Språket beskrivs som en central förmåga för lärandet som sker i skolan och i fritidshemmet. Undervisningen i fritidshemmet utgår från styrdokument så som läroplanen och Skollagen, där det framgår att elever ska ges möjlighet att utveckla sin språkliga förmåga. Det ska ske genom såväl lek, social interaktion som i den planerade undervisningen. Vidare har Skolinspektionen(2018) uppmärksammat brister i arbetet med språkutveckling i svenska fritidshem. Studien ämnar belysa de hinder och möjligheter för språkutvecklande arbetssätt fritidslärare och fritidspedagoger i verksamheten upplever. Vidare syftar studien till att synliggöra de strategier lärare och pedagoger använder för att främja utveckling av språk hos elever i fritidshemmet. Studien har utgått ifrån en kvalitativ datainsamlingsmetod i form av semistrukturerade intervjuer. Intervjuerna utfördes på tre olika fritidshem i Västra Götaland där sammanlagt sju respondenter deltog. Den insamlade datan analyserades utifrån en fenomenografisk analysmodell där empirin grupperades i olika teman utifrån studiens syfte och frågeställningar. Baserat på dessa teman kunde likheter och skillnader i respondenternas utsagor urskiljas. I studiens resultat framgår att stora barngrupper, brist på tid och anpassade lokaler kan försvåra och hindra språkutvecklande arbete i fritidshemmet. Vidare visar resultatet att brist på utbildad personal och personaltäthet påverkar möjligheterna för att arbeta språkfrämjande negativt. Vad gäller möjligheter i förhållande till språkutveckling benämns flerspråkiga kollegor som en tillgång, likväl fritidshemmets möjligheter till sociala samspel som positivt. Resultatet belyser lek och engagerad personal som betydelsefulla faktorer som kan möjliggöra språkutveckling. Respondenterna framhäver kunskap och utbildning som relevant i förhållande till ökad medvetenhet kring språkutveckling. Resultatet visar att högläsning och böcker, implementering av nya begrepp samt engagerad och stöttande personal är strategier som respondenterna använder för att gynna språkutveckling i fritidshemmet.

京都大学 / 新制・課程博士 / 博士(医学) / 甲第25004号 / 医博第5038号 / 新制||医||1070(附属図書館) / 京都大学大学院医学研究科医学専攻 / (主査)教授 長船 健二, 教授 生田 宏一, 教授 上野 英樹 / 学位規則第4条第1項該当 / Doctor of Medical Science / Kyoto University / DFAM

The studies reported in this thesis aim to provide insights on the process of navigation while driving. Driving requires processing and monitoring multiple tasks and sources of information. Navigation while driving increases the cognitive load of the driving task. Offloading the task of navigation to navigation aid systems such as GPS has potential disadvantages for our spatial memory skills. In this thesis, we introduce useful cues and skills to improve the performance of drivers in a variety of situations where they must navigate without the help of GPS. We used a motion simulator with six degrees of freedom to simulate various virtual reality driving scenarios that combine both visual and vestibular cues. In the following chapters, we report the effects of landmark cues, vestibular cues, self-reported mood disorders (e.g., depression, anxiety, and stress), individual differences at the visual spatial level (e.g., working memory span and mental rotation skills), age, and self-reported navigation skills on drivers’ route learning. We showed that successful navigation in various navigational situations depends on the type of landmarks available in the environment and the specific visual-spatial skills of drivers. We showed that vestibular self-motion cues improve egocentric route learning. Depression, anxiety, and stress affected drivers' route learning ability and dependency on GPS. We observed no deficit in age-related navigation performance when older drivers were able to use an egocentric frame of reference, however there was less optimal navigation performance of older drivers when wayfinding required an allocentric frame of reference. Overall, the application of the findings of this thesis may lead to an increase in efficacy and success in navigation performance and wayfinding while driving. / Thesis / Candidate in Philosophy / This thesis focuses on enhancing our understanding of wayfinding while driving in young and older adults. Using a driving simulator, we ran various virtual reality experiments to examine the underlying mechanisms of navigation while driving and ways to improve wayfinding of drivers. We identified useful cues for route learning in different environments where there were no navigation aid systems. We examined correlations between various spatial skills and performance that may improve drivers' wayfinding in unfamiliar environments. Furthermore, we assessed age-related effects on route learning and potential interventions to improve navigation in older drivers. The findings from the experiments reported in this thesis introduce the principle of route learning while driving in terms of how various internal and external factors can affect it. Drivers can incorporate these findings into their navigation tasks to overcome the wayfinding challenges that they encounter when driving in unfamiliar environments.

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Ribonuclease III is a highly-conserved bacterial enzyme that cleaves double-stranded (ds) RNA structures, and participates in diverse RNA maturation and decay pathways. Essential insight on the RNase III mechanism of dsRNA cleavage has been provided by crystallographic studies of the enzyme from the hyperthermophilic bacterium, Aquifex aeolicus. However, those crystals involved complexes containing either cleaved RNA, or a mutant RNase III that is catalytically inactive. In addition, neither the biochemical properties of A. aeolicus (Aa)-RNase III, nor the reactivity epitopes of its cognate substrates are known. The goal of this project is to use Aa-RNase III, for which there is atomic-level structural information, to determine how RNase III recognizes its substrates and selects the target site. I first purified recombinant Aa-RNase III and defined the conditions that support its optimal in vitro catalytic activity. The catalytic activity of purified recombinant Aa-RNase III exhibits a temperature optimum of 70-85°C, a pH optimum of 8.0, and with either Mg2+ or Mn2+ supports efficient catalysis. Cognate substrates for Aa-RNase III were identified and their reactivity epitopes were characterized, including the specific bp sequence elements that determine processing reactivity and selectivity. Small RNA hairpins, based on the double-stranded structures associated with the Aquifex 16S and 23S rRNA precursors, are cleaved in vitro at sites that are consistent with production of the immediate precursors to the mature rRNAs. Third, the role of the dsRBD in scissile bond selection was examined by a mutational analysis of the conserved interactions of RNA binding motif 1 (RBM1) with the substrate proximal box (pb). The individual contributions towards substrate recognition were determined for conserved amino acid side chains in the RBM1. It also was shown that the dsRBD plays key dual roles in both binding energy and selectivity, through RBM1 responsiveness to proximal box bp sequence. The dsRBD is specifically responsive to an antideterminant (AD) bp in pb position 2. The relative structural rigidity of both dsRNA and dsRBD rationalizes the strong effect of an inhibitory bp at pb position 2: disruption of one RBM1 side chain interaction can effectively disrupt the other RBM1 side chain interactions. Finally, a cis-acting model was developed for subunit involvement in substrate recognition by RNase III. Structurally asymmetric mutant heterodimers of Escherichia coli (Ec)-RNase III were constructed, and asymmetric substrates were employed to reveal how RNase III can bind and deliver hairpin substrates to the active site cleft in a pathway that requires specific binding configurations of both enzyme and substrate. / Chemistry

Yes / Students of education encounter a range of pedagogies yet how future teachers’ appropriate moral principles are little understood. We conducted an investigation into this process with 10 international students of education attending an intensive course on ‘dialogic pedagogy’ in a university in Finland. The data comprising student learning journals and essays were coded for the level of questioning, acceptance and irreverence. In the findings, reverential acceptance was more frequent than questioning and irreverence; however, our qualitative analysis also found a large number of micro-transitions between questioning, acceptance and irreverence suggesting a dynamic interplay. Recognising this vacillation as part of a moral journey may support better understanding of what it means to engage with a different pedagogy.

The adsorption of cationic and zwitterionic surfactants is studied in aqueous electrolyte solutions. A Maxwell relation is applied to Atomic Force Microscopy (AFM) data to obtain changes in surfactant adsorption as a function of the separation between two glass surfaces. In addition, self-consistent field theory (SCF) is used to calculate the adsorption profiles and interaction energies when two solid surfaces are brought into close proximity. Addition of surfactant is shown to affect the surface forces when lateral surfactant chain interactions are significant. The surfactant adsorbs and desorbs in response to over-lapping electric double-layers, with the adsorption being affected at larger solid-solid separations when the double-layer force is longer ranged. Furthermore, elimination off the surface charge or net surfactant charge eliminates adsorption with decreased solid-solid separation. The magnitude of the changes in surfactant adsorption at decreased separations is shown to scale with the chain length of the surfactant. Surfactant adsorption exceeds that required to regulate the surface charge according to the constant potential boundary condition in Poisson-Boltzmann theory. An equation of state including short-ranged (contact) tail interactions is proposed to describe both the adsorption of surfactant and the surface forces at small separations, where the double-layers overlap. Furthermore, SCF calculations show confinement-induced phase transitions when the surfactant layers on opposite surfaces merge. These phase transitions lead to further surfactant adsorption and a corresponding attractive force. / Ph. D.