The educational benefits of involving learners as active players in the learner modelling process have been an important motivation for research on this form of learner modelling, henceforth referred to as participative learner modelling. Such benefits, conceived as the promotion of learners' reflection on and awareness of their own knowledge, have in most cases been asserted on the grounds of system design and supported only by anecdotal evidence. This dissertation explores the issue of whether participative learner modelling actually promotes learners' reflection and awareness. It does so by firstly interpreting 'reflection' and 'awareness' in light of "classical" theories of human cognitive architecture, skill acquisition and meta-cognition, in order to infer changes in learner abilities (and therefore behaviour) amenable to empirical corroboration. The occurrence of such changes is then tested for an implementation of a paradigmatic form of participative learner modelling: allowing learners to inspect and modify their learner models. The domain of application centres on the sensorimotor skill of controlling a pole on a cart and represents a novel type of domain for participative learner modelling. Special attention is paid to evaluating the method developed for constructing learner models and the form of presenting them to learners: the former is based on a method known as behavioural cloning for acquiring expert knowledge by means of machine learning; the latter deals with the modularity of the learner models and the modality and interactivity of their presentation. The outcome of this research suggests that participative learner modelling may increase the abilities of learners to report accurately their problem-solving knowledge and to carry out novel tasks in the same domain—the sort of behavioural changes expected from increased learners' awareness and reflection. More importantly perhaps, the research suggests a viable methodology for examining the educational benefits of participative learner modelling. It also exemplifies the difficulties that such endeavours will face.

This dissertation is a study of science and medicine after the gas disaster in1984 in Bhopal, India. It looks at the discourses, debates, suspicions, and entangled events that have shaped the narratives of causality following the catastrophe, and the ways that ideas about relief, treatment, and illness have been constructed by experts, lay activists, and survivors. In it I address the issues of suspicion, research, and power by looking at the "cyanide controversy" in the early years after the disaster, and at the ways that the consequences of uncertainty affect patients and doctors within the hospital system designed to provide "gas relief" in the aftermath. I also describe the range of ways gas survivors have categorized and produced as subjects and citizens through an analysis of epidemiological, legal, and political discussions. I take on the history of medical research after the event, and show how a vast corpus of scientific work has remained dispersed and underutilized, leaving room for sometimes-dangerous narratives of certain illness or death. Finally, I look at the consequences of this indeterminacy for care and healing. I assess access to treatments, the diversity of medical care, the undermining of the status of the gas exposed, and the ways that detoxification has been approached through notions of dosage, potency, and traditional medicine. I produce a sociology of knowledge about the catastrophe and contribute to literatures on the problem of epistemic uncertainty and risk after disasters, the production of medicalized subjects, and the politicization of knowledge. I argue that interventions that have tried to encompass the disaster within a unitary framework have been persistently inadequate, and illustrate how attempts to reduce or subsume the consequences of the disaster - through recourse to scientific indeterminacy, under reductionist legal mechanisms, by imprecise categorization schema, within flawed research methodologies, and among hollow medical infrastructures - have not only failed to meaningfully represent it but also resulted in predictable forms of reductionist violence and social suffering, through obfuscation as often as through action. / Anthropology

Introduction Cervical cancer is the fourth most common cancer in women worldwide. An estimated 62,000 cases of cervical cancer occur annually in China, accounting for 12% of global incidence. Virtually all cervical cancers are related to infection by Human Papilloma Virus (HPV): effective HPV vaccines have been developed and vaccination programmes introduced in many countries over the last decade. Given the burden of cervical cancer in China, it is imperative that effective primary and secondary prevention strategies are introduced. Effective introduction of HPV vaccination programmes will require education and information strategies that are informed by a comprehensive understanding of the knowledge, attitudes and beliefs about HPV infection and its relationship to cervical cancer in the Chinese population. Aims and objectives The aims of my thesis are: 1) to systematically review the evidence from the Chineselanguage literature in relation to knowledge of and attitude towards HPV infection and HPV vaccination, and 2) to explore knowledge and attitudes about HPV infection, HPV vaccination and cervical screening amongst teenagers in Heilongjiang province in China. Methods I undertook a systematic literature review using two electronic Chinese databases – the ‘Chinese National Knowledge Infrastructure’ (CNKI) database and the ‘Wanfang’ database. These were searched from inception through November 30th 2012: MeSH terms were applied to both Chinese databases. Manual searching of relevant online journals was also undertaken. Following selection of papers based on pre-determined inclusion and exclusion criteria, quality assessment was carried out using a modified quality assessment checklist, and included studies were classified as good, fair or poor quality. Due to heterogeneity of populations and survey instruments a narrative approach was adopted for data synthesis. I also undertook a questionnaire survey of high-school students in China. Questions were designed based on the Health Belief Model, informed by findings from my systematic review, and refined through cognitive interviews prior to field work in early 2014. The survey targeted students in five public high schools in one middle-income city (Mudanjiang city) and two small counties (Ning’an and Hailin) of Heilongjiang province; 3788 young people aged 14-22 years participated. Descriptive statistical analysis was used to summarise demographic characteristics; initially differences were identified using the chi-square test. Factor analysis was applied to identify attitude patterns and logistic regression analysis models were applied to determine the association between attitude (potential predictors) and acceptability, attitude and levels of knowledge. Results Forty seven articles met my inclusion criteria and were included in the systematic review. All included studies were published between 2006 and 2011; all were cross-sectional questionnaire surveys with sample sizes ranging from 100 – 9,865. The quality of included studies varied considerably. Included populations ranged from the general public, to young people, and health professionals. Awareness of HPV and knowledge of the relationship between HPV and cervical cancer, and of the sexually transmitted nature of HPV, were the main issues examined. Awareness of HPV was low among all non-health professionals groups. Similarly, understanding of the relationship between HPV infection and cervical cancer and of the sexually transmitted nature of HPV was low. However, significant differences in awareness and knowledge were found, based on urban/rural status, ethnicity and age. Uighur women had the lowest awareness and knowledge levels, followed by rural women adults, and teenagers. Acceptability of HPV vaccination varied in terms of the vaccine target recipients (whether adult women, or for their daughters), and between health professionals and the general public). Reported levels of HPV vaccine acceptability (for women adults themselves and for their daughters) were higher in North China compared to South China. Health professionals were less willing to accept the vaccine for their daughters than they were to receiving it themselves. The cost, source and appropriate age for HPV vaccination were also frequently examined issues. Importantly, a high proportion of the health professionals believed that the appropriate age for vaccine was over 18 years old for girls. 3788 participants aged 14-22 years were included in the questionnaire survey, with 54% females and 20% urban students. Overall awareness of HPV was 13.2% and acceptability of the HPV vaccine was 68%. Knowledge levels varied in different content areas; for example 74% of respondents knew that HPV vaccination is not 100% effective against cervical cancer while only 6% knew that poor personal hygiene did not increase the risk of contracting HPV infection. Attitudes towards HPV infection and vaccination were also interesting and novel; the greatest concern about HPV vaccination was minor side effects (72%). The highest-rated source of recommendations about HPV vaccination was parents (66%), while there were concerns expressed about ‘gossip’ in relation to HPV vaccination (51%). No urban/rural differences were found in knowledge and attitudes - gender differences existed, but depended on specific circumstances. Participants who were willing to accept HPV vaccination were more likely to be influenced by others, to report high perceived severity of HPV and cervical cancer, to perceive benefits of HPV vaccination and to score well on knowledge questions. Participants with high knowledge scores for HPV infection and vaccination were more likely to consider HPV infection and cervical cancer to be serious, and were less likely to associate HPV infection with stigma. Participants who had high levels of awareness of HPV infection were more likely to be influenced by others in relation to accepting HPV vaccination. Discussion My thesis has produced new and novel findings in relation to HPV vaccination knowledge, attitudes and beliefs in China. Low levels of awareness and knowledge amongst Chinese people may be influenced by traditional Chinese culture, which perhaps makes people more reluctant to consider issues related to sexual practices. Another possible explanation is that people tended to under-report knowledge of HPV when answering the questions in the survey in order to conform to social norms in China - these topics are highly sensitive in China. High levels of acceptability of HPV vaccines may have also been influenced by ‘ways of thinking’ among Chinese people; their natural inclination is to accept all recommendations for vaccination from government agencies – so they may not have thought hard about this choice. There is optimism in the Chinese population that cancer can be prevented by vaccination – indeed, they are inclined to believe it will prevent disease that can generate serious health impacts in the future. Nevertheless, some Chinese people have conservative attitudes towards the effectiveness of HPV vaccination and some suspicion of the drug companies which produce these vaccines. There were significant methodological issues in my comparisons of Western and Chinese literature. Western literature is more likely to comprise good quality studies – typically there are better-defined sampling frames, more valid and reliable instruments and robust theoretical frameworks. The difference in quality between Chinese and Western literature arises from the stricter rules for reporting and evaluation in western publications and the relatively low publishing standards in Chinese literature. / My thesis also details a number of methodological issues which arose in conducting my questionnaire survey – ideally, I would like to follow up the work I have done with a multi-centre population-based study among teenagers in China (an idea which I will pursue once I return to China). This would hopefully provide better quality information on the influences of factors such as socio-economic status and family background in determining acceptability of HPV vaccination. Nevertheless, my relatively modest, school-based study has, I believe, produced results which add to the information available to health care planners and policy makers in the field of HPV vaccination in China. Conclusion My systematic review is, to my knowledge, the first to identify and synthesise findings about knowledge of and attitude towards HPV infection and vaccination in the Chinese literature – as such, it addresses a gap in currently available evidence. Although there are methodological limitations in Chinese literature (with more poor quality studies), the results still have implications for further health education intervention programmes and health policy. My questionnaire survey was also a ‘first’ in many ways – it explored attitudes towards HPV vaccines based on Health Belief Model among Chinese teenagers and examined HPV related stigma among mainland Chinese teenagers. Low levels of awareness and knowledge and conservative attitudes towards sexually related infections suggest the impact of Chinese traditional culture and a range of other social and financial constraints in China. Hence, there is a great deal to be done before HPV vaccination can be implemented in China – there are educational needs, and in many areas societal and cultural attitudes need to be challenged. Significant changes are also need in government policy and investment – these are major challenges for health care in China, and I sincerely hope my thesis will contribute to these important debates.

Primary objective in our consumer education work is to develop a financially literate community, where Lithuanian consumers can make informed decisions about financial products and services, and identify and avoid scams and swindlers. To help us achieve this objective, we have developed a consumer education strategy to guide our activities over the period 2004– 2006. As part of our strategy, we have set out: • the scope of our consumer education role; • the priority topic areas that our strategy should focus on. • the delivery mechanisms we intend to use for our consumer education initiatives. As the primary consumer protection regulator in the financial services sector, we believe that our consumer education role should include the following main elements: • Making consumers aware of the need to be informed, educated and active; • Informing consumers about: – How they can look after their money; – Scams and swindles to avoid; – Consumer rights and how to exercise them; • Helping coordinate consumer education across different groups; • Helping improve financial literacy; • Undertaking or commissioning relevant research. • Providing referral information. Its very important, that children (specialy from sheltered houses) can acquirement developink skills for the individual consumer – skills such as how to buy quality goods at fair prices and how to spot fraudulent trade practices in the marketplace, and how to be a responsible consumer (ecology problems). Consumer education... [to full text]

Le Web d’aujourd’hui est formé, entre autres, de deux types de contenus que sont les données structurées et liées du Web sémantique et les contributions subjectives des utilisateurs du Web social. L’approche ViewpointS a été conçue comme un formalisme creuset apte à intégrer ces deux types de contenus, en préservant la subjectivité des interactions du Web Social. ViewpointS est une approche de représentation subjective des connaissances. Les connaissances sont représentées sous forme de points de vue – des viewpoints – qui sont des éléments de base d’une sémantique individuelle déclarant la proximité de deux ressources. L’approche propose aussi un second degré de subjectivité. En effet, viewpoints peuvent être interprétés différemment selon l’utilisateur grâce au mécanisme de perspective. Il y a une subjectivité dans la connaissance capturée ainsi que dans la manière de l’exploiter. En complément aux approches top-down où la sémantique collective d’un groupe est établie par consensus, la sémantique collective d’une communauté ViewpointS émerge de façon « bottom-up » de l’échange et la confrontation des viewpoints et évolue de manière fluide au fur et à mesure de leur émission. Les ressources du Web sont représentées et liées par les viewpoints dans le Graphe de Connaissances. A l’utilisation, les viewpoints entre deux ressources sont agrégés pour créer une « synapse ». A partir du Graphe de Connaissances contenant les viewpoints et les ressources du Web une Carte de Connaissances composée de synapses et de ressources est créée qui est le fruit de l’interprétation et de l’agrégation des viewpoints. Chaque viewpoint contribue à la création, au renforcement ou à l’affaiblissement d’une synapse qui relie deux ressources. L’échange de viewpoints est le processus de sélection qui permet l’évolution des synapses d’une manière analogue à celles qui évoluent dans le cerveau au fil d’un sélectionnisme neuronal. Nous investiguons dans cette étude l’impact que peut avoir la représentation subjective des connaissances dans divers scénarii de construction collective des connaissances. Les domaines traités sur les bénéfices de la subjectivité des connaissances représentées sont la recherche d’information, la recommandation, l’alignement multilingue d’ontologies et les méthodes de calcul de distance sémantique. / Nowadays, the Web is formed by two types of content which are linked: structured data of the so-called Semantic Web and users’ contributions of the Social Web. The ViewpointS approach was de-signed as an integrative formalism capable of mixing these two types of content while preserving the subjectivity of the interactions of the Social Web. ViewpointS is a subjective knowledge repre-sention approach. Knowledge is represented by means of viewpoints which are micro-expressions of individual semantics tying the relation between two Web resources. The approach also provides a second level of subjectivity. Indeed, the viewpoints can be interpreted differently according to the user through the perspective mechanism. In addition to a top-down approach where collective semantics of a group is established by consensus, collective semantics of a ViewpointS community is emerging from the exchange and confrontation of viewpoints and evolve fluidly. In our frame-work, resources from the Web are tied by viewpoints in a Knowledge Graph. From the Knowledge Graph containing viewpoints and Web resources a Knowledge Map consisting of “synapses” and re-sources is created as a result of the interpretation and aggregation of viewpoints. The evolution of the ViewpointS synapses may be considered analog to the ones in the brain in the very simple sense that each viewpoint contributes to the establishment, strengthening or weakening of a syn-apse that connects two resources. The exchange of viewpoints is the selection process ruling the synapses evolution like the selectionist process within the brain.We investigate in this study the potential impact of our subjective representation of knowledge in various fields: information search, recommendation, multilingual ontology alignment and methods for calculating semantic distances.

This diploma thesis focuses on the problematics of eGovernment and open data. Thesis assesses the situation in the Czech Republic as well as in countries of European Union. The opendata and eGovernment history, its developments, current state and outlook for future are described. The thesis aims to analyze the characteristics of opendata and compares eGovernment in the Czech Republic with other countries of European Union according to Open Data index. In the last section of this work, selection of the proper data for publication in the open format data is discussed. Its implementation and validation is demonstrated with the example of selected instution in the Czech Republic. In the theoretical part of this thesis problematics of eGovernment in the Czech Republic is discussed. The analytical part assesses the open data publication by the Czech ministry of social security administration. Analysis is conducted using bottom up and top down methods. The benefits of this diploma thesis is the overview of the eGovernment and open data format publications in the Czech Republic and its comparison with other European countries and creation of the methodical framework for choosing the correct data for open data format publication.

In einer wissensbasierten Wirtschaft basiert die Wettbewerbsfähigkeit zunehmend auf den intangiblen Unternehmensressourcen. Doch was für eine Relevanz räumen Führungspersonen in der deutschen Wirtschaft dem Wissens- und Intellectual Capital Management (WM/ICM) ein? Im Auftrag des Bundesministeriums für Wirtschaft und Technologie (BMWi) hat die Forschungsstelle für organisationale Kompetenz und Strategie an der Technischen Universität Chemnitz anhand einer repräsentativen Stichprobe von 3401 Unternehmen den Stand der Wissensmanagement-Aktivitäten in der deutschen Wirtschaft erfasst. Desweiteren ist die Studie folgenden Fragestellungen nachgegangen: - Was sind die möglichen Einflussfaktoren für den Einsatz von WM /ICM-Maßnahmen? - Was für eine Bedeutung hat das WM /ICM für den Unternehmenserfolg und die Wettbewerbsfähigkeit zu untersuchen. Ein wesentliches Studienergebnis ist, dass die Ressource Wissen zum zentralen Produktions-/Wettbewerbsfaktor in der deutschen Wirtschaft avanciert ist. Dabei werden WM/ICM-Aktivitäten weniger von Betriebsgrößen und Branchen als von Geschäftsstrategien und Kernkompetenzen bestimmt. Neben dem Studienergebnis, dass Wissensmanagement besonders in den Unternehmen stark ausgeprägt ist, wo eine starke kunden-, qualitäts-, und personalgetriebene Wettbewerbsstrategie im Vordergrund steht, wurden weitere Einflussgrößen eruiert. / In a knowledge based economy competitiveness is primarily based on the intangibles of a firm. But what relevance is actually given to the Management of organizational knowledge and intellectual Capital (KM/ICM) in the German economy? The Institute of Personnel Management and Leadership studies at the Chemnitz University of Technology has conducted a company survey on KM/ICM with a representative sample size of 3401 firms in order to capture the status-quo of KM/ICM- activities within the German economy. Additionally, two other main research questions have been addressed: - What are the potential drivers for the implementation of KM/ ICM? - How do KM/ ICM activities relate to organizational performance? A crucial study result reveals knowledge as a crucial production – and competitive factor in the german economy. Here, the implementation of KM/ICM is rather determined by business strategies and core competencies than firm characteristics like industry sector or firm size. Besides the findings, that KM–activities especially prevail in those firms with a predominant customer, employee and innovation orientated strategy,further KM/ICM drivers have been evaluated.

La découverte de motifs qui caractérisent fortement une classe vis à vis d'une autre reste encore un problème difficile en fouille de données. La découverte de sous-groupes (Subgroup Discovery, SD) est une approche formelle de fouille de motifs qui permet la construction de classifieurs intelligibles mais surtout d'émettre des hypothèses sur les données. Cependant, cette approche fait encore face à deux problèmes majeurs : (i) comment définir des mesures de qualité appropriées pour caractériser l'intérêt d'un motif et (ii) comment sélectionner une méthode heuristique adaptée lorsqu’une énumération exhaustive de l'espace de recherche n'est pas réalisable. Le premier problème a été résolu par la fouille de modèles exceptionnels (Exceptional Model Mining, EMM) qui permet l'extraction de motifs couvrant des objets de la base de données pour lesquels le modèle induit sur les attributs de classe est significativement différent du modèle induit par l'ensemble des objets du jeu de données. Le second problème a été étudié en SD et EMM principalement avec la mise en place de méthodes heuristiques de type recherche en faisceau (beam-search) ou avec des algorithmes génétiques qui permettent la découverte de motifs non redondants, diversifiés et de bonne qualité. Dans cette thèse, nous soutenons que la nature gloutonne des méthodes d'énumération précédentes génère cependant des ensembles de motifs manquant de diversité. Nous définissons formellement la fouille de données comme un jeu que nous résolvons par l'utilisation de la recherche arborescente de Monte Carlo (Monte Carlo Tree Search, MCTS), une technique récente principalement utilisée pour la résolution de jeux et de problèmes de planning en intelligence artificielle. Contrairement aux méthodes traditionnelles d'échantillonnage, MCTS donne la possibilité d'obtenir une solution à tout instant sans qu'aucune hypothèse ne soit faite que ce soit sur la mesure de qualité ou sur les données. Cette méthode d'énumération converge vers une approche exhaustive si les budgets temps et mémoire disponibles sont suffisants. Le compromis entre l'exploration et l'exploitation que propose cette approche permet une augmentation significative de la diversité dans l'ensemble des motifs calculés. Nous montrons que la recherche arborescente de Monte Carlo appliquée à la fouille de motifs permet de trouver rapidement un ensemble de motifs diversifiés et de bonne qualité à l'aide d'expérimentations sur des jeux de données de référence et sur un jeu de données réel traitant de l'olfaction. Nous proposons et validons également une nouvelle mesure de qualité spécialement conçue pour des jeux de donnée multi labels présentant une grande variance de fréquences des labels. / The discovery of patterns that strongly distinguish one class label from another is still a challenging data-mining task. Subgroup Discovery (SD) is a formal pattern mining framework that enables the construction of intelligible classifiers, and, most importantly, to elicit interesting hypotheses from the data. However, SD still faces two major issues: (i) how to define appropriate quality measures to characterize the interestingness of a pattern; (ii) how to select an accurate heuristic search technique when exhaustive enumeration of the pattern space is unfeasible. The first issue has been tackled by Exceptional Model Mining (EMM) for discovering patterns that cover tuples that locally induce a model substantially different from the model of the whole dataset. The second issue has been studied in SD and EMM mainly with the use of beam-search strategies and genetic algorithms for discovering a pattern set that is non-redundant, diverse and of high quality. In this thesis, we argue that the greedy nature of most such previous approaches produces pattern sets that lack diversity. Consequently, we formally define pattern mining as a game and solve it with Monte Carlo Tree Search (MCTS), a recent technique mainly used for games and planning problems in artificial intelligence. Contrary to traditional sampling methods, MCTS leads to an any-time pattern mining approach without assumptions on either the quality measure or the data. It converges to an exhaustive search if given enough time and memory. The exploration/exploitation trade-off allows the diversity of the result set to be improved considerably compared to existing heuristics. We show that MCTS quickly finds a diverse pattern set of high quality in our application in neurosciences. We also propose and validate a new quality measure especially tuned for imbalanced multi-label data.

Cette recherche interroge le lien affect-cognition chez des adolescents violents, en souffrance scolaire, à travers une dynamique de dépendance vs différenciation cognitive, émotionnelle et psychique. Elle a été réalisée dans deux établissements secondaires dans la région lyonnaise. Trois phases de travail de terrain ont été articulées. La première, exploratoire, s’est intéressée à l’observation du milieu scolaire à travers des entretiens avec des professionnels (N=8). La deuxième, quantitative, a consisté, à l’aide d’un questionnaire, en un recueil de données auprès d’adolescents (N= 112) quant à leurs violences, leurs rapports aux savoirs, leur quotidien scolaire. Des échelles (Questionnaires de Styles cognitifs, SITA et TAS-20) ont également été administrées pour évaluer la dépendance cognitive, l’alexithymie et le second processus de séparation-individuation. La troisième, clinique, a permis de faire un travail approfondi autour de la singularité d’adolescents en difficulté et dits violents (N=6). Elle s’est basée sur des entretiens cliniques et le Rorschach. Les résultats des phases exploratoire et quantitative ont montré un lien entre dépendance cognitive et difficultés scolaires. La violence à l’école associée aux difficultés scolaires est en lien avec une vulnérabilité cognitive, émotionnelle et relationnelle. Quant à la violence seule, sans difficultés scolaires, elle semble au contraire porter un mouvement de différenciation. Les résultats cliniques corroborent l’idée d’une violence scolaire qui vient interpeller le lien. Elle prend valeur d’une recherche de place singulière, de différenciation et de subjectivation. Les dynamiques de dépendance et d’indifférenciation s’intriquent à un fonctionnement cognitif similaire. Une défaillance dans les contenants de pensée vient s’exprimer dans une violence non contenue, comme une recherche de support à la pensée dans le milieu scolaire, à travers un support à la relation. Le rapport cognitif au scolaire s’inscrit dans cette dynamique globale d’un rapport aux contenants, recherchés et mis à l’épreuve dans les interactions avec l’environnement. Cet environnement peine parfois à décoder, à accueillir cette quête, ou à y apporter la compréhension et la réponse adéquate. Ceci fait de l’espace scolaire un espace de lutte pour la différenciation du sujet et par là même un espace potentiel pour créer, en marge parfois des contingences strictement scolaires, un chemin pour l’identité. / This research exmines the link between cognition and affectivity on adolescents with school suffuring, trough studying dependency vs differenciation dynamic on cognitive, emotionnal and affective issues. It was conducted in two secondary establishments in Lyon, France. Three steps have been articulated. The first, exploratory, was interested in the observation of the school through interviews with professionals (N = 8). The second, quantitative, was done with a questionnaire to collect data about adolescents’ violence, relationship to knowledge and school. Scales (Cognitive Styles Questionnaires, SITA and TAS-20) were also administered to assess cognitive dependency, alexithymia and separation-individuation second process. The third, clinical, focused the singularity of troubled and violents teens (N = 6). It was based on clinical interviews and Rorschach test. The results of exploratory and quantitative phases have shown a link between cognitive dependence and scholar difficulties. When associated with scholar difficulties, violence at school is linked with a cognitive, emotionnal and relationnal vulnerability. However, violence alone, without scholar difficulties, seems to be rather a sign of differentiation. The clinical results support the idea that school violence have relationship signification. It takes value of research a space force singular differentiation and subjectivity. The dynamics of dependency and lack of differentiation is also explaining similar cognitive functioning. A failure in containers of thought is expressed in a non-contained violence, as a research of support for thinking in schools, through the relationship. Cognitive relation to the school is part of this overall report to the containers witch are researched and tested in dynamic interactions with the environment. Sometimes, environment has difficulies to receive and understand this quest, and to bring appropriate response. So school may be a space of differenciation and subjectivation struggle. It may be a potential space to create, in marge of school contingency, a way for identity.

Teaching students with Intellectual Disability (ID) is a relatively new endeavor. Beginning in 2001 with the passage of the No Child Left Behind Act, the general education curriculum integrated algebra across the K-12 curriculum (Kendall, 2011; National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010), and expansion of the curriculum included five intertwined skills (productive disposition, procedural fluency, strategic competence, adaptive reasoning, and conceptual understanding) (Kilpatrick, Swafford, & Findell, 2001). Researchers are just beginning to explore the potential of students with ID with algebra (Browder, Spooner, Ahlgrim-Delzell, Harris & Wakeman, 2008; Creech-Galloway, Collins, Knight, & Bausch, 2013; Courtade, Spooner, Browder, & Jimenez, 2012; Göransson, Hellblom-Thibblin, & Axdorph, 2016). Most of the research examines the development of procedural fluency (Göransson et al., 2016) and few researchers have explored high school level skills. Using a single-case multiple-baseline across participants design, the study proposes to teach two algebra skills to six high school students with ID, creating an equation (y=mx+b) from a graph of a line and creating a graph from an equation. The six high school students with ID will be recruited from a school district in central Virginia. The intervention package modeled after Jimenez, Browder, and Courtade (2008), included modeling, templates, time delay prompting, and a task analysis. Results showed that all six individuals improved performance during intervention for the target skills over baseline; results also indicated that in three out of the six cases some generalization to the inverse skill occurred without supplemental intervention. The ability of individuals with ID to generalize the learning without intervention provides some evidence that individuals with ID are developing conceptual understanding while learning procedural fluency.