Esta tesis se dedica en un estudio de estabilidad no lineal de la morfodinàmica de la zona de rompientes de playas de arena. El modelo numérico MORFO55 resuelve las ecuaciones de aguas someras no lineales para la hidrodinámica y actualiza la topografía a partir del transporte de sedimento. En primer lugar, se aplica en el caso de playas complejas longitudinalmente no uniformes con objeto de probar sus distintas formulaciones. En secundo lugar, se usa para estudiar la generación de estructuras rítmicas en playas longitudinalmente uniformes. Entre estos patrones se distinguen las barras transversales y oblicuas, las barras crescenticas y los sistemas de barras/surcos (ridges/runnels). La hipótesis de que emergen a partir de inestabilidades internas del acoplamiento entre la topografía y la hidrodinámica se investiga. Los estudios previos de modelización numérica se limitaban a las etapas iniciales de la generación de las barras. En particular, mostraban que las barras transversales y oblicuas pueden formarse en playas planas mientras que las barras crecenticas aparecen en playas con barra. La formación de los sistemas de barras/surcos se explica con modelos conceptuales de la observación mediante satélite según los cuales emergerán a partir de la deformación de la barra intermareal. Esta tesis estudia el régimen no lineal de la evolución de todos estos sistemas. Particularmente se obtiene un estado 'nal de equilibrio. Los resultados generales coinciden cualitativamente con las barras observadas en la naturaleza. Se da una interpretación física de la formación, de la evolución y de la saturación del crecimiento de las barras. / This thesis performs a nonlinear stability study of the surf zone morphodynamics of sandy beaches. To this end the MORFO55 model based on a wave and depth averaged nonlinear shallow water equations solver with wave driver, sediment transport and bed updating is presented. It is first applied to complex longitudinally non-uniform beaches in order to test different model formulations. Second, it is applied to study the generation of surf zone rhythmic features on alongshore uniform beaches. Shore-attached transverse or oblique bars, crescentic bars and ridge and runnel systems are well known examples of such features. The hypothesis that they emerge by self organisation of the coupling between topography, waves and currents is here tested. In absence of shore-parallel bars, the initial formation of transverse and oblique bars had been shown by previous modelling studies of linear stability analysis but is now extended to the finite amplitude regime. In most of barred beaches, crescentic bars and ridge and runnel systems appear. Conceptual models based on field observations suggest that ridges and runnels could emerge by the deformation of the alongshore intertidal bar intercepted by crescentic bars. Up to now, only the formation of crescentic bars had numerically succeeded with linear and non linear models. This study shows that a dynamical equilibrium state of each of these rhythmic bar systems may be described with a numerical model. General results are in qualitative agreement with the bar systems observed in nature. A physical explanation for their formation, their evolution and the saturation of their growth is given.

This thesis demonstrates how an interdisciplinary, organic music program built on the theory of Alfred North Whitehead and the practice of Carl Orff fosters freedom, imagination, creative expression, discipline, and wisdom so that children may learn about themselves, others, and the living world through an interdisciplinary approach to music. The thesis also addresses the failure of music educators to fully recognize and embrace the compatibility of Orff and Whiteheads work and the subsequent deficiency of school systems to provide aesthetic experiences through elementary music programs that develop wisdom.<p> The thesis underlines the importance of education that enables balanced growth in children; provides an historical perspective on the factors that contributed to the development of Orffs Schulwerk; emphasizes the importance of arts education in Whiteheads educational philosophy; and provides a constructive proposal for a music education program utilizing the philosophy and practice of Whitehead and Orff. The potentiality for music education and a process-based approach combining the work of Orff and Whitehead designed to nurture growth and wisdom and help children live life to the fullest, are underscored.

In this thesis I argue in favour of student-oriented education for China based on the educational philosophy of Alfred North Whitehead. Whiteheads educational thought, while Western in origin, has a strong appeal for Chinese educators because of its openness to other cultural traditions.<p> My own experience as a student and teacher, coupled with a general review of the history of education in China, shows how education is, and has been, exclusively defined by students success in exams. This approach, which I refer to as test-oriented education, is problematical because, by overemphasizing students performance in exams, it abstracts learning from their experience. The result is that learning becomes boring and useless to most students, and they do not see the relevance of education to life.<p> In contrast, Whitehead proposes that education be based on students rich experience and that its aim should be their full self-development as beings imbued with body, mind and spirit. I refer to this approach as student-oriented education, and I believe it would provide more humane, well-rounded, and culturally appropriate forms of learning to Chinese students. More specifically, Whiteheads protest against inert ideas underlines the importance of two key concepts in education, namely the interest of students and the usefulness of knowledge. Second, his conception of learning, or the rhythm of education, works as a guide in making education interesting and useful. Third, his account of technical education helps to restore a balance between abstraction and concreteness, precision and romance, discipline and freedom, education and life, and his insights on arts and aesthetic appreciation strengthen the life of the spirit by directing students attention to the value and beauty in their lives. Finally, his advocacy of a balanced education enables a balanced development of students by paying equal attention to their bodily feelings, spiritual cultivation, and intellectual capabilities. In this manner, education can evoke into life wisdom and beauty which otherwise would remain lost in the past.

The purpose of the study were / to compare the effects of tennis specific and general rhythm training on the forehand consistency performance, rhythmic competence, tennis playing level and agility performance, and to examine the effects of different tempos on rhythmic competence of tennis players. 30 university students whose mean score of International Tennis Number (ITN) was 7.3 (SD=0.9) were divided randomly into three sub-groups: tennis group (TG), general rhythm training group (GRTG), and tennis-specific rhythm training group (TRTG). Measurement instruments were ITN, Agility Test, Rhythmic Competence Analysis Test (RCAT), and Untimed Consecutive Rally Test (UCRT). A Kruskal-Wallis Test was conducted to calculate possible differences between initial scores and to compare improvement scores of groups. A Mann-Whitney U Test was conducted to determine pairwise comparisons of groups for improvement scores and to analyze RCAT scores for different tempos. Results revealed that participants in both rhythm training groups (GRTG and TRTG) improved their forehand consistency performance and rhythmic competence significantly after training period. Results for the improvement scores indicated that there was significant difference in UCRT (3m) between TRTG and TG and in RCAT (50) between both rhythm training groups and TG. On the other hand, participation to additional rhythm trainings was unable to differentiate tennis playing level and agility performance of groups. There was no significant difference between rhythm training groups for all parameters tested. Results also revealed that synchronization of participants&rsquo / movements with the external stimulus was more precise at fast tempo than at slow tempo.

The thesis examines the learning experience of Muay Thai training and competition through an interpretation of Whiteheads’ theory of learning. This examination is undertaken through a reflection on training and competing in Canada and Thailand during the 2009-2011 period. I will offer an analysis of learning Muay Thai through an interpretation of Whiteheads learning theory and educational philosophy. This thesis rejects learning as a product of hoarding information and recommends education must facilitate concrete and abstract experiences of the principles of freedom and discipline to allow for the development of wisdom and courage in learners. This paper argues that expressing oneself through Muay Thai facilitates non-violent dispositions by allowing for ‘rhythmic’ experiences which enable the growth of active wisdom and courage through periodic tests of training and competition. By providing an autoethnographic account of learning Muay Thai and a theoretical discussion on learning the author will provide a subsequent interpretation of Whiteheads’ theories applied to Muay Thai training and competition. This paper will also consider the educational merit of Muay Thai for marginalized identities as a consequence of developing active wisdom and courage.

Not enough research has been carried out on the rhythmic gymnasts’ adaptation to physical loads, intensity of training and competitive activities, peculiarities of energy demands during the competition. Research has not established models of training and sport performance (as well as their interaction) of rhythmic gymnastics athletes of different age and sport performance levels (basic and special). In the doctoral thesis for the solving of this problem were formulated following research problem questions: 1) What training programs of athletes in rhythmic gymnastics are effective for the dynamically changing model of their sport performance? 2) What are the most significant factors of training and indices of sport performance that would ensure the optimization of targeted long-term training of athletes in rhythmic gymnastics aged 11–15 years? 3) What management criteria would allow optimization of athlete’s sport performance in rhythmic gymnastics? Research aim was to establish the optimal model of training and sports performance of 11–15 year old athletes in rhythmic gymnastics, as well as the interaction of training and sports performance. In the research was revealed: 1) Models and interaction of basic period training and sport performance of 11–12 year old athletes; 2) Models and interaction of training and sport performance (12–13 year) in different periods; 3) Models and interaction of training and sport performance (13–14 year) in preparatory period; 4) Models and... [to full text]

Teorin÷s žinios apie ritminių mušamųjų instrumentų naudojimo specifiką tradiciniuose lengvosios muzikos stiliuose labai naudingos šių instrumentų gerb÷jams ir atlik÷jams.Pradedantiems bei pažengusiems būgnininkams šių ypatumų pažinimas pad÷tų lengviau perprasti ir išmokti atlikti įvairių stilių kūrinius.Bakalauro darbe analizuojami tradiciniai lengvosios muzikos stiliai, ritminių mušamųjų instrumentų ypatumai, jų grojimo specifika nagrin÷jamuose muzikiniuose stiliuose. / Acquisition of these peculiarities would help beginners and advanced drummers easily comprehend and perform various styles of music.This paper analyses traditional styles of light music, as well as peculiarities of rhythmic percussion instruments and playing techniques in various styles.

Tyrimo objektas - Trenerio ir sportininko tarpusavio santykių ypatumai. Tyrimo tikslas - Atskleisti trenerio ir sportininkių tarpusavio santykių ypatumus meninėje gimnastikoje. Tyrimo uždaviniai: 1. Nustatyti, kaip sportininkės vertina trenerio gnostinį, emocinį ir elgesio komponentus pratybų metu, didesnės ir mažesnės sportinės patirties gimnasčių tarpe. 2. Nustatyti gimnasčių požiūrį į trenerio bendravimo per treniruotes efektyvumą didesnės ir mažesnės sportinės patirties gimnasčių tarpe. Tyrime buvo naudojama J. Chanino metodika „Treneris - sportininkas“ (Ханин, 1980), apklausta 45 gimnastės ir T. Dembo ir S. Rubinštein metodika „Bendravimo efektyvumas“ (Елиссев, 1994), apklausta 54 gimnastės. Tiriamieji buvo suskirstyti į dvi grupes pagal sportinę patirtį: pirmoji – 9 ir daugiau metų lankančios meninę gimnastiką, antroji – 5-8 metus lankančios meninę gimnastiką. Tyrimo metu pagal J. Chanino metodiką „Treneris – sportininkas“ nustatyta, kad didesnės sportinės patirties gimnastės gnostinį ir elgesio komponentus vertina kaip aukšto lygio, o emocinį – kaip vidutinio lygio, mažesnės sportinės patirties gimnastės trenerio gnostinį, emocinį ir elgesio komponentus vertina kaip aukšto lygio. Taikant χ2 kriterijų, statistiškai reikšmingų skirtumų nenustatyta (p>0,05). Pagal T. Dembo ir S. Rubinštein „Bendravimo per pratybas efektyvumo“ tyrimo metodiką, nustatyta, kad didesnės sportinės patirties gimnastės geriausiai, kaip aukšto lygio įvertino trenerio pagyrimus, žemiausiai... [toliau žr. visą tekstą] / Research object: the features of relationships between a coach and athlete. Research purpose: Reveal the features of relationships between a coach and athlete in rhythmic gymnastics. Research tasks: 1. Establish how athletes assess their coach’s gnostic, emotional and behavioral components between larger and smaller sporting experience gymnasts groups. 2. Establish the efficiency of coach’s communication during training between larger and smaller sporting experience gymnasts groups. During the research were applied questionnaire „Coach – Athlete“ (Ханин, 1980), questioned 45 gymnasts and T. Dembo & S. Rubinstein methodic „Efficiency of Communication during Training“ (Елиссев, 1994), questioned 54 gymnasts. Study participants were divided in two groups: larger sporting experience gymnasts and smaller sporting experience gymnasts. When applying the J. Chanin (1980) method „Coach – Athlete“, it was established that larger sporting experience gymnasts gnostic and behavioral components assess as high-level, and emotional component – as mid-level. Smaller sporting experience gymnasts assess coach gnostic, behavioral and emotional components as high-level. Applying the χ² criterion, statistically significant differences were not found. When applying the T. Dembo and S. Rubinstein method “Efficiency of Communication during Training”, it was revealed that larger sporting experience gymnasts top rated coach compliments, as high-level, lowest, as mid-level – coach support. Smaller... [to full text]

Feeding problems in preterm neonates stem from complications of early delivery. Attainment of independent feeding is a prerequisite for Neonatal Intensive Care Unit (NICU) discharges. Some quantitative studies of infant feeding involve excessive amounts of time for data processing. Multivariate spectral analysis was used to minimize time for investigation of variability in these rhythms. Auto and Cross-spectral parameters of the rhythms were correlated with Gestational Age (GA), Postmenstrual Age (PMA), Birthweight (BW), Days of Life (DOL), and Time Since First Nipple feeding (TSFN). Auto-spectral analysis showed 25.55% increase in Bandwidth of suck (bw-su) for a 2-week increase in GA (DOL fixed) and 8.99% increase in bw-su for a 10-day increase in DOL (GA fixed). Crossspectral analysis showed a decrease of 0.158Hz of Bandwidth of Suck-Swallow (bw-SS) for a 2-week increase in GA for GA later than 28 weeks. For GA earlier than 28 weeks, peak coherence decreased by 0.774 for a 2-week increase in GA (PMA fixed) and decreased by 0.126 for a 2-week increase in PMA (GA fixed). The method describes the progression of feeding rhythms through correlations with clinical indexes, thus providing clinicians with an understanding of the development of infant feeding and helps predict long-term developmental outcomes.

The purpose of the study was to observe and document the manner through which eight students from two separate Grade 2 classes combined both syllabic (musical) and prosodic (word) rhythmic composing strategies during an eight week composing unit. Through the triangulation of data collected in the form of a research journal, student compositions, videotapes of composing behaviour, and transcriptions of group student interviews, integrated and music dominated group composing processes emerged, as well as four dominant trends of composing behaviour. First, a dialectical relationship between phrasal development and conception of meter was observed to exist depending upon student choice of composing strategy. Second, the influence of leadership roles was observed to play a dominant role in the determination of group composing process. Third, students exhibited differing modes of rhythmic perception during the assembly and performance stages of composition. Fourth and finally, an ambiguity regarding future preferred composing strategy was noted by students. Implications for education include the integration of cross-curricular (music and language) composing units. Further study of the influence of cooperative learning and student perception of meter within the domain of composition is recommended as children were capable of generating linguistic and musical learning opportunities “from the inside-out.”