Thesis--Wisconsin. / Vita. Includes bibliographical references (leaves [157]-171).

Thesis (Ph. D.)--Open University. BLDSC no. DXN112499.

The relationship between dancers and choreographers has often been described as problematic, with the dancer as the silent victim of the powerful choreographer. On the other hand, contemporary choreography has been presented as an inherently collaborative process in which the dancer participates in the creation of movement material, even if she is not credited as a co-author. My thesis explores what we can learn about the social organisation of contemporary choreographic practices by shifting our methodological focus from dance studies to the study of organisational behaviour and interaction. This interdisciplinary approach is based on an understanding of professional dance companies as work organisations with goals to achieve and resources to manage. Professional dance-making is a work activity, and therefore dance companies must be to some extent comparable with other organisations functioning in the same cultural and societal framework. I suggest that by using theories of organisational behaviour to contextualise dancers’ and choreographers’ work relationships we can better understand how their professional identities are implicated in choreographic practices. The data for this research come from two ethnographic case studies of professional contemporary dance companies in the process of making new work. Thematic analysis has been combined with close readings of communicative events to shed light on how choreographic processes are socially constructed and organised through multimodal embodied interaction between the participants. The study shows that in order to understand the dancer’s agency and sensemaking in a choreographic process it is crucial to understand that communication encompasses all aspects of behaviour, not just verbal activity, and that the choreographer’s leadership is dependent on the dancers’ cooperative followership. Organisational concepts such as sensemaking and communities of practice, and theories of leadership, followership and communication, were found to be in many ways applicable to contemporary choreographic processes, suggesting that this perspective could be useful for dance practitioners and scholars alike.

This diploma work deals with snapping of the communication of the physical education teacher with pupils and their exploitation in instructed units physical training on the district of Znojmo. The objective of work is found out how physical education teacher communicate with pupils on district Znojmo. Purposes work is find out how communicate physical education teacher with pupil on district Znojmo. The method of short-term espial was utilized for determination of results. The research of work proceeded at three primary schools with six teachers on district of Znojmo. The thirty-six of lessons was got off of the physical training. The results were elaborated into the well-arranged of the graphs and tablets.

This empirical work aims to investigate the impact of using multimodal communication metaphors on e-learning systems’ usability, overall user experience and affective state. The study proposed a triple evaluation approach to avoid the problem of conventional assessment relying only on usability measurements of efficiency, effectiveness and user satisfactions. Usability in that sense refers only to the functionality and pragmatic side of the product and neglects other aspects of the system. Learning is a cognitive and repetitive task, requiring learners’ attention as well as their interest. Therefore, when delivering content, in addition to the pragmatic functionality, an e-learning system should provide a constructive overall user experience and positive affective state. Doing so will ensure user engagement, facilitate the learning process and increase learners’ performance. The impact of using five different communication metaphors was evaluated in three dimensions using the proposed approach. Within the usability dimension, the evaluation criteria involved measuring system efficiency, effectiveness, user satisfaction and learning performance. Within the user experience dimension, the evaluation criteria involved measuring pragmatic aspects of the user experience, the hedonic aspects of user experience in terms of stimulation as well as identification and the overall system attractiveness. Within the affective state dimension a self-assessments manikin technique was used in conjunction with biofeedback measurements, and users’ valence, arousal and dominance were measured. The study found that system attractiveness and the hedonic user experience had a profound impact on users’ learning performance and attitude toward the tested system. Furthermore, they influenced users’ views and judgement of the system and its usability. The communication metaphors were not equal in their influence within the evaluation criteria. Empirically derived guidelines were produced for the use and integration of these metaphors in e-learning systems. The outcome of the study highlights the need to use the triple evaluation approach in the assessment of e-learning interfaces prior to their release for better adoption and acceptance by end users.

Thesis (Ph.D.) -- Mississippi State University. Department of Management and Information Systems. / Title from title screen. Includes bibliographical references.

Diss. Uppsala : Uppsala universitet, 2006.

The aim of the work is theoretically and empirically to map the interaction of teachers of high schools with students with eating disorders. The theoretical part will contain the definition and description of key concepts and knowledge in the field of eating disorders and the psychology of communication. Empirical part will be focused on the description and understanding of the interactions of the teacher-student intake with a failure. The research will be carried out using qualitative methodology (with an emphasis on in-depth interviews and observations). Obtained data will be adequately analyzed and interpreted to the qualitative manner.

L'interaction Homme-machine s'articule autour de plusieurs points-clés : établissement et maintien de l'échange, compréhension des signaux et réaction. Mes travaux de recherche s'inscrivent dans le thème de l'Interaction/Communication/Relation Homme-Machine avec pour fil conducteur l'aide à la personne en situation de handicap. Au cours de mes projets, j'ai traité la problématique de l'aide aux personnes en situation de handicap suivant quatre axes : * la réalisation d'aide technique dans le cadre de la communication écrite (interface de saisie de textes), * l'interaction émotionnelle (modèle d'affect computationnel), * la stimulation cognitive, * le robot compagnon ou compagnon artificiel Ce mémoire aborde également le thème pluridisciplinaire de l'acceptabilité et de l'intercompréhension dans les interactions et l'évaluation de l'acceptabilité d'un robot comme partenaire d'interaction par l'homme.

Children Preferences in Social Interactions in 1st Class Elementary School Abstract Primary goal of this dissertation is to find out the children's preferences in social communications and interactions in the 1st class of elementary school in 2019/2020. Secondary goal is comparation newly researched data with data obtained by doc. Šauerová from her research focused on children preferences in social interactions between 1999 and 2008-2010. This dissertation is divided to theoretical part and practical research. The theoretical part is about the terminology of basic terms. I introduce past researches made by doc. Šauerová and also next researches on preferences in social interactions and interpersonal relationships where I prove wide importance of social contextuality of school and life. All over I point to high importance of Communication in Social Interactions with context to school education and personality development of each children. Practical research is comparative study made by quantitative approach - questionnaire method. Practical research leads to find out the current situation of children's preferences in social communications and interactions in 1st class of Elementary School in the year 2019/2020. The sample of respondents are children between 6 to 8 years old, where I determinates their actual...