Les systèmes de recommandation ont acquis une certaine popularité parmi les chercheurs, où de nombreuses approches ont été proposées dans la littérature. Les utilisateurs des folksonomies partagent des items (e.g., livres, films, sites web, etc.) en les annotant avec des tags librement choisis. Avec l'essor du Web 2.0, les utilisateurs sont devenus les principaux acteurs du système étant donné qu'ils sont à la fois les contributeurs et créateurs de l'information. Ainsi, il est important de répondre à leurs besoins en leur proposant une recommandation plus ciblée. Pour ce faire, nous considérons une nouvelle dimension dans une folksonomie classiquement composée de trois dimensions <utilisateurs,tags,ressources> et nous proposons une approche afin de regrouper les utilisateurs ayant des intérêts proches à travers des structures appelées concepts quadratiques. Ensuite, nous utilisons ces structures afin de proposer un nouveau système personnalisé de recommandation. Nous évaluons nos approches sur divers jeux de données du monde réel. Ces expérimentations ont démontré de bons résultats en termes de précision et de rappel ainsi qu'une bonne évaluation sociale. De plus, nous étudions quelques unes des métriques utilisées pour évaluer le systèmes de recommandations, comme la couverture, la diversité, l'adaptivité, la sérendipité ou encore la scalabilité. Par ailleurs, nous menons une étude de cas sur quelques utilisateurs comme complément à notre évaluation afin d'avoir l'avis des utilisateurs sur notre système. Enfin, nous proposons un nouvel algorithme qui permet de mettre à jour un ensemble de concepts triadiques sans avoir à re-scanner l'entière folksonomie. Les premiers résultats comparant les performances de notre proposition par rapport au redémarrage du processus d'extraction des concepts triadiques sur quatre jeux de données du monde réel a démontré son efficacité. / Recommender systems are now popular both commercially as well as within the research community, where many approaches have been suggested for providing recommendations. Folksonomies' users are sharing items (e.g., movies, books, bookmarks, etc.) by annotating them with freely chosen tags. Within the Web 2.0 age, users become the core of the system since they are both the contributors and the creators of the information. In this respect, it is of paramount importance to match their needs for providing a more targeted recommendation. For such purpose, we consider a new dimension in a folksonomy classically composed of three dimensions <users,tags,resources> and propose an approach to group users with close interests through quadratic concepts. Then, we use such structures in order to propose our personalized recommendation system of users, tags and resources. We carried out extensive experiments on two real-life datasets, i.e., MovieLens and BookCrossing which highlight good results in terms of precision and recall as well as a promising social evaluation. Moreover, we study some of the key assessment metrics namely coverage, diversity, adaptivity, serendipity and scalability. In addition, we conduct a user study as a valuable complement to our evaluation in order to get further insights. Finally, we propose a new algorithm that aims to maintain a set of triadic concepts without the re-scan of the whole folksonomy. The first results comparing the performances of our proposition andthe running from scratch the whole process over four real-life datasets show its efficiency.

Working memory training improves performance on trained and untrained working memory tasks, but there is little consistent evidence that these gains benefit everyday tasks that rely on working memory. Evidence has shown that transcranial electrical stimulation (tES) may be an effective tool for enhancing cognitive training and promoting transfer. In the first study, participants completed Cogmed working memory training with either active or sham transcranial random noise stimulation (tRNS). Training was associated with substantial gains on the training activities and on transfer measures of working memory with common processing and storage demands to the training tasks. tRNS did not enhance gains on trained or untrained activities. The second study systematically investigated the boundary conditions to training transfer by testing whether gains following backward digit recall (BDR) training transferred within- and across-paradigm to untrained backward recall and n-back tasks with varying degrees of overlap with the training activity. A further aim was to test whether transcranial direct current stimulation (tDCS) enhanced training and transfer. Participants were allocated to one of three conditions: (i) BDR training with active tDCS, (ii) BDR training with sham tDCS, or (iii) visual search control training with sham tDCS. The results indicated that training transfer is constrained by paradigm, but not by stimuli domain or stimuli materials. There was no evidence that tDCS enhanced performance on the training or transfer tasks. The results of Study 1 and Study 2 provide no evidence that tES enhances the benefits of working memory training. The absence of transfer between backward recall training and n-back in Study 2 suggested the tasks might tap into distinct aspects of working memory. Consequently, the final study used a latent variable approach to explore the degree of overlap between different forms of backward recall and n-back tasks containing digits, letters, or spatial locations as stimuli. The best-fitting factor model included two distinct but related (r = .68) constructs corresponding to backward recall and n-back. Both categories of task were linked to a separate fluid reasoning construct, providing evidence that both are valid measures of higher-order complex cognition. Overall, the experiments in this thesis suggest that working memory tasks tap into separate processes and that training may be targeting and improving these distinct processes, explaining the absence of cross-paradigm transfer.

Cette thèse analyse le profil des apprenants adultes avancés de deux langues étrangères, le français et l’italien, dont l’apprentissage se fait en milieu institutionnel, dans le cadre du lycée (Bartning, 1997). L’étude consiste à dégager les procédures d’organisation de l’information textuelle, lors de la production d’un récit oral, et s’insère dans un cadre de recherche sur la production verbale et le récit, en particulier Levelt (1989) et Klein & Von Stutterheim (2002). Tout locuteur doit gérer un certain nombre de procès pour mener à bien une tâche communicative. D’abord, il sélectionne l’information qu’il veut transmettre. Ensuite, il organise cette information en énoncé, réalisant ce qui s’appelle linéarisation des contenus. Cette information se développe d’énoncé en énoncé dans une suite cohérente et cohésive, de façon à ce qu’elle soit compréhensible aux interlocuteurs, dont les attentes et les connaissances sont aussi évaluées par le locuteur, lors de sa production. Telles sont les compétences textuelles que cette étude analyse, relativement à l’acquisition et à la maîtrise des processus de connexion syntaxique, en particulier les connecteurs. Pour ce faire, un corpus d’apprenants a été bâti, se composant de récits de lycéens italophones apprenants de français LE ainsi que francophones apprenants d’italien LE. La production de récits oraux a été sollicitée à partir d’un support vidéo, « Quest ». Après l’avoir visionné, les apprenants en ont fait deux restitutions : immédiate et différée, avec un délai de sept jours environ. Cela nous a permis, en outre, de tester les effets de la remémoration d’histoires sur la connexité textuelle, selon les hypothèses formulées par la psychologie cognitive, concernant l’existence d’un schéma de récit (Mandler & Johnson, 1977 ; Stein & Glenn, 1979). Les résultats obtenus confirment l’existence d’une divergence entre les productions des apprenants et des natifs, en termes de moyens syntaxiques employés et de répertoire de connecteurs mis en œuvre, suivant les relations exprimées. Il est possible de parler de « traitement prototypique » de la tâche verbale demandée (Watorek, 1996), en particulier pour le groupe d’apprenants italophones de français LE. Les apprenants font preuve d’une structuration de l’information visant à répondre de façon essentielle à la « quaestio » posée par le texte. De plus, l’analyse de la remémoration a permis de vérifier le recours à un schéma, lors de la structuration d’un récit, qui aboutit à la réactivation des seules informations retenues essentielles au bon déroulement de l’histoire, sans que cela entraîne un véritable ajout de connexions, en termes de connecteurs employés, sauf pour l’expression de la causalité, qui est plus fréquente en restitution différée chez tous les groupes analysés. / This thesis analyses the profile of advanced learners of French and Italian as foreign languages within the institutional environment of the high school (Bartning, 1997). The study consists in an analysis of the procedures according to which textual information is organised during the production of an oral narrative, and fits into a framework of research on verbal production (Levelt, 1989; Klein & Von Stutterheim, 2002). A speaker must do several things in the performance of a communicative task. First, he selects the information he wants to impart. Then, he organizes this information, resulting in what is called the linearization of the content. This information is then formulated into language clause by clause, producing a coherent and cohesive text that it is understandable to the interlocutors. This study will examine the textual skills involved in these processes in relation to the acquisition of the means for syntactic cohesion, in particular competence with connectors. To analyse these skills, a corpus of learners was assembled, consisting of Italian-speaking high school students learning French, and their French-speaking, Italian-learning counterparts. Oral responses to a video, « Quest », were elicited. The subjects were asked to give their recollections of the video immediately after viewing and again after approximately seven days. This allowed certain hypotheses in cognitive psychology concerning the existence of a story schema and the relationship between time passed and the cohesion of recollections (Mandler & Johnson, 1977; Stein and Glenn, 1979) to be tested. The results confirm the existence of a difference between the productions of learners and those of native speakers, in respect of employed syntactical means and the repertoire of connectors for certain semantic relations. It is possible to speak about the « traitement prototypique » (Watorek, 1996) of the verbal task, especially for the group of Italian-speaking learners of French. The learners structure the information to give a direct answer to the « quaestio » asked by the text. Furthermore, we noticed that the difference between learners and native speakers is rather small, especially as regards the repertoire of connectors employed and the syntactical structures in which they appear. We may therefore conclude that even the native speakers operate employ only those means strictly necessary to settle the task which they are set. Furthermore, analysis of the recollections verified that there is an appeal to a schema which reactivates only the essential information during the ideal progress of a recollection but which does not result in an increase in the number of connectors used. / Questa tesi analizza il profilo degli apprendenti adulti avanzati del francese e dell’italiano, come lingue straniere, apprese in ambito istituzionale (Bartning, 1997). Lo studio permette di rendere conto delle modalità di organizzazione dell’informazione testuale, in un testo narrativo orale, e si inserisce in un filone di ricerca sulla produzione verbale e la narrazione (Levelt, 1989 ; Klein & Von Stutterheim, 2002). Per portare a termine un determinato compito comunicativo, ogni locutore deve far fronte a un certo numero di attività. Innanzitutto, deve selezionare l’informazione da trasmettere e organizzarla in enunciati, realizzando ciò che si definisce linearizzazione dei contenuti. Tale informazione si sviluppa attraverso gli enunciati, realizzando in tal modo la coerenza e la coesione del discorso, necessarie per la sua comprensione da parte dell’interlocutore. Questa ricerca analizza tali competenze testuali, soprattutto in merito alla realizzazione della coesione attraverso l’uso di connettori. A questo scopo, è stato creato un corpus di apprendenti italofoni di francese L2 e francofoni di italiano L2. Le narrazioni orali sono state elicitate a partire da un supporto video, « Quest ». Dopo averlo visionato, gli apprendenti ne hanno prodotto due restituzioni : immediata e differita di sette giorni circa. Questo ha permesso di testare gli effetti della memoria sulla coesione testuale nella ricostruzione di una storia, secondo le ipotesi formulate dalla psicologia cognitiva sull’esistenza di uno schema, che guidi il trattamento del testo (Mandler & Johnson, 1977 ; Stein & Glenn, 1979). I risultati ottenuti confermano la differenza esistente tra le produzioni degli apprendenti e dei nativi, relativamente ai mezzi sintattici e al repertorio di connettori usati, secondo le relazioni semantiche che questi ultimi esprimono. È possibile parlare di « traitement prorotypique » del compito verbale richiesto (Watorek, 1996), in particolare per il gruppo di apprendenti italofoni di francese L2. Gli apprendenti strutturano l’informazione in maniera essenziale, rispondendo alla « quaestio » alla base del testo. Inoltre, l’analisi della memoria ha permesso di confermare l’esistenza di uno schema per il trattamento di un testo narrativo, che permette di riattivare solo le informazioni essenziali per lo sviluppo della storia, senza che questo comporti un reale aumento dei connettori usati, eccetto che per l’espressione delle relazioni causali, in aumento in restituzione differita per tutti i gruppi del corpus.

Made available in DSpace on 2015-07-22T20:50:42Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-01-26 / A recordação livre de listas de palavras é uma tarefa que tem sido utilizada para avaliar os efeitos da privação de sono prévia na memória declarativa, porém os resultados são controversos. Uma possível explicação é a “impureza” da tarefa, pois o número total de palavras recordadas reflete o uso de diferentes tipos de memória e estratégias de organização de informações, algumas das quais podem não ser prejudicadas durante a privação de sono. Nosso objetivo foi estudar os efeitos de duas noites de privação de sono e uma noite de recuperação de sono na recordação imediata de listas de palavras considerando a recordação pela curva de posição serial, que pode refletir o uso de diferentes estratégias e tipos de memória. Investigamos também a susceptibilidade à interferência. Para este fim, 24 voluntários jovens saudáveis foram alocados em um de dois grupos experimentais: duas noites de privação total de sono seguidas de uma noite de recuperação de sono (n=11) ou três noites de sono normal (grupo controle; n=13). Os voluntários leram e recordaram, em voz alta, cinco listas de quinze palavras não relacionadas, uma de cada vez, no período da tarde, num momento basal e após as três noites subsequentes. Na análise de variância (ANOVA com medidas repetidas) não foi observada diminuição na recordação livre durante a privação de sono quando da comparação direta entre grupos em cada uma das posições e sessões de testes, tampouco aumento da suscetibilidade à interferência. Porém, houve melhora no desempenho em ambos os grupos em relação ao desempenho basal ao longo do experimento relativo às palavras nas primeiras e posições seriais intermediárias, indicando o desenvolvimento de estratégias de recordação de memórias declarativas. Porém, este aprendizado ocorreu antes no grupo controle e foi evidenciado no grupo privado somente após a recuperação de sono. Não houve alteração da recordação das palavras nas últimas posições seriais, indicando que a memória fonológica de curto prazo foi preservada. Conclui-se que a privação prévia de sono não prejudica a memória ou aumenta a interferência, e permite o desenvolvimento de estratégias, mas pode diminuir a vantagem no uso dessas estratégias de aprendizagem. Contudo, o uso dessas estratégias é equivalente à do grupo controle após uma noite de recuperação de sono. / Free recall of word lists is a task that has been used to evaluate the effects of prior sleep deprivation on declarative memory, but the results are controversial. A possible explanation for this is task impurity, because the total number of words recalled reflects use of different types of memory and strategies for organizing information, some of which may be spared by sleep deprivation. We studied the effects of two nights of total sleep deprivation and one night of recovery sleep on immediate recall of word lists considering recall by serial position, which can reflect the use of different strategies and types of memory. We also assessed susceptibility to interference. To this end, 24 healthy young volunteers were allocated to one of two groups: two nights of total sleep deprivation followed by one night of recovery sleep (n = 11) or three nights of normal sleep (group control, n = 13). Participants read and remembered aloud lists of five lists of fifteen unrelated words, one at a time, in the afternoon, a baseline and after three subsequent nights. In the analysis of variance (ANOVA with repeated measures) was not reduction in free recall during sleep deprivation when a direct comparison between groups in each of the test sessions was carried out, nor increase of susceptibility to interference. However, there was an improvement in performance in both groups throughout the experiment considering baseline performance relative to the first and intermediate serial positions, suggesting the development of recall strategies of declarative memories. This type of learning, however, occurred in the control group earlier in the study and was evident in the deprived group only after recovery sleep. There was no change in recall of words in the last serial positions, indicating that phonological short-term memory was preserved. We conclude that prior sleep deprivation does not affect memory or increase interference, and allows the development of strategies, but may decrease the advantage in using these learning strategies, which returns to control levels after one night of recovery sleep. / TEDE / BV UNIFESP: Teses e dissertações

Made available in DSpace on 2014-12-17T15:06:55Z (GMT). No. of bitstreams: 1 MariaLA_DISSERT.pdf: 1373580 bytes, checksum: b6d1fadb02e71d1c4e9e654613860d81 (MD5) Previous issue date: 2012-02-06 / Research about teacher education, carried out in the area of Applied Linguistics (AL), reveals the importance of reflective practices in the professional development of teachers. With the aim of contributing to this area, we present this case study conducted at a technical school in Natal, RN. The corpus of the study is formed mainly from the teacher&#8223;s discourse, generated during a stimulated recall session and the instruments used to collect the data: an initial questionnaire, a video recording of a class and the text transcript of the stimulated recall session. The central objective is to understand the way in which the reflection-on-action (SCH?N, 1983, 1987) can contribute to raise the awareness of an English as a Foreign Language teacher (EFL) about her actions in the classroom. With this proposal, we begin our discussion presenting the origins, the presuppositions and characteristics of the concept of reflection according to Sch?n (1983, 1987), and supported by other authors (PERRENOUD, 2002; G?MEZ, 1995; IMBERN?N, 2009, among others); of critical reflection (LISTON e ZEICHNER, 1993; PIMENTA, 2002; DUTRA e MELLO, 2004, among others); and of the process of critical reflection (SMYTH, 1992). To evidence the reflections that emerge in the teacher&#8223;s discourse, we found support in the theories and methods of Systemic Functional Grammar (SFG), which was initially proposed by Halliday (1985, 1994), Halliday and Hasan (1989), Halliday and Matthiessen (2004) and followers, such as, Eggins (1994), Thompson (1996), among others. We focus mainly on the subsystem of Attitude, an integral component of the system of discourse resources, Appraisal, presented by Martin (2000), Martin and Rose (2003, 2007), Martin and White (2005). The results reveal that the actions of the teacher in the classroom reflect not only her professional experiences, but also her values and concepts about teaching/learning languages. The results also show the teacher&#8223;s awareness of the need for changes in her practices. Faced with these findings, we believe that this study reveals important concepts that can direct teacher educators to rethink new ways of approaching teacher training courses. In addition, it also reveals the importance of discourse analysis based on a systemic functional approach. / Pesquisas sobre forma??o de professores realizadas na ?rea de Lingu?stica Aplicada (LA) revelam a import?ncia da pr?tica reflexiva no desenvolvimento do profissional docente. Visando apresentar contribui??es nessa ?rea, esta pesquisa mostra um estudo de caso desenvolvido em uma escola t?cnica na cidade de Natal/RN. Seu corpus ? formado principalmente do discurso de uma professora, gerado durante uma sess?o de visionamento. Os instrumentos utilizados para a coleta dos dados foram um question?rio inicial, a grava??o de uma aula em v?deo e o texto transcrito da sess?o de visionamento. O objetivo central ? compreender o modo pelo qual a reflex?o-sobre-a-a??o (SCH?N, 1983, 1987) pode contribuir para a tomada de consci?ncia de uma professora de Ingl?s como L?ngua Estrangeira (ILE) sobre suas a??es em sala de aula. Com esse prop?sito, iniciamos nossa discuss?o apresentando as origens, os pressupostos e as caracter?sticas do conceito de reflex?o de acordo com Sch?n (1983, 1987), e complementado por outros autores (PERRENOUD, 2002; G?MEZ, 1995; IMBERN?N, 2009, dentre outros); de reflex?o cr?tica (LISTON e ZEICHNER, 1993; PIMENTA, 2002; DUTRA e MELLO, 2004, entre outros) e do processo de reflex?o cr?tica (SMYTH, 1992). Para evidenciar as reflex?es que emergem no discurso da professora, buscamos suporte te?rico-metodol?gico na Gram?tica Sist?mico-Funcional (GSF), proposta inicialmente por Halliday (1985, 1994), Halliday e Hasan (1989), Halliday e Mathiessen (2004) e seguidores, tais como Eggins (1994), Thompson (1996), entre outros. Focamos especificamente no subsistema de Atitude, parte integrante do sistema de Avaliatividade apresentado por Martin (2000), Martin e Rose (2003, 2007), Martin e White (2005). Os resultados revelaram que as a??es da professora em sala de aula refletem n?o apenas sua experi?ncia profissional, mas tamb?m seus valores e concep??es de ensino-aprendizagem de l?nguas. Eles tamb?m demonstram sua conscientiza??o para a necessidade de mudan?as de sua pr?tica pedag?gica. Diante desses achados, acredita-se que este estudo revela concep??es importantes que podem levar os formadores de professores a repensar novas formas de abordar os cursos de forma??o docente, al?m de revelar a import?ncia da an?lise do discurso sob a perspectiva sist?mico-funcional.

Varumärkesplacering i digitala spel i samband med belöning och bestraffning harundersökts i denna studie. Resultat från tidigare studier på varumärkesplacering i spelanvändes i utformningen av undersökningen. Tidigare undersökningar av belöningoch bestraffning och dess inverkan på minnet studerades också. Detta kan vara förstagången som varumärkesplacering i digitala spel undersöks i samband med interaktivbelöning och bestraffning.Två versioner av spelet Supertuxkart skapades för undersökningen; den ena medbelönings- och bestraffningsåterkoppling och den andra utan. Deltagare från Kina ochSverige medverkade i experimentet.Undersökningen visade att varumärken med belöning eller bestraffning har tydligaeffekter på deltagarnas memorering av varumärken. Detta verkar gälla oberoende avdeltagarnas kulturella bakgrund, genus eller erfarenhet av digitala spel. Resultatetvisade även att bestraffning inte nödvändigtvis leder till en negativ inställning hosdeltagarna i samband med varumärkesplacering. Vidare studier behövs för att bättreförstå inställningsförändring i detta sammanhang.

Hippocampal place-cell sequences observed during awake immobility often represent previous experience, suggesting a role in memory processes. However, recent reports of goals being overrepresented in sequential activity suggest a role in short-term planning, although a detailed understanding of the origins of hippocampal sequential activity and of its functional role is still lacking. In particular, it is unknown which mechanism could support efficient planning by generating place-cell sequences biased toward known goal locations, in an adaptive and constructive fashion. To address these questions, we propose a model of spatial learning and sequence generation as interdependent processes, integrating cortical contextual coding, synaptic plasticity and neuromodulatory mechanisms into a map-based approach. Following goal learning, sequential activity emerges from continuous attractor network dynamics biased by goal memory inputs. We apply Bayesian decoding on the resulting spike trains, allowing a direct comparison with experimental data. Simulations show that this model (1) explains the generation of never-experienced sequence trajectories in familiar environments, without requiring virtual self-motion signals, (2) accounts for the bias in place-cell sequences toward goal locations, (3) highlights their utility in flexible route planning, and (4) provides specific testable predictions.

Loin d'être bénins, les épisodes somnambuliques peuvent être fréquents et/ou graves et comporter un risque élevé de blessures. Une amnésie rétrograde variable peut également accompagner les épisodes. Ce mémoire a examiné l'évolution des épisodes de somnambulisme a trois différentes phases de la vie, un sujet qui reste peu étudié. Des somnambules adultes ayant reçu un diagnostic de somnambulisme primaire, et qui ont été somnambules dès leur enfance (n = 113), ont été évalués pour la fréquence de leurs épisodes, le rappel des contenus mentaux liés à leurs épisodes et l’occurrence d’épisodes agressifs pendant l'enfance, l'adolescence et l'âge adulte. Également, les somnambules qui font des terreurs nocturnes (une parasomnie de sommeil lent souvent observés chez les somnambules) depuis leur enfance (n = 52) ont été évalués pour les changements développementaux dans leurs terreurs nocturnes. Les résultats démontrent que les épisodes de somnambulisme sont demeurés stables pendant l'enfance et l'adolescence de nos somnambules, mais ont augmenté à l'âge adulte. Une tendance opposée a été observée quant à la fréquence des terreurs nocturnes. Le rappel des contenus mentaux associé au somnambulisme et les épisodes agressifs ont augmenté progressivement de l’enfance à l’âge adulte. En contrepartie, le rappel des contenus mentaux associé aux terreurs nocturnes est demeuré stable. De plus, une fréquence plus élevée d'épisodes de somnambulisme agressif c’est avérée un prédicteur d’une fréquence plus élevée d’un rappel de contenu mental lié au somnambulisme. Ces résultats sont comparables entre les hommes et les femmes. Dans l’ensemble, cette recherche démontre que chez les somnambules chroniques, le contenu mental associé aux épisodes somnambuliques augmente et que la fréquence et la sévérité des épisodes s'aggravent entre l’enfance et l’âge adulte. / Far from being benign, somnambulistic episodes can be frequent and/or severe and with high risk of injury. Episodes may also be accompanied by sleep mentation with variable degrees of retrograde amnesia. The present thesis investigated how somnambulistic episodes unfold over time, a topic that remains understudied. Adult sleepwalkers with a diagnosis of primary somnambulism and a childhood onset of the disorder (n = 113) were assessed for changes in frequency of their episodes, recall of episode-related sleep mentation and aggressive episodes during childhood, adolescence and adulthood. Additionally, sleepwalkers (n= 52) with childhood- onset of sleep terrors (a NREM parasomnia commonly experienced by sleepwalkers) were assessed for developmental changes in sleep terror frequency. The frequency of somnambulistic episodes remained unchanged during childhood and adolescence before increasing into adulthood. An opposite trend was observed for the frequency of sleep terrors. The frequency of aggressive somnambulistic episodes and of sleep mentation associated with somnambulism increased from childhood to adolescence and into adulthood. By contrast, the recall of sleep mentation associated with sleep terrors did not change over time. Additionally, a higher frequency of aggressive somnambulistic episodes predicted a higher frequency of sleep mentation associated with somnambulism. These findings were similar between men and women. In conclusion, our study demonstrates that in chronic sleepwalkers, sleep mentation associated with somnambulistic episodes increases with age while episodes worsen in frequency and severity from childhood to adulthood.

The Introduction and Advanced Equine Assisted Family Therapy (EAFT) courses offered at Nova Southeastern University (NSU) provide graduate Marriage and Family Therapy (MFT) student therapists the space to learn about collaborating with horses for therapeutic and educational purposes. However, these courses also offer the potential for a unique dimension to self of the therapist development. Through these courses, student therapists are able to learn theory and application of an innovative experiential model for clients, but also utilize the activities to get to know themselves better as emerging therapists. The purpose of this study was to explore if and how the learning that occurs within the EAFT courses transfers into traditional talk therapy sessions. More specifically, the study explored how students utilized the experiential process of learning within the courses to further their understanding of the self of the therapist. The conversations that unfolded from reviewing MFT student therapists’ video recorded talk therapy sessions at the Brief Therapy Institute’s family therapy clinic served as the data. Interpersonal Process Recall (IPR) was used to inquire about this process, including specifically how it relates to self of the therapist development.

The risk of poor food safety is a major focus for managers in the food manufacturing industry. Despite industry-led and regulatory efforts to improve the overall food safety of US packaged consumer foods, product recalls and market withdrawals are increasing. This is especially true for the most frequent cause for food recall: the undeclared allergen. With industry trends leaning toward adoption of third-party food safety management certifications, a popular food safety code from the Safe Quality Foods Institute is evaluated using Systems Analysis. Three changes to the food safety code are proposed to address three of the top causes for an allergen-related recall in the United States. In practice, the SQF code should make better use of control theory to reduce delays in production monitoring activities, should make better use of purposeful action in the implementation of a HACCP plan to ensure continuing validity of the plan, and SQFI needs to consider adding an organizational assessment for food safety culture.