schools Commission and the individual who set up the Unit, produced a situation in which the new centre developed its distinctive features which still existed at the end of 1979. A general overview was developed of how a new institution with a high degree of autonomy was introduced into an existing system, of the advantages and difficulties which resulted, and how it was able to maintain its independence and particular character during the early years of its existence.

De façon contre intuitive, plusieurs études ont montré que les instructions verbales pouvaient nuire à la mise en place d'une nouvelle habileté motrice. La théorie proposee pour interpréter ces résultats repose sur une distinction entre un apprentissage implicite, qui peut s'établir sans recherche intentionnelle des régularités acquises, et un apprentissage explicite, défini comme un apprentissage intentionnel et conscient (Reber, 1967). Ces travaux ont révélé qu'il était difficile de communiquer une aide efficace pour l'acquisition de nouveaux mouvements ou de nouvelles coordinations entre segments corporels, mais aussi pour l'utilisation de régularités entre événements présents dans l'environnement qui permettent de prédire l'évolution de la situation et de préparer en avance l'exécution du mouvement dans des conditions de forte pression temporelle (Lagarde et al 2002, Neuro Lett 327: 66). Pour l'apprentissage des régularités probabilistes, des instructions verbales qui décrivaient ces régularités dégradaient les performances en comparaison d'une condition d'apprentissage sans instructions (Green & Flowers 1991, J Mot Beh 23: 293). La nature probabiliste des régularités semble constituer un facteur qui favorise la supériorité d'un apprentissage implicite ou “par la découverte” par rapport à un apprentissage explicite ou guidé par des instructions verbales (Magill 1998, Res Quat Ex Sp 69: 104). 5 expériences ont été réalisées pour préciser la nature des intéractions complexes entre traitement des instructions verbales et apprentissage perceptivo-moteur.

<p>Aim</p><p>The aim of this study was to evaluate the activity recorded with electromyography (EMG) fine-wire electrodes, in transversus abdominis (TrA) and rectus abdominis (RA) while performing various stabilization exercises, and to investigate how the level of activation was affected by specific instructions</p><p>Method</p><p>Ten physically active women (27.1 ± 5.5year, 1.74 ± 0.05 m, 67.1 ± 8.6 kg) performed six different stabilization exercises (four lying supine with bent knees and hips and two in four point kneeling). They performed two sets of exercises, the first without and the second with specific instructions. The specific instruction was “abdominal hollowing to activate” TrA. The fine-wire electrodes were inserted bilateral into TrA and RA with an injection needle with guidance from an ultrasound. EMG was recorded during the middle second (while the subjects were asked to withhold the final position) and data was normalized to maximal voluntary contraction (MVC) and value at rest.</p><p>Results</p><p>The effects from instructions were significant while looking upon muscle and exercise (p<0,05). All exercises but exercise number 4 (unilateral bridgening) were significant effected by instructions in TrA, but none of the exercises were effected in RA (p>0,05). The mean of the activity in TrA varied without instructions between 2,9% (± 4,4) to 39,5 % (± 20,0) and with instructions 15,2 % (± 14,7) to 45,6 % (± 23,5). In RA the mean of the activity varied without instructions between 0,3% (± 0,8) to 9,8 % (± 27,4) and with instructions between 2.4 % (± 2,9) to 11,3% (± 28,5).</p><p>Conclusion</p><p>It is possible to selectively increase the activity in TrA in the majority of selected stabilization exercises with supine position with bent knees and hips, and in four point kneeling.</p> / <p>Syfte</p><p>Syftet med denna studie var att med intramuskulär elektromyografi utvärdera aktiveringsgraden i transversus abdominis (TrA) och rectus abdominis (RA) vid utförandet av olika stabiliseringsövningar samt att undersöka hur graden av aktivering påverkas av specifika instruktioner.</p><p>Metod: Tio kvinnliga, fysiskt aktiva personer (27.1 ± 5.5 år, 1.74 ± 0.05 m, 67.1 ± 8.6 kg) fick utföra sex olika stabiliseringsövningar (fyra i ryggliggande och två i knäfyrfota) med tre repetitioner på varje övning. Försökspersonen (fp) fick utföra övningarna i två omgångar. Omgång ett utan och omgång två med specifik instruktion, den specifika instruktionen var; ”dra in den nedre delen av magen, den under naveln” (abdominal hollowing) för att aktivera Tr A. Intramuskulära trådelektroder fördes in bilateralt i TrA och RA med hjälp av en injektionsnål under guidning av ultraljud. Elektromyografi (EMG) mättes under den mittersta sekunden av övningen (i kvarhållen slutposition) och normaliserades mot maximal viljemässig kontraktion (MVC) och vilovärde.</p><p>Resultat: Effekten av instruktion var signifikant i betraktandet av muskel och övning (p<0,05). I samtliga övningar utom övning 4 (unilateralt bäckenlyft) påverkade instruktioner signifikant muskelaktiviteten i TrA (p<0,05), men inte i någon av övningarna i RA (p>0,05).</p><p>Medelvärdet av den normaliserade EMG-aktiviteten i TrA varierade i övning 1 till 6 utan instruktioner mellan 2,9 % (± 4,4) och 39,5 % (± 20,0). Med instruktion varierade den procentuella aktiviteten i TrA mellan 15,2 % (± 14,7) och 45,6 % (± 23,5). I RA varierade medelvärdet utan instruktioner mellan 0,3% (± 0,8) till 9.8 % (± 27,4) och med instruktioner 2.4 % (± 2,9) till 11,3% (± 28.5).</p><p>Slutsats; Det går att med hjälp av instruktioner selektivt öka aktiveringsgraden i TrA i majoriteten av valda stabiliseringsövningar i krokligg och knäfyrfota.</p>

Aim The aim of this study was to evaluate the activity recorded with electromyography (EMG) fine-wire electrodes, in transversus abdominis (TrA) and rectus abdominis (RA) while performing various stabilization exercises, and to investigate how the level of activation was affected by specific instructions Method Ten physically active women (27.1 ± 5.5year, 1.74 ± 0.05 m, 67.1 ± 8.6 kg) performed six different stabilization exercises (four lying supine with bent knees and hips and two in four point kneeling). They performed two sets of exercises, the first without and the second with specific instructions. The specific instruction was “abdominal hollowing to activate” TrA. The fine-wire electrodes were inserted bilateral into TrA and RA with an injection needle with guidance from an ultrasound. EMG was recorded during the middle second (while the subjects were asked to withhold the final position) and data was normalized to maximal voluntary contraction (MVC) and value at rest. Results The effects from instructions were significant while looking upon muscle and exercise (p&lt;0,05). All exercises but exercise number 4 (unilateral bridgening) were significant effected by instructions in TrA, but none of the exercises were effected in RA (p&gt;0,05). The mean of the activity in TrA varied without instructions between 2,9% (± 4,4) to 39,5 % (± 20,0) and with instructions 15,2 % (± 14,7) to 45,6 % (± 23,5). In RA the mean of the activity varied without instructions between 0,3% (± 0,8) to 9,8 % (± 27,4) and with instructions between 2.4 % (± 2,9) to 11,3% (± 28,5). Conclusion It is possible to selectively increase the activity in TrA in the majority of selected stabilization exercises with supine position with bent knees and hips, and in four point kneeling. / Syfte Syftet med denna studie var att med intramuskulär elektromyografi utvärdera aktiveringsgraden i transversus abdominis (TrA) och rectus abdominis (RA) vid utförandet av olika stabiliseringsövningar samt att undersöka hur graden av aktivering påverkas av specifika instruktioner. Metod: Tio kvinnliga, fysiskt aktiva personer (27.1 ± 5.5 år, 1.74 ± 0.05 m, 67.1 ± 8.6 kg) fick utföra sex olika stabiliseringsövningar (fyra i ryggliggande och två i knäfyrfota) med tre repetitioner på varje övning. Försökspersonen (fp) fick utföra övningarna i två omgångar. Omgång ett utan och omgång två med specifik instruktion, den specifika instruktionen var; ”dra in den nedre delen av magen, den under naveln” (abdominal hollowing) för att aktivera Tr A. Intramuskulära trådelektroder fördes in bilateralt i TrA och RA med hjälp av en injektionsnål under guidning av ultraljud. Elektromyografi (EMG) mättes under den mittersta sekunden av övningen (i kvarhållen slutposition) och normaliserades mot maximal viljemässig kontraktion (MVC) och vilovärde. Resultat: Effekten av instruktion var signifikant i betraktandet av muskel och övning (p&lt;0,05). I samtliga övningar utom övning 4 (unilateralt bäckenlyft) påverkade instruktioner signifikant muskelaktiviteten i TrA (p&lt;0,05), men inte i någon av övningarna i RA (p&gt;0,05). Medelvärdet av den normaliserade EMG-aktiviteten i TrA varierade i övning 1 till 6 utan instruktioner mellan 2,9 % (± 4,4) och 39,5 % (± 20,0). Med instruktion varierade den procentuella aktiviteten i TrA mellan 15,2 % (± 14,7) och 45,6 % (± 23,5). I RA varierade medelvärdet utan instruktioner mellan 0,3% (± 0,8) till 9.8 % (± 27,4) och med instruktioner 2.4 % (± 2,9) till 11,3% (± 28.5). Slutsats; Det går att med hjälp av instruktioner selektivt öka aktiveringsgraden i TrA i majoriteten av valda stabiliseringsövningar i krokligg och knäfyrfota.

A study of the hydraulic jump on a trapezoidal prismatic channel and roughened beds is presented. Extensive measurements have been made regarding the characteristics of hydraulic jumps as sequent depths, wing fluctuations, energy dissipation and jump length on artificially roughened beds for Froude numbers between 4.16 and 14.58. Three different types of prismatic roughness elements and nine different roughness patterns were installed separately on channel bottom and side walls throughout the experiments to obtain rough surfaces. Strip roughness elements were built from fiberglass sheets and implemented perpendicular to the flow direction. To avoid cavitation, roughness elements were designed in that way that the crests of the elements are not protruding into the flow. The founded properties were compared with the available data in literature and with the properties of hydraulic jump occurred on smooth bed.

Including domain rules and generalities (principles) in instructions for procedural tasks is believed to help learners understand the task domain (or the system), and in turn make them better able to complete tasks. However, equivocal results of prior research indicate that principles are not always beneficial. The goal of the current research was to delineate the characteristics of the conditions under which principles are useful. In two studies I investigated the impact of the timing of principle use, the method used to study the principles, and the specificity of the procedural instructions accompanying the principles. The first study showed that the timing of principle use (studying the principles before, during, or after completing training tasks) did not affect declarative (knowledge of the system) or procedural learning (troubleshooting task performance). Therefore, the commonly advocated idea that principles should be provided before task engagement was not supported. Neither was the hypothesis that using principles while solving tasks would enhance procedural learning. When learners summarized the principles, they demonstrated better declarative learning compared to when they just read the principles. Better declarative learning was associated with better procedural learning, but the relationship between understanding and using a system is likely not as direct as often assumed. In the second study declarative and procedural learning were enhanced when the principles were accompanied by general rather than detailed procedural instructions. General procedural instructions appeared to encourage task engagement and the effective use of principles although this effect was reduced if leaners were required to summarize the principles rather than simply read them. Together the results of the two studies reveal how the learning situation and instructional materials can be constructed to create conditions where principles enhance learning and subsequent performance.