Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Thesis (M. Ed.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Intuitivement, une simulation graphique (monde virtuel, jeu,...) peut etre vue comme un espace borne dans lequel plusieurs entites, disposant chacune d'un comportement propre, evoluent en parallele. Il parait donc naturel d'utiliser des langages concurrents pour programmer ces comportements. Cependant, c'est rarement le cas pour des raisons de complexite de programmation et de deboguage, de non-determinisme et d'efficacite. Nous proposons d'utiliser l'Approche Reactive introduite par F. Boussinot qui permet de definir clairement les comportements d'entites graphiques. Nous avons enrichi les Icobjs qui est un modele d'objets reactifs graphiques. Il offre la possibilite a des non-specialistes de construire graphiquement des comportements complexes a partir de comportements simples et de constructeurs graphiques. Nous avons realise une implementation dont l'objet central est Icobj. Il definit une structure minimale dynamiquement extensible pour permettre une construction graphique generique. Un icobj particulier, le Workspace, execute et affiche les icobjs qu'il contient. Les comportements sont executes par un moteur reactif dedie aux Icobjs appele Reflex. Il reprend les principales primitives du formalisme Junior en modifiant la semantique de certaines instructions et en y ajoutant de nouvelles. Toutes les instructions sont formalisees par des regles de reecritures au format SOS. De plus, nous avons developpe un environnement qui permet d'interagir dynamiquement avec les simulations. Enfin, nous presentons quelques experimentations autour de l'utilisation des Icobjs dans le cadre de simulations distribuees, de simulations physiques ou de simulations multi-horloges.

<p>Abstract: The purpose of this study was to examine the process of overtraining syndrome as a part of development in sports and careers. It is based on theories about overtraining syndrome and athlete career transitions. The intention was to find patterns that illustrate critical factors in the athlete career for overtraining syndrome to occur, but also for preventing overtraining syndrome to emerge and for rehabilitation.</p><p>The Informant was a 19 years old man who had completed his studies at a Swedish sports-“gymnasium”. Two semi structured interviews were made, the second as a following up interview. The material was analysed by a qualitative content analysis including a constant comparing method. </p><p>The result showed that the Informant developed an overtraining syndrome during his first year as an elite junior athlete at the sports-“gymnasium”. It took one year from the occurrence of the first symptoms until initiating interventions and a second year of rehabilitation before the Informant was totally recovered. Imbalance in the stress-recovery process because physiological and psychological sports demands as well as lack of cognitive skills was possible factors for the beginning of the overtraining syndrome. Factors for preventing origination were the Informants motivation, cognitive skills along with social support.</p><p>In summary it is proposed to focus on interaction between models and theories about overtraining syndrome and athletic career transitions, in purpose to prevent overtraining syndrome to occur when young athletes transcend to high achievement junior sports, including its structure.</p><p>Sammanfattning: Syftet med studien var att studera processen för överträningssyndrom som en del i idrotts- och karriärutvecklingen utifrån teorier om överträningssyndrom och idrottskarriärövergångar. Avsikten var att finna mönster som belyste faktorer och kritiska skeden i idrottskarriären för att överträningssyndrom ska uppstå samt för att förhindra detta och underlätta rehabilitering.</p><p>Informant var en 19 årig man som avslutat tre års studier på idrottsgymnasium. </p><p>Två semistrukturerade intervjuer genomfördes, den senare intervjun som uppföljningsintervju. Materialet analyserades genom kvalitativ innehållsanalys med en konstant jämförande metod. Resultaten visade att under det första året som elitidrottande junior på idrottsgymnasium utvecklade Informanten ett överträningssyndrom. Det tog ett år från att första symtomen uppmärksammades till att intervention påbörjades och ytterligare ett års rehabilitering innan Informanten var helt återställd. Tänkbara orsaker till uppkomsten var obalans i stress-återhämtningsprocessen, framförallt beroende på idrottsliga fysiska och psykologiska krav och brist på kognitiva förmågor. Faktorer för att förhindra uppkomst och i rehabilitering antas vara Informantens motivation och kognitiva förmågor samt socialt stöd. </p><p>Sammantaget antas att interaktion mellan modeller och teorier om överträningssyndrom och idrottskarriärövergångar ska ses som en helhet i syfte att förhindra uppkomst av överträningssyndrom då unga idrottare övergår till högpresterande junioridrott och dess struktur.</p>

<p>The objectives of this study was to test the Transition Monitoring Survey (TMS) and to</p><p>examine similarities and differences in the transition experiences between athletes in the</p><p>beginning of the transition and in the middle of the transition from junior to senior sport. A</p><p>pilot study (n = 10) was conducted with a combination of survey and debriefing. The main</p><p>study (n =135) was quantitative with a cross-sectional approach. Participants were divided</p><p>into two groups; athletes in the beginning and athletes in the middle of the transition. The</p><p>results showed thirteen significant differences in demands, coping strategies, resources and</p><p>perceived stress. Athletes in the middle of the transition showed more adaptation to the</p><p>transition process then athletes in the beginning. The study also shows that the TMS works</p><p>well. The results are discussed based on frameworks and previous research.</p>

Thesis (Ph. D.)--University of Chicago, Department of Education, August 2002. / Includes bibliographical references. Also available on the Internet.

Thesis (M. A.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.

Thesis (M. A.)--University of Hong Kong, 2006. / Title proper from title frame. Also available in printed format.

Abstract: The purpose of this study was to examine the process of overtraining syndrome as a part of development in sports and careers. It is based on theories about overtraining syndrome and athlete career transitions. The intention was to find patterns that illustrate critical factors in the athlete career for overtraining syndrome to occur, but also for preventing overtraining syndrome to emerge and for rehabilitation. The Informant was a 19 years old man who had completed his studies at a Swedish sports-“gymnasium”. Two semi structured interviews were made, the second as a following up interview. The material was analysed by a qualitative content analysis including a constant comparing method. The result showed that the Informant developed an overtraining syndrome during his first year as an elite junior athlete at the sports-“gymnasium”. It took one year from the occurrence of the first symptoms until initiating interventions and a second year of rehabilitation before the Informant was totally recovered. Imbalance in the stress-recovery process because physiological and psychological sports demands as well as lack of cognitive skills was possible factors for the beginning of the overtraining syndrome. Factors for preventing origination were the Informants motivation, cognitive skills along with social support. In summary it is proposed to focus on interaction between models and theories about overtraining syndrome and athletic career transitions, in purpose to prevent overtraining syndrome to occur when young athletes transcend to high achievement junior sports, including its structure. Sammanfattning: Syftet med studien var att studera processen för överträningssyndrom som en del i idrotts- och karriärutvecklingen utifrån teorier om överträningssyndrom och idrottskarriärövergångar. Avsikten var att finna mönster som belyste faktorer och kritiska skeden i idrottskarriären för att överträningssyndrom ska uppstå samt för att förhindra detta och underlätta rehabilitering. Informant var en 19 årig man som avslutat tre års studier på idrottsgymnasium. Två semistrukturerade intervjuer genomfördes, den senare intervjun som uppföljningsintervju. Materialet analyserades genom kvalitativ innehållsanalys med en konstant jämförande metod. Resultaten visade att under det första året som elitidrottande junior på idrottsgymnasium utvecklade Informanten ett överträningssyndrom. Det tog ett år från att första symtomen uppmärksammades till att intervention påbörjades och ytterligare ett års rehabilitering innan Informanten var helt återställd. Tänkbara orsaker till uppkomsten var obalans i stress-återhämtningsprocessen, framförallt beroende på idrottsliga fysiska och psykologiska krav och brist på kognitiva förmågor. Faktorer för att förhindra uppkomst och i rehabilitering antas vara Informantens motivation och kognitiva förmågor samt socialt stöd. Sammantaget antas att interaktion mellan modeller och teorier om överträningssyndrom och idrottskarriärövergångar ska ses som en helhet i syfte att förhindra uppkomst av överträningssyndrom då unga idrottare övergår till högpresterande junioridrott och dess struktur.

This thesis examines two aspects of the shaping of school pupils and has its theoretical base in Foucault's concepts of governmentality and conduct of conduct. The initial study deals with the construction of the ideal pupil in two curricula texts from 1969 and 1994. The second focuses on how pupils are constructed and construct themselves in the school context. The method of inquiry is text analysis and group interviews. The curricula study describes pupils' desired competencies in curricula texts today and forty years ago. The study notes that during the last four decades the honest, helpful, patient and considerate subject has been replaced by a responsible, reflective, active and critical subject. A subject with dichotomous competencies is elaborated to show the antithesis to the democratic pupil/member of society. The discussion deals with how the desired competencies may effect schoolwork and the interaction between teachers and pupils, and vice versa.  The second study deals with what a group of pupil talk about, how they do it and who is allowed to talk when. The subject matter is how nine-year-old pupils argue with each other about coming off well in school or failing as a pupil. The results indicate that relations with peers is central for nine-year-old pupils during the school day, and that traditional school work - such as reading and writing, maths and so on -  is not something the pupils pay particularly much attention to. The pupils must learn to master a number of implicit rules about the conduct of a school girl or a school boy. Most pupils learn the prevailing criteria without difficulty, but those who fail in this matter are in one way or another excluded from other children's activities. To position oneself and others is a basic part of the interaction with others and is always in progress. Positioning in this sense is not to be mixed up with social positions and status in more traditional terms. You position yourself and the other as soon as you catch sight of each other by asking yourself: Who am I and who is he/she? This question is strictly tied to here and now in a special context, and continues as long as any kind of interaction exists between two or more people. The children have different techniques for positioning themselves and each other, and use them more or less frequently. Some pupils are more competitive than others and express a more hierarchic idea in their relations to other pupils. Other boys and girls seem to have very little interest in such competition and manage to position themselves without comparing or competing.