Au cours du traitement d'une tumeur avec des ions légers, la position du pic de Bragg doit être connue avec précision. Une fraction importante des ions incidents subissent des collisions nucléaires avec les noyaux cibles conduisant à l'émission de particules promptes qui peuvent être porteuses d'informations sur le parcours des ions. Ce travail, qui se concentre sur les gamma prompts, montre que le rendement en profondeur de ces émissions est fortement corrélé au parcours des ions et que les taux de comptage mesurés permettent d'envisager un système d'imagerie réaliste, fonctionnant en temps réel. Dans ce but, nous avons réalisé des expériences au GANIL et au GSI avec un détecteur collimaté placé perpendiculairement à l'axe du faisceau et la technique du temps de vol a été utilisée pour réduire le bruit de fond induit par les neutrons et les particules chargées. Des simulations Geant4 ont été réalisées pour concevoir le dispositif expérimental et interpréter les données. Un accord qualitatif entre les simulations et l'expérience est observé pour la quantité d'énergie déposée dans le détecteur et pour la forme du spectre de temps de vol. Cependant, des divergences apparaissent pour le rendement de gamma prompts et la distribution en profondeur des gamma détectés. Ces divergences sont discutées, principalement en termes de modèles de physique nucléaire qui doivent être améliorés. Après avoir sélectionné les modèles physiques offrant les simulations les plus en accord avec les mesures, des études concernant les lieux d'émissions des gamma prompts et l'influence de la diffusion dans la cible ont été réalisés afin de déterminer l'impact sur la corrélation avec le parcours des ions.

有許多的研究已經證實圖片提示提供具體且相關的訊息有助於英文寫作。本研究的目的是要探討使用圖片提示對於高低成就高中學生英文作文的內容、結構、字彙及整體寫作表現之影響。本研究的對象是108位屏東縣某所高中的高三學生，根據全民英檢寫作測驗的成績，他們被均分成兩個高成就群和兩個低成就群。他們填寫問卷(一)提供他們的背景資料。接著實施兩型記敘文寫作測驗，高成就群(一)及低成就群(一)接受只有引導句的寫作測驗；高成就群(二)及低成就群(二)則接受另一型提供引導句加圖片提示的寫作測驗。所有的研究對象填寫問卷(二)提供他們對英文寫作的態度，而高成就群(二)及低成就群(二)接著再填寫問卷(三)提供他們對圖片提示的看法。最後的小組訪談旨在更進一步瞭解學生對於圖片提示的觀感及寫作態度動機的轉變。 本研究的主要發現如下：（1）圖片提示對於高分群學生的寫作的內容、結構，及整體的寫作表現有幫助，但是對於單字沒有明顯的幫助。（2）圖片提示對於低分群學生的內容、結構、字彙及整體寫作表現都無任何明顯的幫助。（3）高低成就學生都對圖片提示抱持正面的態度，並且因為有圖片提示更願意從事英文寫作。 / Lots of studies have proved that picture prompts elicit English writing with concrete and relevant information. This present study aims to investigate the effects of using pictures as prompts on English writing performance of high and low achievers in senior high school in content, organization, vocabulary and overall writing performance. Participants in this study were 108 third graders in a senior high school in Pingtung County who were divided into two groups of high achievers (HA1 and HA2) and two groups of low achievers (LA1 and LA2) based on their scores in a GEPT writing test. Questionnaire I was done to know the participants’ background information. Two types of narrative writing tests were administered to the 108 participants. One with verbal prompt was taken by HA1 and LA1 and the other with verbal-plus-picture prompt was taken by HA2 and LA2. Questionnaire II regarding the participants’ attitudes toward English writing was filled out by all subjects. Questionnaire III was done by HA2 and LA2 to express their opinions on picture prompts. In-depth group interviews were conducted to further explore students’ perception of and attitude toward picture prompts. The findings of the study are summarized as follows. First, picture prompts had significant effects on the content, organization and overall writing performance of the high achievers but no significant effect was found on the vocabulary. Second, picture prompts had no significant effects on low achievers’ writing in content, organization, vocabulary and overall writing performance. Third, both high and low achievers kept a positive attitude toward picture prompts and were better motivated to write when guided by picture prompts.

The purpose of the study was to evaluate the effects of a system of least prompts procedure and use of a graphic organizer to teach an academic standard for elementary students with moderate intellectual disabilities. A multiple probe (days) across participants design was used to evaluate the effectiveness of using a system of least prompts and a graphic organizer to teach students how to compare two characters from adapted text. The results showed a system of least prompts and the use of graphic organizer was effective in teaching an academic standard for students with moderate intellectual disabilities.

A 4-year old child with autism was taught to make a social initiation statement following a remote-controlled tactile prompt (RCT). The RCT prompt was taught by using a time-delay procedure with written script cards containing initiation statements. Training trials occurred in 6 different play locations in the child's room. Restricted Trial training consisted of allowing the child to play independently, activating the RCT prompt and playing with the child based on any initiation until a warning to end was given. In Free Play training, the warning to end the activity was removed. The child's initiation statements increased from 0 in baseline, to spontaneous initiations in 100% of the trials in all training and generalization phases. The number of words in an initiation statement increased from 3 to 25 per trial. Spontaneous initiations in the No RCT phase generalized to the child's mother without training.

The experiment was an attempt to gain a more precise understanding of the temporal relation between the development of analytic units and equivalence relations. Two prompting procedures were used during training to pinpoint when eight subjects learned the conditional discriminations. Near simultaneous presentation of probe and training trials allowed for examination of the temporal relation between conditional discrimination acquisition and derived performances on stimulus equivalence probes. The data show that, for seven of eight subjects, a decreased reliance on prompts was coincident with the development of equivalence-consistent choices on either all or some probe trials, which suggests that the development of analytic units is sufficient to give rise to equivalence relations among stimuli.

This study examined the fidelity of implementation by four Head Start teachers using the teaching strategies of constant time delay, enhanced milieu teaching, and system of least prompts with children with and without disabilities in an inclusive early childhood setting. The teachers worked with the researcher to determine appropriate skills to target for each teaching strategy. A multiple probe across behaviors design replicated across four teachers was used to determine the effects of teachers’ fidelity of implementation of evidence-based teaching strategies. The results showed that Head Start teachers could implement systematic teaching strategies with fidelity. The study also examined if children with and without disabilities can make progress towards their target skills. The results showed that children were able to make progress towards their target skills.

L'hadronthérapie est une technique innovante de radiothérapie par ions carbone ou protons visant à améliorer les traitements actuels. La précision balistique accrue renforce la nécessité d'un contrôle du dépôt de dose, si possible en temps réel. Une manière de réaliser ce contrôle est de détecter avec une caméra Compton le gamma prompt émis lors des fragmentations nucléaires pendant l'irradiation du patient. Dans un premier temps, la géométrie de deux types de caméra Compton (double diffusion puis simple diffusion) a été optimisée par simulation Monte Carlo. Cette optimisation a été réalisée en étudiant la réponse des caméras à une source ponctuelle de photons avec un spectre en énergie réaliste. La réponse de la caméra optimisée à l'irradiation d'un fantôme d'eau par un faisceau d'ions carbone ou de protons a ensuite été simulée. Ces simulations ont tout d'abord été confrontées à des mesures effectuées avec un prototype de taille réduite. Ces mesures ont ensuite été utilisées pour évaluer les taux de comptage dans les détecteurs attendus en conditions cliniques. Dans la configuration actuelle de la caméra, ces taux sont élevés et les phénomènes d'empilement risquent d'être problématiques. Enfin, il est démontré que le dispositif étudié est sensible à un déplacement du pic de Bragg de plus ou moins 5 mm malgré les problèmes de coïncidences fortuites et malgré le bruit introduit par l'algorithme de reconstruction utilisé.

The purpose of this study was to investigate how writing in mathematics is treated in one 4th grade National Science Foundation (NSF)-funded mathematics textbook titled Everyday Mathematics and one publisher-generated textbook titled enVision MATH. The developed framework provided categories to support each of the research questions. The results indicate that writing is supported in both traditional and NSF developed 4th grade mathematics textbooks Results also indicated the number of exercises and writing prompts was higher in the enVision MATH textbook. However, Everyday Mathematics had a higher percentage of exercises that were coded as writing prompts. The framework domains of content strand in enVision MATH and Everyday Mathematics are similar in percentages with the exception of prompts coded in the other category. Everyday Mathematics appeared to be the only textbook analyzed to support writing across different content areas. Furthermore, the content strand of number sense had the largest percentage of writing prompts coded between both textbook series. Other findings from this study suggest that the type of vocabulary coded within the writing prompts was similar in all categories between both textbook series analyzed. Additionally, vocabulary specific to the domain of mathematics and symbols appeared to have the largest percentage in this category for both textbook series. The teacher and student editions were explored in enVision MATH and Everyday Mathematics to provide more depth to the research. An exploration of the teacher edition indicated how writing was supported for instructional purposes. The teacher editions in both textbook series had the largest percentage of support in the form of one sample response. Within the student edition category, the layout varied in the enVision MATH and Everyday Mathematics textbook series. As a result, only the language of Everyday MATH could be analyzed for patterns in the sections, sub-sections, and additional sub-sections of where the prompts were located. Although this investigation did not involve analyzing student responses to the writing prompts, the findings provide information regarding the expectations of the writer in order to construct a mathematical response. For example, the domain specific vocabulary (DSV) and symbols category was rated the highest in percentage for both textbooks indicating that students will need to have command of the language and symbols of mathematics in order to engage in meaning making written discourse. Because most of the math prompts were specific to the problem solving category, it was determined after a linguistic analysis that the affordance of the prompt is much more complex than then binary categories of content and process Additionally, in order for students to respond to these content writing prompts, many process words known as meta-language (i.e., explanation, description, why question, how question) need to be comprehended in order for composition to begin. In light of these findings, I recommend that special attention be given to the teacher and student editions regarding the implementation of writing in mathematics. The development of these materials has important implications regarding instruction and learning of mathematical concepts through writing, potentially impacting student performance on national and international assessments.

tLess than half of all adults meet the federal exercise recommendations (CDC, 2010) and college-aged adults may be more vulnerable to the consequences of physical inactivity with about two-thirds of college students leading sedentary lifestyles (Harvey-Berino, Pope, Gold, et al., 2012; Tully & Cupples, 2011). Mobile apps provide an efficient way to track physical activity and electronic prompts can enhance mobile apps by reminding individuals to participate. Therefore, the purpose of this study was to examine the effectiveness of a mobile app and electronic prompts sent via Twitter for promoting exercise motivation and adherence in sedentary university students. The hypotheses tested were: (a) a significantly greater percentage of participants in the treatment group would progress through the stages-of-change (SOC) from pre- to post-program compared to the control group, and (b) the treatment group would demonstrate significantly greater exercise adherence than the control group. Thirteen participants followed an 8-week running program on a mobile app. The control group (n = 8) followed the running program while the treatment group (n = 5) also received electronic prompts sent via Twitter to remind participants to exercise. The SOC modified four stage algorithm was used pre- and post-program to assess exercise motivation. Exercise adherence was measured by total number of completed workouts out of the 24 prescribed. A significantly greater number of participants in the control group progressed at least one stage from pre- to post-program compared to participants in the treatment group, χ2 = 6.9, p = 0.008. Additionally, participants in the control group reported a greater number of completed workouts (M = 12.5, SD = 7.6) compared to the participants in the treatment group (M = 3.6, SD = 4.0). These findings suggest that while the mobile app may be beneficial for promoting exercise motivation and adherence, the electronic prompts sent via Twitter appeared to have no effect. Further studies are needed to determine the most effective way to use Twitter to increase exercise motivation and adherence of sedentary university students.

For students with physical and health disabilities, the development of self-advocacy skills is critical to their future success. Characteristics that may inhibit the development of self-advocacy skills in this population include reliance on others for assistance across multiple areas requiring physical abilities, deficits in communication skills, and the development of learned helplessness. Instruction in self-advocacy is needed for this population of students in order to maximize future success and decrease learned helplessness (Angell, Stoner, and Fulk, 2010; Macdonald & Block, 2005; Roberts, 2007). For this study, the researcher provided instruction to four elementary age students with physical disabilities who exhibited characteristics of learned helplessness, including ineffective initiation of requests. Students used speech, sign, or gestures as their primary form of communication, and were able to use this form of communication as a reliable means of response during typical classroom activities, including social interactions and when responding to questions. When they needed to initiate a request for required materials during classroom activities, they made no response, ineffectively gestured, or made unrelated comments when prompted to complete an activity. Students who initiated requests ≤ 50% of presented opportunities were eligible to participate in this study. The intervention consisted of combined use of environmental arrangement and the system of least prompts in a multiprobe multiple baseline across participants design. Environmental arrangement strategies included missing materials or materials that were out of reach. The system of least prompts involved the following levels of prompting: (a) independent, (b) verbal – restatement of direction, (c) indirect verbal, and (d) verbal/model. Analysis of the data indicated that three of the four students increased their effective initiation of requests during intervention, and generalized this skill to new materials and novel settings. The fourth student exhibited noncompliant behaviors that interfered with his ability to reach criteria during intervention. These results support the effectiveness of this intervention in decreasing learned helplessness and increasing the self-advocacy skill of initiating requests with students with physical disabilities who have no interfering behaviors.