Läsförståelse är ett ytterst värdefullt verktyg i läsningen som varje individ behöver för att förstå ordens betydelse och för att kunna inhämta och erhålla kunskap ur det lästa. Eftersom läsförståelse är grundläggande för att varje elev ska kunna utveckla kunskaper och färdigheter i alla skolämnena är det således också en nyckel till varje elevs skolframgång. Likaså benämns det i Lgr 11 som ett mål i slutet av årskurs 3 att undervisningen ska resultera i att alla elever lär sig att läsa och förstå texter med hjälp av lässtrategier. Trots detta framkommer det i en granskning av nationella prov i svenska från de senaste fem åren att elever med svenska som andraspråk fortsätter att erhålla ett sämre resultat i läsförståelsedelarna jämfört med sina klasskamrater vars förstaspråk är svenska. Det är mot ovanstående bakgrund som denna studie upprättades. Syftet med studien är således att undersöka och beskriva hur sex lärare i F-3 arbetar för att öka läsförståelsen hos flerspråkiga elever. De frågeställningar som jag har utgått från i studien för att besvara syftet är följande: Vilka särskilda aktiviteter väljer lärarna att arbeta med i läsförståelse- undervisningen och hur arbetar lärarna med detta? Vilka faktorer anser lärarna ha en påverkan på flerspråkiga elevers läsförståelseutveckling? Sammantaget är detta en kvalitativ intervjustudie där datainsamlingen har skett genom semistrukturerade intervjuer med sex lärare. För att kunna tolka, förstå och beskriva lärarnas utsagor har jag utgått från den hermeneutiska tolkningsläran. Studiens resultat visar bland annat att explicit undervisning, samtal och interaktion samt användandet av figurer kopplat till lässtrategierna är fördelaktigt för flerspråkiga elever. Därtill tyder resultatet på att arbete med ordkunskapsunder- visning och olika läsaktiviteter är gynnsamt för flerspråkiga elevers läsförståelsekompetens. Slutligen har tre påverkande faktorer belysts i resultatet och dessa är flerspråkiga elevers färdigheter i sitt modersmål, deras socioekonomiska bakgrund och hemtraditioner. / Reading comprehension is an extremely valuable tool that each individual needs when it comes to reading and to understand the meaning of words and to seek and obtain knowledge. Because of the fact that reading comprehension is fundamental for every student to be able to create knowledge and skills in all school-subjects, it is therefore also the key to each student’s success in school. It’s also mentioned in Lgr 11, as an aim for all students by the end of grade 3, that the teaching should result in that all students learn how to read and to understand texts with support from reading strategies. In addition, it appears in a review of national tests in Swedish from the past five years that students with Swedish as a second language continue to obtain a poorer performance in the reading comprehensions sections compared to their peers whose first language is Swedish. Therefore the purpose of this study is to investigate and to describe how six teachers in grades F-3 work in their reading comprehension instructions for multilingual students. To be able to answer the purpose of the study the following research question were formulated: Which specific activities do the teachers chose to work with in their reading comprehension instructions and how to the teachers work with this? Which factors do the teachers believe could have an impact on multilingual students’ development in reading comprehension? Overall this is a qualitative interview-study where data has been obtained through semi-structured interviews with six teachers. To be able to interpret, understand and describe the statements from the teachers I have taken inspiration from the hermeneutic interpretation doctrine. The results of this study shows that explicit teaching, conversation and interaction and also the use of figures linked to reading strategies are advantageous for multilingual students. Furthermore, results indicate that work with vocabulary instructions and different reading activities are favorable for multilingual students’ reading comprehension skills. Other factors that have been highlighted in the results are multilingual students’ skills in their native language, their socio-economic background and traditions at home.

The thesis deals with Work Instructions from the Perspective of Text Comprehesion. It gives the description of Work Instructions in general, then focuses on two specific kinds of Instructions - Recipes and Consumer Medicine Information. Information about Vocabulary, Syntactics, Semantics, Coreference and Inferences are involved. There is a research of Text Comprehension in the empirical part of this thesis, it is divided into two parts, one for each kind of Instruction. This thesis draws on findings of Czech and foreign linguists.

Doctor of Philosophy / Department of Diagnostic Medicine/Pathobiology / Douglas Powell / Randall Phebus / Not-ready-to-eat entrées purchased at retail and prepared in the home have been identified as a risk factor for salmonellosis. From 1998 to 2010, ten outbreaks implicated undercooked not-ready-to-eat entrées. In each outbreak, affected individuals prepared entrées in a microwave oven, did not follow recommended cooking instructions, and failed to take the internal temperature of the cooked product. This dissertation surveyed grocery stores for product availability, evaluated consumers’ preparation practices of raw, breaded, frozen chicken entrées, and validated on-package label instructions. The survey of retail revealed that several manufacturers fail to provide consumers clear preparation instructions. A video capture system was used to observe food preparation practices of 41 consumers–21 primary meal preparers and 20 adolescents–in a mock domestic kitchen using uncooked, frozen, breaded chicken products, and determined if differences exist between consumers’ reported safe food handling practices and actual food handling behavior as prescribed on product labels. Differences between self-report and observed food safety behaviors were identified between groups. Many participants reported owning a food thermometer (73 percent) and reported using one when cooking raw, breaded chicken entrées (19.5 percent); however, only five participants (12.2 percent) were observed measuring the final internal temperature with a food thermometer despite instructions on the product packaging to do so. Food handling errors identified during the meal preparation sessions were then mimicked in a controlled laboratory setting to determine the impact of such deviations on end-product temperature. For all products, highly variable internal temperatures were recorded across entrées when prepared in a 600W microwave oven. Microwave cooking of raw breaded poultry products is unpredictable in achieving uniform target end-point temperatures; however, a 1000W microwave oven consistently produced a safe end product. Data collected through direct observation more accurately reflected consumer food handling behaviors than data collected through self-reported surveys. Low wattage microwave ovens failed to produce a safe end product. Processors should validate instructions for not-ready-eat entrées using a range of microwave ovens rather than a single wattage, develop a unique set of instructions for entrées, and provide consumers clear cooking instructions that result in a safe end product.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-03-24T11:46:39Z No. of bitstreams: 1 Luiza Mulin Vaz.pdf: 1857515 bytes, checksum: 90cfcee01d5a7a029b76227041d9a0a8 (MD5) / Made available in DSpace on 2017-03-24T11:46:39Z (GMT). No. of bitstreams: 1 Luiza Mulin Vaz.pdf: 1857515 bytes, checksum: 90cfcee01d5a7a029b76227041d9a0a8 (MD5) Previous issue date: 2017-03-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Behavioral analysts have been concerned with evaluating the effect of different learning histories over the sensitivity to the change of contingencies. The present research has investigated the effect of three variables over the sensitivity to the change of contingencies: (1) learning histories, by rules or contingencies; (2) the degree of instructional specificity (general instruction and specific instruction); and (3) maintenance or change of the instruction between phases. Twenty participants were assigned to one of five experimental groups, that were different by the acquirement of repertoire in Phase 1: two groups were exposure to general instruction; other two groups were exposure to specific instruction and one group were exposure to learning by contingencies (minimum instruction). In Phase 2, block 1, the same type of instruction was maintained for three groups; for the other two groups, the instruction was shifted to a minimum instruction. In Phase 2, block 2, the reinforcement contingency was modified without any previous warning. In both phases, a first order matching-to-sample task procedure was programmed in the computer. In Phase 1, was reinforced to choose one of the comparison stimuli that shared the property “equal in shape or in color” with the sample stimulus. This phase contained three sessions, of 36 trials each. Phase 2 contained three sessions, each divided into two blocks. Block 1 corresponded to the first 10 trials and Block 2 corresponded to the following 26 trials. In each block, a contingency would take effect. In blocks 1, there was instruction presentation and the contingency in effect was the same one of the Phase 1 (correct relation was the property: “equal in shape or in color”). In blocks 2, there was no instruction presentation and was reinforced to choose one of the comparison stimuli that did not shared any property with the sample stimulus. This change of contingencies occurred without previous warning. The results showed that the group exposed to learning by contingencies and one of the groups exposed to general instruction showed the most sensitivity when the contingencies were shifted. While one of the groups exposed to specific instruction showed insensitivity when the contingencies were shifted. This result indicates that learning histories by contingencies and by general instruction promotes the sensitivity to the change of contingencies. In the other hand, the learning history by specific instruction produces less sensitivity to the change of contingencies. In general, the groups that were exposed to minimal instruction in Phase 2 (blocks 1) showed more sensitivity to the change of contingencies when compared to the groups that were exposed to general or specific instruction between the two phases / Analistas do comportamento têm se preocupado em avaliar o efeito de diferentes histórias de aprendizagem sobre a sensibilidade a mudanças nas contingências. A presente pesquisa teve o objetivo de investigar o efeito de algumas variáveis na sensibilidade à mudança nas contingências, sendo elas: (1) histórias de aprendizagem, por regras ou por contingências; (2) histórias de aprendizagem por regras mais ou menos específicas (instrução geral e instrução específica); e (3) manutenção ou mudança no tipo de instrução apresentada nas diferentes fases. Vinte participantes foram alocados em cinco grupos experimentais, definidos de acordo com a forma de aquisição do repertório na Fase 1: aprendizagem por instrução geral (dois grupos); aprendizagem por instrução específica (dois grupos); e aprendizagem por contingências – instrução mínima (um grupo). Na Fase 2, bloco 1, o mesmo tipo de instrução foi mantido para três grupos; para os outros dois grupos, a instrução foi alterada para mínima. Na Fase 2, bloco 2, ocorreu mudança não-sinalizada das contingências. Nas duas fases, a tarefa consistiu em um procedimento de escolha de acordo com o modelo e foi realizada no computador. Na Fase 1, era reforçada a resposta de clicar sobre o estímulo comparação igual ou em forma ou em cor ao estímulo modelo. Essa fase conteve três sessões, de 36 tentativas cada. A Fase 2 conteve três sessões, cada uma dividida em dois blocos. O bloco 1 correspondia às primeiras 10 tentativas e o Bloco 2 correspondia às 26 tentativas seguintes. Em cada bloco, uma contingência entrava em vigor. Nos blocos 1, havia apresentação de instrução e era reforçada a resposta de clicar sobre o estímulo comparação igual em forma ou em cor ao estímulo modelo. Nos blocos 2, não havia instrução e era reforçada a resposta de clicar sobre o estímulo comparação diferente do estímulo modelo. Essa mudança de contingência foi realizada sem qualquer sinalização. Os resultados mostraram que o grupo em que a aquisição do repertório se deu pelas contingências e um dos grupos em que a aquisição de deu por instrução geral foram os que ficaram mais sensíveis à mudança nas contingências, enquanto um dos grupos em que a aquisição do repertório se deu por instrução específica apresentou insensibilidade à mudança nas contingências. Esse resultado indica que, quando há mudança nas contingências, histórias de aprendizagem por contingências e por instrução geral favorecem a mudança no responder; já a aprendizagem por instrução específica torna o responder pouco sensível a mudança. Em geral, os grupos que receberam instrução mínima na Fase 2 (blocos 1) mostraram-se mais sensíveis à mudança nas contingências, quando comparados aos grupos que receberam instrução geral ou específica nas duas fases

The present study aims to predict which individual factors may influence strategy-choices in wayfinding situations, specifically when participants are faced with ambiguous instructions in unfamiliar environments. Individual differences were measured with self-report forms of the Big Five personality traits and the Santa Barbara sense of direction scale (SBSOD). The study was conducted in a web-based survey format with a n=104 (65 female, and 39 male). A regression analysis concluded that the trait conscientiousness was the only factor that had predictive value in determining choice of strategy. SBSOD had some predictive values towards strategy-choice, but needs further investigation before any general conclusion can be drawn. Future studies should focus on a more goal‑oriented task with more realistic stimulus.

Este projeto apresenta uma metodologia aplicada à análise da viabilidade de se otimizar código fonte C para o processador embarcado Nios II. Esta metodologia utiliza ferramentas de análise de código que traçam o perfil da aplicação, identificando suas partes críticas em relação ao tempo de execução, as quais são o gprof e o performance counter. Para otimizar o código para o processador Nios II, são utilizadas tanto instruções customizadas quanto uma ferramenta automática de aceleração de código, o compilador C2H. Como casos de estudo, foram escolhidos três algoritmos devido à sua importância no campo da robótica móvel, sendo eles o gaxpy, o EKF e o SIFT. A partir da aplicação da metodologia para se otimizar cada um dos casos, foi comparada a eficiência tanto das ferramentas de análise de código, quanto das ferramentas de otimização, bem como a validade da metodologia proposta / This project presents a methodology applied to analyze the viability of C source code optimization for the Nios II embedded processor. This methodology utilizes the gprof and performance counter source code analysis tools to profile the source code of an application, and identify its critical time consuming parts. The optimization of C source code for the Nios II processor was performed using custom instructions and an automatic source code acceleration tool, the C2H compiler. Three algorithms were chosen as study cases, based on their importance to mobile robotics. Those were the gaxpy, EKF and SIFT algorithms. After applying the presented methodology to optimize each study case, efficiency comparisons were made between the source code analysis tools, as well between the optimization tools, in order to validate the presented methodology

ABB Power Grids Grid Integration, PGGI, deliver substations to external customers, the performed work is done in project form and all the projects are being tracked by several Key Performance Indicators, KPI. In this Thesis work one KPI will be investigated, which is OTD. The OTD is in form of 17 standardized milestones that are set from ABB to support the PGGI-project’s on-time-delivery. The problem that shall be investigated is the downward trend discovered regarding the OTD for the 17 milestones. This downward trend means that the PGGI-project’s ability to deliver on time is decreasing. To take on the problem a status analysis to achieve a picture of the current situation regarding the 17 milestones was done, the current situation is called As-Is. An analyze of the targeted situation regarding the milestones was also performed, which is called To-Be. When these two were made an analysis between them was also done. The result from this was that a gap between the As-Is and the To-Be situation exists. The reasons for this gap are; deficiencies in knowledge and lack of understanding regarding OTD, reporting, and unreliable data regarding the 17 milestones. Thereafter a roadmap was developed to suggest how the notified gap between As-Is and To-Be situation can be reduced and possibly be eliminated. This roadmap contains 7 improvement suggestion and an implementation plan for how some of the suggestions is recommended to be managed. This goes out to the company to perspicuous illustrate the shown gap and how to minimize it. Lean philosophy and Statistical Process Control laid as foundation for the developed improvement suggestions. An implementation of the roadmap as a template for the improvement suggestions that were developed are therefore suggested as further work. / ABB Power Grids Grid Integration, PGGI, levererar transformatorstationer till externa kunder, arbetet som utförs är i projektform. Alla projekt följs upp via nyckeltal, nyckeltalet OTD som ska undersökas i detta examensarbete är i form av 17 stycken standardiserade milstolpar satta från ABB för att stötta PGGI-projektens leveranssäkerhet. Problemet som ska redas ut är den nedåtgående trenden som upptäckts i leveranssäkerheten hos de 17 milstolparna. För att ta an detta gjordes en nulägesbeskrivning samt en börlägesbeskrivning, detta visade ett gap i arbetssättet gällande de 17 milstolparna. En analys av gapet mellan nuläge och börläge genomfördes, i analysen upptäcktes brister i kunskap, förståelse, rapportering samt opålitlig data gällande de 17 milstolparna. Därefter utvecklades en plan för att föreslå hur gapet mellan börläge och nuläge ska minska för att sedan elimineras. Lean filosofi, Lean verktyg samt Statistisk Process Styrning låg som grund för de framtagna förbättringsförslagen. Den framtagna planen är tänkt att användas som grund för vidare arbete med förbättringsförslagen som tagits fram.

La comparaison de séquences est une des tâches fondamentales de la bioinformatique. Les nouvelles technologies de séquençage conduisent à une production accélérée des données génomiques et renforcent les besoins en outils rapides et efficaces pour effectuer cette tâche. Dans cette thèse, nous proposons un nouvel algorithme de comparaison intensive de séquences, explicitement conçu pour exploiter toutes les formes de parallélisme présentes dans les microprocesseurs de dernière génération (instruction SIMD, architecture multi-coeurs). Cet algorithme s'adapte également à un parallélisme massif que l'on peut trouver sur des accélérateurs de type FPGA ou GPU. Cet algorithme a été mis en oeuvre à travers le logiciel PLAST (Parallel Local Alignment Search Tool). Différentes versions sont disponibles suivant les données à traiter (protéine et/ou ADN). Une version MPI a également été mise au point pour un déploiement sur un cluster de PCs. En fonction de la nature des données et des technologies employées des accélérations de 3 à 20 ont été mesurées par rapport à la référence du domaine, le logiciel BLAST, pour un niveau de qualité équivalent.

Il est un champ d'investigation qui mérite un intérêt particulier : il s'agit de la réception des littératures maghrébines en milieu scolaire : les oeuvres littéraires n'existent que par la lecture dans le milieu scolaire. C'est donc ayant présente à l'esprit cette évidence que nous nous proposons d'approfondir la recherche en la matière. Nous empruntons trois voies: l'analyse des textes normatifs, notamment ceux qui concernent l'enseignement du français, l'enquête auprès des enseignants et l'analyse des manuels scolaires en usage dans le secondaire. Notre recherche comporte donc deux grandes parties : la première porte sur le système éducatif et l'enseignement du français au Maroc; alors que la deuxième est consacrée à la place des textes littéraires dans les documents officiels et aux représentations interprétatives des pédagogues sur les oeuvres maghrébines aux programmes

Communication of hospital discharge instructions between patient and provider is an important component of hospital discharge to ensure that patients have the information they need to manage their post-acute care. Patient perception of this interaction is a key indicator of the quality of services provided. This study examined whether there is a correlation between hospital continuity and transition scores (a measure of patient perceptions of hospital discharge instructions) and hospital readmissions in Ontario. The final regression model for the outcome of all medical readmissions within three days of hospital discharge, showed a significant positive relationship (coefficient=0.0090, p=0.011). The estimate was smaller and not significant once the data was restricted to only community hospitals located outside of Toronto (coefficient=0.0085, p=0.060), and when restricted to urban community hospitals outside of Toronto (coefficient=0.0041, p=0.384). For the outcome of specific medical readmissions within 28 days of hospital discharge, no statistically significant relationship was found.