Yes / Impact resistance of polypropylene fibre-reinforced concrete was investigated using the repeated drop weight impact test recommended by ACI Committee 544. The results were analysed based on a statistical approach. The variation in results was examined within the same batch and between different batches. Statistical parameters were compared with reported variations in impact resistance of concrete composites reinforced with other types of fibres such as carbon and steel fibres. Statistical analysis indicated that the results obtained from this test had large variations and it is necessary to increase the number of replications to at least 40 specimens per concrete mix to assure an error below 10%. It is concluded that this test with its current procedures and recommendations should not be considered a reliable impact test. This study has highlighted the need for modifying this test in such a way as that increases its accuracy and reduces the large variation in results.

No / Computed tomography (CT) arthrography of the shoulder is an imaging modality of great diagnostic accuracy with regard to glenohumeral instability and in particular labral lesions. Interpretation of the scans is made difficult by the frequent occurrence of normal anatomic variants and the complexity of injuries to the bone and soft tissues. We selected a continuous sample of 50 CT arthrograms of the shoulder and they were reported by two consultant musculoskeletal radiologists. The results were collated and analysed for the level of agreement. Hill¿Sachs showed Kappa (K) statistic to be 0.37 (fair agreement), soft tissue Bankart 0.32 (fair agreement), bony Bankart 0.61 (substantial agreement), anterior capsular laxity 0.41 (moderate agreement) and glenohumeral osteoarthritis 0.20 (slight agreement). All the results were significant with a p value of <0.05. Nine (18%) of the 50 scans were in complete agreement. The results demonstrate that there can be considerable interobserver variation (IOV) in the reports of a CT arthrogram of a shoulder. They highlight the potential difficulties in reporting such images and suggests ways in which the report could be more focussed to provide a clinically reliable report and one which matches the surgical findings accurately.

La traduction audiovisuelle (TAV) est un domaine en expansion pour lequel l'intérêt ne cesse de grandir depuis plus de deux décennies. En effet, 1995 est une année décisive pour la TAV, qui est mise de l'avant à l'occasion du centenaire du cinéma. À travers ses différentes formes, le doublage et le sous-titrage étant les plus connus, la TAV est un véritable vecteur de la diffusion des œuvres cinématographiques. À une recherche jusque-là fragmentaire et épisodique sur le domaine succède une profusion d'articles, de livres, de thèses, etc. Seulement, une préoccupation semble revenir dans les recherches sur la TAV : l'instabilité de sa terminologie, soumise à la variation. Nous avons décidé de nous pencher sur cette préoccupation en étudiant la terminologie anglaise et française de la TAV. Existe-t-il réellement de la variation terminologique en TAV ? Si oui, quelle en est l'ampleur ? Y a-t-il des formes de TAV qui sont plus concernées que d'autres ? Quelles sont les causes possibles de cette potentielle variation ? Est-elle visible seulement dans les écrits des chercheurs ou aussi dans les textes des professionnels du domaine ? Il s'agit là de questions auxquelles nous avons tenté de répondre grâce à un corpus d'étude constitué de textes de chercheurs et de professionnels du domaine publiés entre 1990 et 2019. Les textes du corpus, dépouillés manuellement ou électroniquement en fonction de leur format, nous ont permis de relever 380 concepts en anglais et 410 concepts en français désignés par plus de 500 termes dans chacune des langues. L'analyse du corpus révèle ainsi que le phénomène de variation terminologique est bien réel dans le domaine de la TAV, du moins, en français et en anglais. Sept types de variation ont été notés : la variation géographique, diachronique, discursive, orthographique, interlinguistique, cognitive et morphologique. La variation discursive est la plus importante dans les deux sous-corpus (chercheurs et professionnels) ainsi que dans les deux langues (anglais et français). Les causes de la variation terminologique en TAV semblent variées. De manière globale, la variation diachronique, l'absence de néologie et l'importation de la terminologie de domaines connexes comme le cinéma semblent être à l'origine de cas de variation correspondant à plus d'un des types énumérés ci-dessus. / Audiovisual translation (AVT) is a growing field in which interest has been increasing for more than two decades. Indeed, 1995 was a decisive year for AVT, on which light was thrown when cinema turned 100 years. Through its various forms, dubbing and subtitling being the best known, AVT is a true vector for the distribution of cinematographic works. Research in this field, which had been fragmentary and episodic until then, has exploded with tons of articles, books, theses, etc. published. However, one concern seems to recur in research on AVT: the instability of its terminology which is subject to variation. We decided to address this concern by studying the English and French terminology of AVT. Does terminological variation really exist in this domain? If so, to what extent? Are some forms more affected than others? What are the possible causes of this potential variation? Is it visible only in writings of researchers or also in texts of professionals in the field? These are questions that we have tried to answer using a study corpus consisting of texts published by researchers and professionals in the field between 1990 and 2019. The texts, from which terms were extracted either manually or automatically according to their format, enabled us to identify 380 concepts in English and 410 concepts in French designated by more than 500 terms in each language. Thus, the corpus analysis reveals that terminological variation is real in AVT, at least in English and French. Seven types of variation were identified: geographic, diachronic, discursive, orthographic, cross-linguistic, cognitive, and morphological. Discursive variation is the most important in both sub-corpuses (researchers and professionals) and in both languages (English and French). The causes of terminological variation in AVT appear to be varied. Overall, diachronic variation, lack of neology, and importation of terminology from related fields such as cinema studies seem to be at the origin of cases of variation corresponding to more than one of the types listed above.

La mise en évidence de l'association entre désordres métaboliques et état dysbiotique remet aujourd'hui en cause la définition et les modes de traitement traditionnels du syndrome métabolique. Or, la composition et l'activité du microbiote intestinal étant grandement déterminées par l'alimentation, les aliments riches en fibres et composés phytochimiques, réputés pour leur action prébiotique, représentent un levier majeur pour traiter les désordres métaboliques et en prévenir le développement. La consommation de framboises a démontré des effets positifs sur les désordres métaboliques, associés dans certaines études à la modulation du microbiote intestinal. En outre, la variabilité interindividuelle constitue un obstacle majeur à l'identification des effets des interventions nutritionnelles et des mécanismes qui les sous-tendent. Ce projet avait pour objectif principal d'évaluer l'impact de la consommation de framboises sur les paramètres du syndrome métabolique, en recourant notamment à des outils omiques pour circonscrire avec davantage de précision ces effets selon les individus. Dans le cadre d'un essai randomisé contrôlé à deux bras parallèles, 28 participants présentant des désordres métaboliques consommèrent 280 g de framboises par jour pendant 8 semaines, tandis que 28 autres maintinrent leur diète habituelle. L'intervention n'a pas démontré d'effet majeur sur les paramètres du syndrome métabolique. Néanmoins, l'application d'une méthode de discrimination fondée sur la variation du transcriptome sanguin a permis d'identifier des sujets « répondeurs » et « non-répondeurs », qui se distinguaient notamment par des signatures microbiennes différentes en amont de l'intervention. Une étude exploratoire a également été menée sur une dimension spécifique de la réponse à l'intervention : les sujets ont été stratifiés en fonction de la variation de leur taux plasmatique d'oxyde de triméthylamine en réponse à la consommation de framboises et leurs signatures microbiennes ont été analysées. Il s'ensuit que les outils omiques, de par la visibilité des processus moléculaires qu'ils offrent, constituent un atout majeur dans la mise en œuvre de telles études d'intervention nutritionnelles, en facilitant la mise en évidence de leurs effets en dépit de la variabilité interindividuelle. / The discovery of the relationship between metabolic disorders and dysbiotic state calls into question both definition and treatment of the metabolic syndrome. However, since the composition and activity of the intestinal microbiota are largely determined by diet, foods rich in fibre and phytochemicals, known for their prebiotic action, represent a major lever for treating metabolic disorders and preventing their development. The consumption of raspberries has been associated with positive effects on metabolic disorders, associated in some studies with the modulation of the intestinal microbiota. In addition, inter-individual variability is a major obstacle in identifying the effects of nutritional interventions and the mechanisms underlying them. The main objective of this project was to assess the impact of raspberry consumption on the parameters of metabolic syndrome, in particular by using omics technologies to define these effects more precisely according to the individuals. In a two-arm parallel-group, randomized, controlled trial, 29 participants with metabolic disorders consumed 280 g of raspberries daily for 8 weeks, while 30 others maintained their usual diet. The intervention did not demonstrate major effects on metabolic syndrome parameters. Nevertheless, the application of a discrimination method based on the variation of whole blood transcriptome allowed to identify "responders" and "non-responders", whose microbial signatures prior to the intervention differed. An exploratory study was also conducted on a specific dimension of response to the intervention: subjects were stratified according to their changes in plasma trimethylamine N-oxide level in response to raspberry consumption and their microbial signatures were analysed. It follows that omics tools, through the visibility they offer on the molecular processes, constitute a major asset in the implementation of such nutritional intervention studies, by facilitating the highlighting of their effects despite inter-individual variability.

Swedish students are showing a continuous deterioration of knowledge about the concept of mathematical place-value and by looking at a closer analysis, made by the TIMSS, it was made even more visible that the concept of place-value, which is associated with our positional system, is very central to students' understanding of the number concept. The PISA - report further demonstrates that it is possible to discern the deteriorating knowledge of students' perceptions of digits’ place-values in calculations of standard algorithms. The study is carried out because I want to explore as well as contribute to the research on the opportunities students are given to understand the positional system. The study aims to create knowledge on students' opportunity to understand the positional system in the sixth grade. The questions the study seeks to answer are the following:  What are the different patterns of variation the students meet during the lesson about the positional system?  Which are the critical aspects that can be discerned when listening to the students' descriptions of the positional system? To get answers to these questions, and thus fulfill the purpose of the study, different teachings have been observed and students have been interviewed. The theory of this work is variation theory. This theory was chosen because it makes it possible to understand many different ways to treat a selected subject of matter as well as to relate it to students' opportunities to learn. Results of the study show that students encounter several different parts of the pattern of variation in the teaching about the positional system, including contrast, generalization and separation. By taking in the students' descriptions of the positional system, three critical aspects could be discerned. These were the place-value together with the significance of zero in multi-digit numbers, numbers properties and lastly number sence. The conclusion is that students have different opportunities to develop an understanding of the positional system in the sixth grade. The possibilities are different depending on which critical aspects that are distinguished by the students in the education of the positional system. / Svenska elever visar kontinuerligt försämrade kunskaper kring begreppet platsvärde och vid en noggrannare granskning av TIMSS (Skolverket, 2012) synliggjordes att begreppet platsvärde, som är förknippat med vårt positionssystem, är ett centralt begrepp för elevers förståelse av talbegrepp. PISA rapporten (Skolverket, 2013) påvisar ytterligare att det går att urskilja försämrade kunskaper om elevers uppfattningar om siffrors platsvärden vid beräkningar av standardalgoritmer. Studien genomfördes för att undersöka och bidra till forskningen om vilka möjligheter elever ges till att förstå positionssystemet. Studien syftar till att bilda kunskap om elevers möjligheter att förstå positionssystemet i årskurs 6. De frågeställningar studien syftar till att besvara är:  Vilka variationsmönster möter elever i undervisning om positionssystemet?  Vilka kritiska aspekter kan urskiljas vid elevers beskrivningar av positionssystemet? För att få svar på frågeställningarna och därmed uppfylla syftet med studien har undervisning observerats och elever intervjuats. I studien finns inslag av variationsteorin. Teorin valdes för att göra det möjligt att förstå hur olika sätt att behandla ett valt ämnesinnehåll relaterar till elevers möjligheter att lära. Studiens resultat visar att elever möter olika variationsmönster i undervisning om positionssystemet, däribland kontrast, generalisering och separation. Vid elevers beskrivningar av positionssystemet kunde det urskiljas tre kritiska aspekter, positionens värde och nollans betydelse i ett flersiffrigt tal, talens egenskaper och talsortsuppfattning. Slutsatsen är att elever har olika möjligheter att utveckla förståelse för positionssystemet i årskurs 6. Möjligheterna ser olika ut beroende på vilka kritiska aspekter eleverna urskilt i undervisning om positionssystemet.

Studiens syfte är att bilda kunskap om elevers förståelse av likhetstecknet och hur undervisning om likhetstecknet i årskurs 3 kan varieras för att bli så effektiv som möjligt. Syftet ska besvaras genom frågeställningarna: vilka variationsmönster som de studerade eleverna kan möta och vilka kritiska aspekter som elever kan identifiera. Kritiska aspekter är det som elever behöver identifiera för att förstå det som ska läras. Variationsmönster innebär att det som är kritiskt i undervisningen ska varieras för att synliggöras. Studien har sin ansats i variationsteorin, där variationsmönster och kritiska aspekter är centrala begrepp. En lektion observerades i årskurs 3 och sex elever valdes ut och intervjuades om likhetstecknet. Resultatet av studien visar att eleverna mötte sex kritiska aspekter i undervisningen. I varje kritisk aspekt mötte eleverna ett eller flera variationsmönster. Studien visar också att alla de intervjuade eleverna har en relationell och instrumentell förståelse av likhetstecknet. Eleverna har förståelse av en kritisk aspekt, som den observerade lektionen inte hade berört, nämligen att alla tal måste ingå i en uppgift för att lösningen ska vara korrekt. Fyra av sex elever har förståelse av den kritiska aspekten att det ska vara ekvivalens i en kedja av likheter. Resultatet visar också att elevernas förståelse av likhetstecknet inte är beroende av att de möter variationsmönster i undervisningen, men att de möter de kritiska aspekterna på något sätt. / The aim of the study is to explore the understanding of the equal sign and how the teaching about the equal sign among third grade students can be varied to be as effective as possible.  The aim will be answered trough the questions: what patterns of variation can the studied students meet and what critical aspects have the students identified. Patterns of variation means that what is critical in the teaching should be varied to become visible. Critical aspects is what students need to identify to understand what should be learned. The foundation of the study is the Variation Theory, where patterns of variation and critical aspects are central concepts. The observations were accomplished during a third grade lesson and six students were selected for interviews about the equal sign. The result of the study shows that the students met six critical aspects during the lesson. For every critical aspect there were one or several patterns of variation that was exposed to the students. The result also states that the students who were interviewed have a relational and instrumental understanding of the equal sign. The students also have understanding of a critical aspect that they did not meet in the observed lesson, namely that all numbers have to enter in a task. Four out of six students have understanding of the critical aspect that there should be equivalence in a chain of similarities. The result also show that the students understanding of the equal sign is not dependent of that they meet patterns of variation in the teaching, but that they meet the critical aspects somehow.

Problemlösning genomsyrar hela läroplanen och är en viktig del av matematik-undervisningen i skolan (Skolverket, 2011a). Att lösa problem kommer naturligt för barn och det är lärarens uppgift att ta vara på den förmågan och hjälpa elever att bli effektiva problemlösare. Förmågan att lösa problem är en viktig kunskap som varje elev har fördel av att kunna (Lester, 1996). Studiens syfte är att undersöka variationen av problemlösnings-strategier som elever använder samt undersöka hur eleverna resonerar när de löser ett problem. 39 elever från två olika skolor i England och Sverige fick lösa ett matematiskt problem och sedan intervjuades 12 av dem med olika lösningsstrategier. Resultatet visade att eleverna använde sig av fyra olika kategorier av lösningsstrategier. De olika kategorierna var: lösningsstrategi genom addition, lösningsstrategi genom addition och subtraktion, lösningsstrategi genom att gissa och resonera, och lösningsstrategi genom att söka mönster. Det fanns även en grupp elever som inte hade någon utläsbar lösningsstrategi. Slutsatsen av studien är att elever behöver explicit undervisning i problemlösning för att till fullo kunna behärska den. / Problemlösning genomsyrar hela läroplanen och är en viktig del av matematik-undervisningen i skolan (Skolverket, 2011a). Att lösa problem kommer naturligt för barn och det är lärarens uppgift att ta vara på den förmågan och hjälpa elever att bli effektiva problemlösare. Förmågan att lösa problem är en viktig kunskap som varje elev har fördel av att kunna (Lester, 1996). Studiens syfte är att undersöka variationen av problemlösnings-strategier som elever använder samt undersöka hur eleverna resonerar när de löser ett problem. 39 elever från två olika skolor i England och Sverige fick lösa ett matematiskt problem och sedan intervjuades 12 av dem med olika lösningsstrategier. Resultatet visade att eleverna använde sig av fyra olika kategorier av lösningsstrategier. De olika kategorierna var: lösningsstrategi genom addition, lösningsstrategi genom addition och subtraktion, lösningsstrategi genom att gissa och resonera, och lösningsstrategi genom att söka mönster. Det fanns även en grupp elever som inte hade någon utläsbar lösningsstrategi. Slutsatsen av studien är att elever behöver explicit undervisning i problemlösning för att till fullo kunna behärska den. Problem solving permeates the Swedish national curriculum and it is an important part of mathematics education (Skolverket, 2011a). To solve problems comes naturally to children and it is the teacher’s task to harvest this ability and help pupils to be effective problem solvers. The ability to solve problems is an important knowledge and if known provides an advantage in life (Lester, 1996). The purpose of this study is to investigate the variation of problem solving strategies that pupil use and to investigate their mathematical reasoning while solving a mathematical problem. 39 pupils from two different schools in England and Sweden got to solve a mathematical problem and then 12 of them, which had different solution strategies, were selected for an interview. The result showed that the pupils used four categories or solving strategies. The categories were: finding a solution though addition, finding a solution though both addition and subtraction, finding a solution though guessing and reasoning and finding a solution though seeking patterns. There was also one group of pupils who did not have a distinguishable solution strategy. The conclusion of this study is that pupils need explicit teaching about problem solving to be able to fully master it.

Dissertation (PhD)--University of Stellenbosch, 2006. / ENGLISH ABSTRACT: Within arthropods, inter-individual and inter-population variation is generally poorly explored for physiological parameters. Such physiological variability is important, as it can provide insight into the capacity for evolutionary adaptation and how animals may cope with anthropogenic climate change. Insect vectors of human and animal diseases, such as tsetse flies (Diptera, Glossinidae) which carry trypanosomes, are of particular interest. Predictions of tsetse fly (Glossina spp.) range expansion, possibly paralleled by increased disease occurrence, have been made under future climate scenarios. Moreover, since there are generally strong relationships between abiotic variables (e.g. temperature and moisture availability), population dynamics, distribution and abundance, determining the physiological mechanisms influencing such relationships has utility for predictive modelling of spatial and temporal changes in tsetse fly distributions. I investigated physiological variation among individuals and populations, focusing mainly on Glossina spp. but using other arthropods to address certain issues. Specifically, I show the following: i) metabolic rate is repeatable (intra-class correlation coefficient) within individuals, and may be influenced by several factors such as age, gender, body mass and pregnancy; ii) while metabolic rate is repeatable within individuals, it remains unaltered with acclimation to laboratory conditions from field collection; iii) within a population, metabolic rate-temperature relationships are surprisingly invariant among physiological states such as age, gender, feeding status, pregnancy and temperature acclimation; iv) the magnitude of the effect of temperature acclimation differs among traits, in that upper thermal tolerances respond less than lower thermal tolerances, while metabolic rate responds to heat but not to cold. Water loss rate is relatively unresponsive to either treatment; v) plasticity can account for most inter-population variation in physiological traits related to climatic stress resistance (e.g. thermotolerances and desiccation rates) in the natural environment; vi) adult physiological performance responds differently to developmental and adult acclimation, such that marked traitspecific variation occurs, and combinations of both developmental and adult plasticity can result in further alteration of adult performance. These results have implications for the evolution of stress resistance to abiotic factors in these and other arthropods. I conclude by discussing the potential physiological patterns linking population dynamics and abiotic factors, with particular reference to tsetse flies. / AFRIKAANSE OPSOMMING: Binne arthropoda, is tussen-individu en tussen-bevolking variasie in die algemeen sleg bestudeer vir fisiologiese parameters. Hierdie fisiologiese variasie is belangrik want dit kan insig gee in die mate van evolusionêre aanpassing en hoe diere antropogenies klimaatsverandering kan hanteer. Dit is veral belangrik in die geval van insekte wat mens- en diersiektes kan dra, soos tsetse vlieë (Diptera, Glossinidae) wat trypanosome oordra. In die geval van tsetse vlieë (Glossina spp.) is voorspellings vir verhoogde verspreiding, en gevolglik verhoogde siekte voorkoms, gemaak onder toekomstige voorkoms klimaat senario’s. Verder, aangesien daar in die algemeen sterk verwantskappe tussen abiotiese parameters (bv. temperatuur en water beskikbaarheid), bevolkingsdynamika, verspreiding en voorkoms is, is die bepaling van die fisiologiese meganisme, wat ‘n invloed het op hierdie verwantskappe, nuttig vir die voorspelling van tsetse oor spasie en tyd. Hier, met hoofsaaklik die gebruik van Glossina spp., maar ook ander arthropoda wanneer dit nodig is, word navorsing wat fisiologiese variasie tussen individue en bevolkings aanspreel voorgelê. Spesifiek, word dit gewys dat i) metaboliese tempo is herhaalbaar (intra-klas korrelasie koeffisient) binne individue, alhowel metaboliese tempo kan beinvloed word deur faktore soos ouderdom, geslag, liggaamsmassa en swangerskap, ii) terwyl metaboliese tempo binne individue herhaalbaar is, verander dit nie met akklimasie na laboratorium toestande vanaf versameling in die veld, iii) binne ‘n bevolking metaboliese tempo-temperatuur verwantskappe is verbasend eenders tussen fisiologiese toestande soos ouderdom, geslag, voeding staat, swangerskap en temperatuur akklimasie, iv) die grootte van die effek van temperatuur akklimasie verskil tussen eienskappe, en die boonste termiese limiete reageer minder as laer termiese limiete, terwyl metaboliese tempo reageer op hitte maar nie koue nie, en waterverlies tempo is relatief terughoudend tot enige temperatuur toestand, v) buigbaarheid kan die meeste van inter-bevolkingsvariasie in fisiologiese eienskappe van klimaatstres weerstandsvermoë (termiese toleransie en uitdrogingstempo) in die natuurlike omgewing verklaar, vi) volwasse fisiologiese prestasie reageer verskillend op ontwikkelende en volwasse akklimasie, soveel dat eienskap-spesifieke variasie kan voorkom, en ‘n kombinasie van beide ontwikkelende en volwasse buigbaarheid ‘n verskillende volwasse prestasie tot gevolg kan hê. Hierdie resultate het implikasies vir die evolusie van weerstandsvermoë tot abiotiese faktore in hierdie en ander arthropoda. Hierdie tesis word afgesluit met ‘n bespreeking van die moontlikke fisiologiese patrone wat bevolkingsdinamika en abiotiese faktore kan verbind, met ‘n fokus op tsetse vlieë.

published_or_final_version / abstract / English / Doctoral / Doctor of Philosophy

On a depuis longtemps fait le constat de nombreuses variantes grammaticales en français (la négation avec et sans ne, SV(O) vs. la dislocation à gauche, etc.), les unes étant valorisées et les autres stigmatisées. Dans ce travail, on défend l'idée que l'on a affaire à une situation de diglossie. Cela suppose que les locuteurs intériorisent deux grammaires : l'une, le français démotique, est acquise " sur les genoux de la mère " et l'autre, le français classique tardif, est acquise à l'école et à travers les institutions qui exigent son emploi. On place cette problématique dans un cadre qui requiert l'étude des productions spontanées, l'abandon de l'opposition oral-écrit et de son caractère explicatif, et une transcription phonologique des données. À travers l'étude du nombre, de la négation, et des alternatives à SV(O), on montre l'intérêt descriptif et typologique de décrire deux grammaires. Chaque grammaire ainsi décrite est plus consistante. Enfin, une étude de corpus observe un locuteur diglosse, qui n'active bien qu'une grammaire à la fois : il mélange par exemple la dislocation à gauche avec la négation sans ne, mais jamais avec la négation avec ne.