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Beck, Alexandra. "Maternal expressed emotion towards children with and without learning disabilities." Thesis, University of Southampton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273879.
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Dixon, Wallace E. Jr, Brenda J. Salley, and Andrea D. Clements. "Temperament, Distraction, and Learning in Toddlerhood." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/4900.
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The word- and nonword-learning abilities of toddlers were tested under various conditions of environmental distraction, and evaluated with respect to children's temperamental attentional focus. Thirty-nine children and their mothers visited the lab at child age 21-months, where children were exposed to fast-mapping word-learning trials and nonlinguistic sequential learning trials. It was found that both word- and nonword-learning were adversely affected by the presentation of environmental distractions. But it was also found that the effect of the distractions sometimes depended on children's level of attentional focus. Specifically, children high in attentional focus were less affected by environmental distractions than children low in attentional focus when attempting to learn from a model, whereas children low in attentional focus demonstrated little learning from the model. Translationally, these results may be of use to child health-care providers investigating possible sources of cognitive and language delay.
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Elwood, Terril Joy. "Maternal linguistic input to normal and expressive language delayed toddlers." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/3864.
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Research suggests that the linguistic environment of the expressive language delayed child is different from that of his peers. Does this difference actually exist and if so, what are its characteristics? The purpose of this study was to describe the linguistic characteristics of mothers' input to children with normal language acquisition and those of mothers of expressively delayed toddlers; and to identify any differences between these groups. Though considerable research exists in this area, few studies have dealt specifically with large groups of expressively delayed toddlers.
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Warner-Metzger, C., B. C. Reed, John Paul Abner, Janet Todd, and Michele R. Moser. "PCIT training: Applying a Learning Collaborative Model." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/4978.
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Herrington, Joshua A. "Elevated Progesterone In Yolk As a Moderator of Prenatal and Postnatal Auditory Learning in Bobwhite Quail." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1422.
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Recent studies have established that yolk hormones of maternal origin have significant effects on the physiology and behavior of offspring in birds. Herrington (2012) demonstrated that an elevation of progesterone in yolk elevates emotional reactivity in bobwhite quail neonates. Chicks that hatched from progesterone treated eggs displayed increased latency in tonic immobility and did not emerge as quickly from a covered location into an open field compared to control groups. For the present study, three experimental groups were formed: chicks hatched from eggs with artificially elevated progesterone (P), chicks hatched from an oil-vehicle control group (V), and chicks hatched from a non-manipulated control group (C). Experiment 1 examined levels of progesterone with High Performance Liquid Chromatography/tandem Mass Spectroscopy (HPLC/MS) from prenatal day 1 to prenatal day 17 in bobwhite quail egg yolk. In Experiment 2, bobwhite quail embryos were passively exposed to an individual maternal assembly call for 24 hours prior to hatching. Chicks were then tested individually for their preference between the familiarized call and a novel call at 24 and 48 hours following hatching. For Experiment 3, newly hatched chicks were exposed to an individual maternal assembly call for 24-hrs. Chicks were then tested for their preference for the familiarized call at 24 and 48-hrs after hatch. Results of Experiment 1 showed that yolk progesterone levels were significantly elevated in treated eggs and were present in the egg yolk longer into prenatal development than the two control groups. Results from Experiment 2 indicated that chicks from the P group failed to demonstrate a preference for the familiar bobwhite maternal assembly call at 24 or 48-hrs after hatch following 24-hrs of prenatal exposure. In contrast, chicks from the C and V groups demonstrated a significant preference for the familiarized call. In Experiment 3, chicks from the P group showed an enhanced preference for the familiarized bobwhite maternal call compared to chicks from the C and V groups at 24 and 48-hrs after hatch. The results of these experiments suggest that elevated maternal yolk hormone levels in pre-incubated bobwhite quail eggs can influence auditory perceptual learning in embryos and neonates.
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Dixon, Wallace E. Jr, Allison Lowe, Betsy Caldwell, Hannah Lawman, and Andrea Clements. "Temperament Moderates Novel Word Learning at 15 Months." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/4939.
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Researchers have been reporting temperament-language correlations in infants for 10 years. However, in order to identify directions of effects between temperament and language, methodologies besides correlations need to be developed. The “competition attention paradigm” is an effort to sidestep some of the direction-of-effect issues by asking infants to learn novel words in the context of environmental distractions designed to tap into children’s temperaments. The purpose of the present study was to explore whether environmental distracters would differentially impact 15-month-olds’ novel wordlearning as a function of children’s temperamental profiles. Twenty-eight 15-month-olds were asked to learn 4 novel words. Novel word learning consisted of initially familiarizing children with two novel objects, and then mapping a novel label to only one of the novel objects five times. Novel word comprehension was tested by asking children to select the newly-labeled object from the pair of novel objects across 4 test trials. A remotely-controlled mechanical spider competed for children’s attention during object familiarization on two of the words. Half the children were distracted on the first two words, half were distracted on the last two. Temperament was assessed via parental reporting using the Early Child Behavior Questionnaire. The environmental distractions did not impact children’s word-learning directly. However, order of distraction presentation did [F(1, 23) = 7.16, p = .014], such that children who were distracted on the first two words performed higher overall than children who were distracted on the last two. Results involving temperament were complex, yielding many significant interaction effects with factors impacting children’s word-learning. For example, children high in fear demonstrated better word-learning in the absence of the spider than in its presence, whereas the spider had no effect on low-fear children, but only when learning the first word in the pair [F(1, 23) = 5.20, p = .032]. Other temperament factors found to impact novel word-learning included attentional focus, cuddliness, impulsivity, frustration, and high intensity pleasure. The results of the present investigation contribute to a growing body of research linking temperament to word learning. The competition attention paradigm suggest ways through which word learning may be impacted by dimensions of temperament. Although not presentable here due to space limitations, the pattern of results also points to attentional focus as playing a central moderating role over other dimensions of temperament. Finally, the present results are the first to link temperament to language acquisition at 15 months.
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Dixon, Wallace E. Jr, K. Lingerfelt, R. Russell, and Andrea D. Clements. "Temperament Moderates the Learning of Pretend Play Sequences at 15 Months." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/4933.
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Aquino, Juliana Maria de. "O efeito da família sobre o desempenho educacional da criança: uma análise do ensino fundamental brasileiro." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/96/96131/tde-28042008-163614/.
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Nos últimos anos a educação tem sido alvo de muitos estudos, o que provavelmente reflete a sua grande importância no contexto de uma nação. A análise da questão educacional geralmente abrange dois aspectos: o atendimento escolar e a qualidade do ensino. No que tange à inclusão escolar no Brasil, sabe-se que essa variável teve sucesso durante a última década, entretanto, com relação à qualidade de ensino o mesmo não pode ser dito. O objetivo desta pesquisa é analisar os determinantes do desempenho escolar das crianças brasileiras, tendo como foco principal a família. A abordagem do papel da família será realizada a partir de dois ensaios: análise do impacto da participação materna no mercado de trabalho sobre o desempenho educacional da criança e avaliação do papel exercido pela família em auxiliar a criança nas atividades escolares. O primeiro estudo utilizará os dados de duas sub-amostras da Pesquisa Mensal de Emprego (PME), dos anos de 1986 a 1995 e de 2002 a 2006. Já na segunda abordagem, serão utilizados os dados do Sistema Nacional de Avaliação da Educação Básica (SAEB), do ano de 2005, nos quais será analisado o desempenho dos estudantes das quartas séries do ensino fundamental. Em geral, os resultados indicaram evidências da relevância dos fatores familiares para os bons resultados escolares da criança, tanto pelo efeito negativo do trabalho materno como pelo efeito positivo de algumas variáveis de investimento e de interação familiar.Recently, education has been examined by many studies, which reflects its great importance in the context of a nation. The analysis of the educational issue usually involves two aspects: school attendance and quality of education. With regard to Brazilian school attendance, it is known that this variable has had success over the last decade; however, the same can not be said about de quality of educational system. The aim of this research is to analyze the determinants of academic performance of Brazilian children, focusing on the family. The approach will analyze the impact of maternal labor on child educational performance and the role of the family in child school activities. The first study uses data from two sub-samples of Pesquisa Mensal de Emprego (PME), referring to periods from 1986 to 1995 and from 2002 to 2006. In the second approach, will be used data from Sistema Nacional de Avaliação da Educação Básica (SAEB) of 2005, where will be examined the students performance of the fourth series of primary school. The results, in general, show that family factors were relevant for child school performance, considering the negative effect of maternal employment and the positive effects of some variables of investment and family interaction.
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Spensley, Sheila Ross. "A comparative study of maternal attachment in three groups of mothers having a child with learning impairment." Thesis, University College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271504.
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Geddes, Heather. "Attachment and learning : an investigation into links between maternal attachment experience, reported life events, behaviour causing concern at referral and difficulties in the learning situation." Thesis, University of Surrey, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.484168.
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Dixon, Wallace E. Jr, and Brenda J. Salley. ""Shhh! We're Tryin' to Concentrate": Attention and Environmental Distracters in Novel Word Learning." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/4899.
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The authors' purpose in this study was to evaluate the role of attention, as a central dimension of temperament, in children's real-time acquisition of novel vocabulary. Environmental distractions were administered to 47 22-month-old children as they acquired novel vocabulary in a fast-mapping task. Two distraction conditions impeded novel word acquisition, but only 1 impeded attention allocation. Attention allocation was correlated with novel word acquisition under conditions of distraction, but not in their absence. Results suggest that attention allocation is especially important for word learning under conditions of distraction. Given that in their day-to-day lives children often encounter new words amid a host of environmental distractions, children with constitutionally fewer attentional resources, such as temperamentally difficult children, may be at a vocabulary-learning disadvantage.
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VanHorn, Renee E. Minick. "Maternal perinatal events as predictors of educational placement : computation of relative risk ratios." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1159152.
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This study examined the relative risk of perinatal complications in common childhood disorders. Specifically, the ability of perinatal complications to predict membership into children's disorders was studied. The sample consisted of 634 normal children and children with mental retardation, learning disabilities, and emotional handicaps, whose mothers completed the Maternal Perinatal Scale (WS). Seven MPS items significantly contributed to the prediction of the mentally retarded, learning disabled, emotionally handicapped, and regular education groups. The two significant discriminant functions correctly classified about 46% of the students, with the greatest misclassification occuring for those with emotional handicaps. When the separate disorders were collapsed to form a single group, eleven MPS items significantly contributed to the prediction of the special education and regular education groups. The linear composite from discriminant function analysis correctly classified about 74% of the students. Some 89% of the special education students were correctly classified. When MPS factors were used as predictors, 90% of the special education students were correctly classified. Seven MPS factors comprised the discriminant function. Relative risk ratios were computed for each perinatal item. Significant relative risk ratios included maternal weight over 151 pounds, saddle block anesthesia, no anesthesia, stress during pregnancy, prenatal care, medically induced labor, unplanned pregnancy, medication use during pregnancy, hypoxia, and cigarette use during pregnancy. An overall relative risk of 6.35 was computed based on the linear composite of perinatal variables defined by the discriminant function, suggesting that a suggesting that a synergism of perinatal complications makes a child over 6 times more likely to be placed in special education. A second overall relative risk of 3.83 was derived from the linear composite of MPS factor scores. This indicated that children with a perinatal history marked by this particular combination of perinatal complications were nearly 4 times as likely to require special educational services. Results were discussed in terms of comorbidity among special education categories. The potential use of the MPS as a screener for early intervention was also discussed.Department of Educational Psychology
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Vondrasek, Tammy A. "A phenomenological study of maternal influence on the leadership development of women presidents at institutions of higher learning." Thesis, Saint Mary's University of Minnesota, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10112040.
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This phenomenological qualitative study explored the lived experiences of American women university and college presidents to understand the maternal influence on their leadership development. This study was conducted by interviewing 20 women presidents from traditional four-year public and private universities in the United States. The interviews probed the complexities and processes involved in examining the maternal relationship, while seeking to understand the maternal influence on the leadership development of women university and college presidents. Each story presented maternal influences which emerged into six main themes including: mothers as center of family, mothers instill a personal value system, mothers as a role model, mothers encourage achievement, mothers offer support, and other women who influence. Mothers had a direct influence on leadership development and when mothers were absent, other women substituted the maternal influence to fill the maternal void offering acceptance and support. The findings from this study contribute new knowledge to the field of leadership development and may help women prepare for leadership positions, increasing their potential for success.
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Dowdall-Smith, Shannon M. "Feeding practices of mothers : the process of learning and perceptions of health : a dissertation /." San Antonio : UTHSC, 2007. http://proquest.umi.com/pqdweb?did=1324383501&sid=1&Fmt=2&clientId=70986&RQT=309&VName=PQD.
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Syed-Sabir, Hena Fatima. "Approaches in considering cultural issues in South Asian people with learning disabilities and their families : the experiences of Pakistani Muslim maternal carers of adults with learning disabilities." Thesis, University of Sheffield, 2004. http://etheses.whiterose.ac.uk/4211/.
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This thesis is divided into three sections: Section 1- Literature Review: Approaches in Considering Cultural Issues in South Asian People with Learning Disabilities and their Families This review focuses on two areas of the literature, highlighting service issues surrounding South Asian people with learning disabilities and their families, and considering the perceptions and experiences of people with learning disabilities and their carers. It concludes by reflecting on the cross-cultural implications of the research and identifying deficits within service provision for this population. Section 2- Research Report: The Experiences of Pakistani Muslim Maternal Carers of Adults with Learning Disabilities This study aimed to detail the experience of maternal carers of South Asian descent living in Britain who care for an adult with a learning disability. Eight Pakistani Punjabi or Mirpuri speaking mothers or maternal carers of adults with learning disability were interviewed. Interviews were translated into English and Interpretative Phenomenological Analysis was employed to explore experiences and examine beliefs surrounding learning disabilities within this population in order form interpretations of the participants' experiences. Three super-ordinate or master themes emerged from the data. These are `Faith, Destiny and Understandings', `Maternal Obligation' and ‘Stereotypes and Assumptions'. These themes and corresponding subordinate themes are explored with detailed extracts from participant interviews. Insight into the multi- dimensional experiences of the participants has been gained in order to increase the knowledge base in this under-researched area. Clinical and further research implications are discussed. Section 3- Critical Appraisal The critical appraisal includes commentary and reflection on the process of conducting this research taken from a research diary written during the course of this study. It includes initial ideas, planning and negotiating issues, difficulties and overall learning from the research process.
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Guarda, Danilo Demarchi. "Aspectos da estampagem na preferência alimentar de Peucetia rubrolineata (Araneae: Oxyopidae) e evolução do cuidado materno na superfamília Lycosoidea." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/47/47135/tde-19102010-152044/.
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Duas espécies de aranhas da família Oxyopidae, Peucetia rubrolineata e P. flava, foram observadas em campo e laboratório. Durante essas observações foram coletadas informações sobre habitat (associação com plantas que possuem tricomas glandulares), inimigos naturais (ootecas parasitadas por vespas da família Ichneumonidae e neurópteros da família Mantispidae) e dieta (registro de 22 eventos de alimentação). Os dados apresentados são comparados com informações da literatura. Embora conhecidas como predadores generalistas, muitas espécies de aranhas podem manifestar preferência por determinados tipos de presa. Estudos indicam que a preferência alimentar das aranhas da família Oxyopidae pode estar relacionada a processos de estampagem, que ocorrem no início do desenvolvimento dos animais. Durante as incursões em campo, 19 fêmeas adultas da espécie P. rubrolineata foram coletadas e levadas ao laboratório para realização de experimentos de preferência alimentar. Jovens de P. rubrolineata foram submetidos a testes de escolha de presas, nos quais foram oferecidos grilos recémnascidos (Gryllus sp) e moscas de fruta (Drosophila sp). Foram realizados 3 experimentos, que combinavam 4 variáveis: tipo de presa, idade do animal (5 ou 15 dias), período de exposição às presas (5 ou 10 dias) e quantidade de presas oferecidas. Os parâmetros que se mostraram mais eficientes no estabelecimento da preferência alimentar foram início da alimentação 15 após a saída da ooteca e período de 10 dias de exposição às presas. Quando bem alimentadas, as aranhas jovens preferem como presa moscas adultas ao invés de grilos recémnascidos, mas quando em escassez de alimento, a preferência é pelo primeiro tipo de presa experimentado, configurando o efeito de primazia importante fator na determinação da estampagem. Discutemse quais os possíveis fatores responsáveis pelo estabelecimento dessas preferências, bem como as características deste aprendizado. O estabelecimento da preferência alimentar dos jovens se dá concomitante ou muito próximo do período de cuidado parental, que, nas aranhas da superfamília Lycosoidea, consiste no cuidado ativo da ooteca e dos filhotes pela fêmea até a dispersão. O cuidado parental destas aranhas tem sido usado como fonte de caracteres em estudos de reconstrução filogenética e, devido à complexidade deste tipo de caráter, sua delimitação deve ser cuidadosa. Baseandose nas informações obtidas na literatura e também em observações do cuidado materno deste grupo, são propostos 4 caracteres: comportamento de cuidado com a ooteca, construção de refúgio para ooteca, abertura, pela fêmea, da ooteca para a saída dos filhotes e comportamentos de cuidado com os filhotes. Os critérios para homologia foram sequência das atividades da fêmea e estruturas construídas pela mesma durante o cuidado. A história evolutiva destes caracteres, mapeada em uma filogenia da superfamília Lycosoidea, mostra que os comportamentos de carregar a ooteca nas quelíceras, ajudar os filhotes abrindo o saco de ovos, construir um abrigo no cuidado com a ooteca e permanecer em guarda no cuidado com os filhotes apresentamse como plesiomórficos para a superfamília. Carregar os filhotes sobre a ooteca vazia é uma sinapomorfia de Trechalea, bem como carregar os filhotes no abdome é em Lycosidae. Discutemse delimitação do caráter referente à construção de teia berçário e as propostas de homologia para o cuidado materno presentes na literaturaTwo species of spiders of the family Oxyopidae, Peucetia rubrolineata and P. flava, were observed in field and laboratory. During these observations we collected information on habitat (spiders associated with plants bearing glandular trichomes), natural enemies (egg sacs parasitized by Ichneumonidae wasps and Mantispidae) and diet (22 feeding events). Although spiders are known to be generalist predators, they can show preferences for certain types of prey. Studies indicate that prey preference in spiders of the family Oxyopidae may be related to imprintinglike processes, which occur early in the development of these animals. Nineteen adult females of the species P. rubrolineata were collected and taken to the laboratory for testing food preference. In the present study, two types of prey were offered to spiderlings of P. rubrolineata: newborn crickets (Gryllus sp.) and fruit flies (Drosophila sp.). The prey preference was tested using a choice test. Three trials were carried out, each one with four combined variables: type of prey (cricket or flies), animal\'s age (five or 15 days), time of exposure to prey (five or ten days) and the amount of prey offered (one or two). The parameters that have proven most effective in establishing food preferences were when feeding starting 15 days after the spiderlings had left the egg sacs and with 10 days of exposure to the prey. When wellfed, spiders prefer adult flies as prey instead of newborn crickets. However, when spiders are deprived of food, the preference is for the first prey type experienced, which constitutes the primacy effect, an important factor determining imprinting. We discuss which factors might be leeding to such preferences, as well as the what is underlining this learning. Spiderlings prey preferences are established during or close to the period of parental care. In the superfamily Lycosoidea, females actively care for the egg sac and spiderlings until dispersion. Categories of parental behavior in these spiders have been used as characters in some phylogenetic reconstruction studies. Due to the complexity of this type of character, its delimitation should be made carefully and based on studies specificaly about these behaviors. By gathering literature data and also laboratory observations of maternal care we propose 4 characters: Caring behaviors with the egg sac, construction of a silken shelter for the egg sac, help the spiderlings to emerge from egg sac and care for the spiderlings. We propose the homology based on the females behaviors and the structures built by her. The reconstruction of the evolutionary history of these characters shows that carrying the egg sac under the chelicerae, helping spiderlings to emerge from egg sac, building silken shelter for the egg sac and caring for and guarding the spiderlings until dispersion are plesiomorphic to the superfamily Lycosoidea. A synapomorphy of Trechalea sp. is to carry the spiderlings on the empty egg sacs. The same is true for Lycosidae (Aglaoctenus sp. and Lycosa erythrognatha) carrying young on the females abdomen. We discuss the delimitation of the nursery web character and the proposed homology for the maternal care presented in the literature
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Moser, Michele R. "Breaking Down Silos: Developing Trauma-Informed Care Through a Community Based Learning Collaborative." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4969.
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The Attachment, Self-Regulation, and Competency (ARC) treatment framework is a “whole-systems” intervention which focuses on children and youth with complex trauma histories and attachment difficulties. ARC encourages intervention in layers to build a safe and secure caregiving system around a child. The layers include the child, caregivers, treatment providers, child welfare workers, teachers, and case managers. We developed an ARC Community Based Learning Collaborative (CBCL) to bring these layers together to create a safe andsupportive group experience and environment in which members of the child’s caregiving system can begin to build a common language and understanding of trauma that results in collaborated and coordinated trauma informed interventions to improve symptoms and decrease disrupted placement for youth in care. The overall goal of the ARC CBLC is to build highly functioning teams whose members have the knowledge and skills to apply the core principles of the ARC framework in accordance with their roles in the child’s caregiving system to promote healing and resiliency. This session will outline the development and implementation of the ARC CBLC, outcomes,and lessons learned.
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Hinds, Georgette Merlena Percy. "Implications of Maternal Perpetrated Interparent Violence for the Behavior of Female Adolescents: A Phenomenological Study." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1783.
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Interparent violence (IPV) is a global family issue. Witnessing IPV confuses children and adolescents about the parental relationship. Adolescent females often perceived fathers as strong and depend on them for safety, security, and support. It is unclear how witnessing maternal perpetrated IPV (MPIPV) affects adolescent females' socialization and development, the perception they have of their fathers, and the meaning they ascribe to father abuse. The purpose of this phenomenological study was to contribute to the literature, provide an understanding of MPIPV implications for adolescent females' social development, and bring more awareness to the lived experiences of witnessing MPIPV. Social learning, feminist, and attachment theories were useful as the conceptual framework and in understanding the lived experience of adolescent girls who witness their mothers abusing their fathers. Five young adult females chosen through purposeful sampling from the southwest region of Florida responded to semi-structured open-ended questions. Interpretive phenomenology was the analytic framework to sort, code, and analyze the data. Findings revealed these females' experiences of anger and emotional stress, their concurrent juggling of coping and stress, their closeness to both parents, and their forgiveness to them despite inimical events between them. Recommendations were that human services professionals who worked with this population develop education and training programs to support both parents and adolescent females in an effort to reduce the effects of MPIPV. This training could result in a positive social change over time as negative perceptions, thoughts, and behaviors of adolescent girls change and increased awareness about the implications of MPIPV in the home occurs
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Mello, Pâmela Billig. "Efeitos do exercício físico sobre diferentes tipos de memória em ratos normais e com prejuízo mnemônico causado pela separação maternal." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2008. http://hdl.handle.net/10183/12715.
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Neste trabalho estudamos os efeitos do exercício forçado diário em esteira rolante e da exposição diária ao estresse (porque o exercício forçado envolve certo grau de estresse) durante 2 ou 8 semanas em diferentes tipos de memória em ratos Wistar machos. Os testes de memória utilizados foram: habituação da exploração em um campo aberto, reconhecimento de objetos, e memória espacial no labirinto aquático de Morris. Após estes primeiros experimentos procuramos verificar também a capacidade do exercício físico em reverter o prejuízo da memória causado pela separação maternal, procedimento que causa um déficit de memória já descrito pela literatura, utilizando, também, o teste de esquiva inibitória. O estresse diário realçou a memória de habituação, os animais aprenderam após 2 mas não após 8 semanas; houve prejuízo de memória curta (MCD) e de longa duração (MLD) na tarefa do reconhecimento em 2 semanas mas somente de MCD após 8 semanas; e não houve nenhum efeito na memória espacial após 2 ou 8 semanas. O protocolo do exercício realçou também a memória de habituação no campo aberto após 2 mas não após 8 semanas; prejudicou MCD e MLD na tarefa do reconhecimento após 2 mas não após 8 semanas; e realçou uma medida importante da aprendizagem espacial após 8 semanas (latência de escape), mas não outras medidas. Em relação ao grupo de animais que foram submetidos à separação maternal verificou-se que o exercício crônico foi capaz de reverter o déficit da MCD e MLD na esquiva inibitória e da MCD no reconhecimento de objetos, mas não teve efeitos sobre o prejuízo da MLD nesta tarefa e sobre a memória espacial testada no Labirinto Aquático de Morris. Portanto, o exercício físico crônico tem uma influência positiva sobre amemória e, adicionalmente, pode ser visto como uma ferramenta terapêutica para reverter determinados déficits de memória.Here we studied the effects of daily forced exercise in a treadmill and of daily stress (because forced exercise involves a degree of stress) during 2 or 8 weeks on different types of memory in male Wistar rats. The memory tests were: habituation of exploration in an open field, object recognition and spatial memory in Morris water maze. After these experiments we also tried to verify the physical exercise capacity to revert the memory deficit caused by maternal deprivation, procedure that causes a memory deficit already reported, by means of the inhibitory avoidance test. Daily footshock stress enhanced habituation learning after 2 but not after 8 weeks; it hindered both short- (STM) and long-term memory (LTM) of the recognition task after 2 weeks but only STM after 8 weeks; and had no effect on the spatial task after neither 2 or 8 weeks. The exercise protocol also enhanced habituation in the open field after 2 but not 8 weeks; it hindered STM and LTM in the recognition task after 2 but not at 8 weeks; and it enhanced one important measure of spatial learning after 8 weeks (latency to escape) but not other measures. In relation of the animals that was submitted to maternal deprivation we verified that the exercise is capable to revert the deficit of STM and LTM in inhibitory avoidance test and of STM in object recognition test, but don’t have any effect on the prejudice of LTM in object recognition and in spatial memory verify using the Morris water maze test. Thus, the physical exercise had a positive influence on memory and, additionally, it can be seen like one therapeutic strategy to reverts some memory deficits.
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Ferecini, Geovana Magalhães. "Desenvolvimento e avaliação do objeto digital de aprendizagem sobre o aleitamento materno do prematuro." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/22/22133/tde-28022012-142326/.
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Em um esforço para auxiliar mães e famílias na prática e manutenção do aleitamento materno de bebês prematuros, motivamo-nos a realizar o presente estudo, visualizando a possibilidade de construir um instrumento educativo a fim de auxiliá-los neste cuidado com seus filhos prematuros. Neste sentido, os objetivos do presente estudo são: desenvolver um objeto digital de aprendizagem, um website sobre o aleitamento materno do prematuro, dirigido à família, e avaliar este objeto digital de aprendizagem junto a profissionais de enfermagem e informática. Trata-se de uma pesquisa descritiva, cujo referencial teórico para o desenvolvimento do objeto digital está fundamentado em Paulo Freire e na CAI (Computer Assisted Instruction - Instrução Assistida por Computador). Como modelo de desenvolvimento de website, utilizamos o User-Centered Design (projeto centrado no usuário) cujas fases foram: escolha do tema e fatores motivacionais do projeto, avaliação e análise das necessidades de saúde junto à profissionais (por meio de chats e ligações telefônicas com um comitê de especialistas, utilizando-se de temas geradores); identificação de soluções, articulação dos objetivos e análises dos questionamentos; e desenvolvimento e prototipagem com avaliação junto aos usuários. A amostra intencional constituiu-se de 29 enfermeiros e cinco profissionais da área da informática. O instrumento de avaliação utilizado baseou-se em princípios estabelecidos pela Norma ISO 9241 (divididos em sete grupos) e de Usabilidade. Para a análise dos dados utilizou-se a estatística descritiva. O projeto foi aprovado por Comitê de Ética em Pesquisa. Com base nos temas sugeridos pelo comitê de especialistas, revisão da literatura e experiência profissional, os conteúdos do site foram organizados em quatro grandes itens no website: \"Meu bebê nasceu prematuro\", \"Meu bebê ainda não está mamando\", \"Meu bebê já está mamando\" e \"Vamos para casa\". Além destes conteúdos, a construção do site se deu em sete outras etapas: construção de animações e \"personagens\" do website, desenvolvimento do layout, construção de jogos educativos de acordo com os conteúdos, desenvolvimento do sistema de login e cadastro dos usuários, fale-conosco e fórum de discussão, sistema para avaliação on-line do objeto digital de aprendizagem e área administrativa do site. As respostas \"muito bom\" e \"ótimo\" representaram 86% das avaliações dos enfermeiros e 77% das avaliações dos profissionais da área de informática. Tais percentuais ampliam-se para 96% e 92%, respectivamente, ao se incorporar o conceito \"bom\". A maioria das sugestões emitidas pelos avaliadores foi incorporada na edição final do site. Assim conclui-se que o website é válido para uso e disponibilização à comunidade, constituindo-se em tecnologia inovadora dirigida aos familiares de prematuros que pode contribuir com o aprendizado e incentivo ao aleitamento materno. Ressalta-se também a necessidade de ampliação da avaliação deste website junto a outros profissionais de saúde, bem como o impacto de seu uso no processo ensino aprendizagem e na prevalência do aleitamento materno dos prematuros.In an effort to help mothers of preterm babies in the practice and maintenance of breast feeding their children, we felt motivated to perform the present study visualizing the possibility of building an educational tool to assist them in the care to their preterms. Thus, our objectives are: developing a digital learning object - a website - about maternal breast feeding of preterm babies, directed to their families as well as evaluating the use of such digital learning object by professionals in the nursing and in the informatics area. The theoretical reference for the development of the digital learning object of this descriptive research is based on Paulo Freire and on CAI (Computer Assisted Instruction ).As a website developing model we used the User-Centered Design whose steps were: choosing the theme and the emotional factors of the project; evaluating and analyzing the health needs with professionals (through chats and phone calls to an expert committee, utilizing theme generators); identifying solutions , articulating objectives and analyzing the doubts; and developing and prototyping it according to the users\" evaluation. The intended sample was composed by 29 nurses and 5 professionals from the informatics area. The evaluation tool was based on the principles established by the ISO 9241(division in seven groups) Usability standards. The data analysis was done through descriptive statistics. The project has been approved by a Research Ethics Committee. Based on the themes suggested by the experts committee, on a bibliographical research and on professional experience, the contents of the site were organized in four main items on the website: \"My baby was born premature\", ,, My baby is not nursing yet\", My baby is already nursing\" and ,, Let´s go home\". Besides these contents, the building of the site had seven others steps: building of animations and \"characters\" of the website, layout development , building of educational games according to the contents, developing of the login system and users registration, contact us, discussion forums, online evaluation system of the digital learning object and site administration area. The answers \"very good\" and \"excellent\" represented 86% of the evaluations of the nurses and 77% of the evaluations of the professionals in the informatics area. Such percentage increases to 96% and 92% respectively when the concept \"good\" is incorporated. Most of the suggestions given by the evaluators were incorporated to the site\"s final edition. Thus, we conclude that the website is valid for the use and availability to the community, being as such an innovative technology which can contribute to the knowledge and incentive to breast feeding for the families of preterm babies. The necessity of spreading the evaluation of this website to other professionals of health is also pointed out, as well as the impact of its use in the teaching - learning process and in the prevalence of the maternal breast feeding of preterms. Keywords:
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Piuma, Lúcia de Araújo. "Canibalismo em fêmeas de camundongo swiss expostas à irradiação ionizante durante a prenhez: alterações morfológicas associadas." Universidade Federal de Juiz de Fora (UFJF), 2007. https://repositorio.ufjf.br/jspui/handle/ufjf/3207.
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FAPEMIG - Fundação de Amparo à Pesquisa do Estado de Minas Gerais
Fêmeas de camundongos Swiss irradiadas apresentaram comportamento canibalístico inesperado durante um experimento para avaliação de teste de memória operacional e de referência, não mencionado em trabalhos prévios, o que levou ao estudo mais detalhado da incidência e de possíveis causas relacionadas ao comportamento anormal. Um grupo de 31 fêmeas de camundongos Swiss prenhes foram submetidas à irradiação ionizante com raios X de corpo inteiro através de aparelho acelerador linear de elétrons de energia fotônica de 6 MeV com dose total absorvida gerada de 3 Gy (300cGy) e distribuídas aleatoriamente em dois grupos para análise do período pré e pós-natal e foram comparadas com fêmeas controles. Os dados observados indicam que a irradiação não induziu comportamento materno indicativo de estresse ou intoxicação nem de comprometimento do sistema endócrino, mas as fêmeas irradiadas apresentaram uma incidência de 86,67% de canibalismo. O peso corporal fetal do grupo irradiado (1077,1 mg ± 152,6 n=16) foi significativamente menor (p< 0,001) quando comparado com o do grupo controle (1241,2 mg ± 64,2 n=15) e apresentaram , em 28,1, % dos casos, hipoatividade acompanhada de desorganização das camadas laminares corticais e diminuição da população neuronal. Verifica-se que a irradiação não causou alterações morfológicas evidenciáveis nos ovários, hipófise e áreas cerebrais maternas. O distúrbio motor fetal provavelmente induziu para o comportamento canibalístico observado.
Irradiated female Swiss mice presented unexpected cannibalistic behaviors during an experiment involving tests for operational memory and reference assessment. This finding is not mentioned in previous works, which lead us to a more detailed study of the incidence and the possible causes related to that abnormal behavior. One group of 31 pregnant Swiss mice was exposed to whole body ionizing irradiation of X-rays through a linear accelerator apparatus of 6 MeV electron photonic energy, presenting total absorbed dose of 3 Gy (300cGy). Those animals were randomly divided into two groups, one for the analysis of prenatal and another for postnatal periods, and they were compared to mice from control groups. The data indicate that irradiation did not induce stress, intoxication or endocrine changes in mothers, however, irradiated female showed a high incidence (86.67%) of cannibalism. Fetuses from irradiated mothers had a decreased body weight (1077.1 mg ± 152.6 n=16) (p< 0.001) when compared to the control group (1241.2 mg ± 64.2 n=15) and also presented 28.1% of hypo activity, together with desorganization of brain cortical laminar layers and decrease in neuronal population. It was observed that irradiation did not cause morphological changes in maternal ovaries, hypohpysis and brain. The fetal motor disturbance probably induced the observed cannibalistic behavior.
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Copeland, Debra, and Petrice Sams-Abiodun. "Infant Feeding Support of Urban Fathers and Related Parent Educational Learning Needs during the First Year after Birth." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/secfr-conf/2018/schedule/27.
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Transitioning to the father role can be complex and stressful and fathers may not be fully prepared to assume the father role. Since fathers have little formal preparation for becoming a father, they may need more social support resources to support their adaptations to the father role. In addition, fathers are instrumental in supporting mothers’ breastfeeding and other infant feeding decisions, but may experience difficulties with infant care tasks, such as feeding and providing care to their infant. Studies show that many fathers want to be productive and nurturing in the father role but little is known about fathers’ parenting knowledge and needs. Therefore, the purpose of this study is to describe the social support resources of fathers with infant feeding and related parent educational learning needs during the first year after birth. Cross-sectional data was obtained for this descriptive, exploratory study by using a questionnaire and semi-structured interviews. Descriptive statistics were used to analyze questionnaire findings and directed content analysis was used to analyze the qualitative data. Since there is little evidenced-based literature on social support and parenting knowledge and needs of fathers in general, the study design was descriptive, exploratory and included new and experienced fathers. The study was guided by Bandura’s Self-Efficacy Theory. The findings reported in this study originated in a larger study on social support needs of urban fathers with infants during the first year after birth.
Thirty experienced and new fathers were recruited from community organizations that offer services to low-income families in a southern part of the United States. The mean age range of the fathers was 30 (SD = 5) and 60% were experienced fathers and 40% were new fathers. The majority of the fathers were single (67%), Black (90%), had some or completed high-school education (81%) and 85% reported low annual incomes of less than $20,000. Most infants were bottle-fed (73%) and all infants were between 2-12 months. Inclusion criteria included being 18 years old with an infant that was born full-term. The study was reviewed and approved by the university internal review board.
Findings revealed most fathers were confident with feeding their baby, however, some fathers were not confident because they were afraid to handle their baby due to the baby’s size or felt awkward when holding the baby. When fathers had difficulties with feeding their babies, they primarily asked family and friends for advice. Other resources included the internet and healthcare professionals. Fathers reported positive and negative attitudes towards breastfeeding and reasons why breastfeeding was stopped. After the baby’s birth, fathers reported the majority of parent educational learning needs related to how to take of infant, normal infant behavior, basic, daily care, and recognizing signs and symptoms of illness. At time of interview, the majority of parent educational learning needs related to how to cope with a difficulty baby, accessing positive parenting tips and resources, being responsive to the infant, coping with being a new father, and recognizing signs of depression. Recommendations for practice and research will be provided.
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Chalmers, Eleanor J. "Sleep problems and daytime challenging behaviour in a clinical sample of children with a moderate to severe learning disability and/or autism : the relationship with maternal stress." Thesis, University of Edinburgh, 2004. http://hdl.handle.net/1842/24276.
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Objective: The incidence rates of sleep problems have previously been found to be significantly higher in children with a moderate to severe learning disability and/or autism in comparison to typically developing children (Richdale, Gavidia-Payne, Francis & Cotton, 2000). Further, the existence of a sleep problem has been found to be correlated with daytime challenging behaviour and maternal stress (Wiggs & Stores, 1996; Quine, 1991; Quine, 1992). To date, no study has investigated this relationship and prevalence rates specifically in a clinical population. In this study it was hypothesised that children who had been referred to a specialist learning disability and autism clinical service for complex psychological and behavioural difficulties and were, by definition, considered to have problems that have reached clinical significance, would have increased sleeping difficulties in comparison to children with the same degree of disability whose behaviour had not warranted referral. Further, this would have an impact on maternal stress in that stress levels would be again higher in the clinical group. Results: In comparison to the control group, mothers of children in the clinical group rated their children as having significantly more sleeping problems and daytime challenging behaviour. Further the mothers in the clinical group scored more highly on a measure of maternal stress. A correlation was found between all three variables in the clinical group; sleep and maternal stress were not correlated in the control group. Regression analysis suggested that children’s sleep problems were the best predictor of maternal stress in the clinical group and daytime challenging behaviour was the best predictor of maternal stress in the control group. The results are discussed with reference to previous research findings and clinical implications. Consideration is also given to the methodological shortcomings of the current study and suggestions for future research are made.
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McCook, Judy G. "Health Education Learning Program for Sexual Assault in Rural Appalachia HELP SARA HRSA Grant # T96HP32504- Goals of the grant and how it will impact NE TN." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7175.
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Mucellini, Amanda Brondani. "Obesidade materna induzida pela dieta de cafeteria em ratas Wistar : parâmetros metabólicos e comportamentais relacionados à memória de longo-prazo nos filhotes machos." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/76601.
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Existem evidências de que dietas compostas por níveis elevados de lipídeos e/ou car-boidratos contribuem para o desenvolvimento de doenças crônico-degenerativas e de déficit cognitivo. Entretanto, os mecanismos pelos quais a obesidade materna interfere na saúde da prole, especificamente no metabolismo e na memória de longo-prazo, ain-da são pouco claros. O objetivo deste trabalho foi investigar se a obesidade materna interfere no metabolismo e nos comportamentos relacionados à memória de longo-prazo de seus filhotes, e se há um efeito somatório com a exposição à dieta de cafete-ria no decorrer da vida da prole. Ratas foram alimentadas com dieta controle (CON) ou de cafeteria (CAF) desde o desmame até os 210 dias de vida, no desmame de sua pro-le. A partir do desmame, seus filhotes machos foram divididos em 4 grupos (CON-CON, CON-CAF, CAF-CON e CAF-CAF) para que todas as ninhadas ingerissem CON ou CAF, independentemente da dieta materna. As mães foram decapitadas no dia seguin-te ao desmame dos filhotes. Foi decapitada e analisada em tarefas comportamentais metade dos filhotes aos 30 dias de idade e, a outra metade, aos 120 dias. As mães CAF apresentaram maior peso corporal total e de tecido adiposo e maiores concentra-ções circulantes de colesterol total, insulina e leptina do que as mães CON. A ingestão calórica semanal dos filhotes que ingeriram CAF mostrou-se maior do que os que inge-riram CON, independentemente da dieta materna. As ninhadas apresentaram peso cor-poral igual no desmame e aos 30dias, porém aos 120dias, os filhotes que ingeriram CON-CAF tiveram aumento de peso em relação aos filhotes CON, independentemente da dieta materna destes. Porém, os filhotes CAF-CAF tiveram redução do peso corporal em relação aos CON-CAF na idade adulta. Aos 30 e 120 dias, os filhotes que ingeriram CAF apresentaram peso de tecido adiposo maior do que os que ingeriram CON, inde-pendentemente da dieta materna. Aos 30 e 120dias, a trigliceridemia e a colesterolemia estavam iguais entre os grupos, assim como a glicemia aos 30 dias. Porém, aos 120 dias, os filhotes que ingeriram CAF apresentaram hiperglicemia, assim como hiperlepti-nemia e hiperinsulinemia, independentemente da dieta materna. Aos 30 dias, todos os grupos que foram expostos à dieta de cafeteria em alguma etapa da vida apresentaram declínio no desempenho em uma ou nas duas tarefas relacionadas à memória de lon-go-prazo (Reconhecimento de objetos e Esquiva Inibitória step-down). Já aos 120 dias, o grupo CAF-CAF foi o único que mostrou piora no desempenho na tarefa de Reconhe-cimento de Objetos, e todos os grupos mostraram capacidade de aprendizado e memó-ria na tarefa de Esquiva Inibitória step-down. Esses dados sugerem que a dieta materna modula o peso corporal e comportamentos relacionados à memória de longo-prazo dos filhotes e que seus efeitos sofrem influência da dieta pós-natal da prole. Porém, novos estudos são necessários para elucidar os mecanismos envolvidos no desenvolvimento dessas alterações.There is evidence that diets containing high levels of lipids and / or carbohydrates con-tribute to the development of chronic degenerative diseases and cognitive impairment. However, the mechanisms by which maternal obesity affects health of offspring, specifi-cally in metabolism and long-term memory, are still unclear. The aim of this study was to investigate whether maternal obesity interferes with the metabolism and behavior related to long-term memory of their offspring, and if there is a summation effect with exposure to the cafeteria diet during the life of the offspring. Rats were fed a control diet (CON) or cafeteria (CAF) from weaning to 210 days old at weaning of their offspring. After wean-ing, their male offspring were divided into 4 groups (CON-CON, CON-CAF, CAF and CAF-CON-CAF) for all litters ingest CON or CAF, irrespective of maternal diet. Mothers were decapitated on the day following weaning of pups. Was decapitated and analyzed in behavioral tasks half the pups at 30 days of age and the other half at 120 days. CAF mothers had higher total body weight and adipose tissue and increased circulating con-centrations of total cholesterol, insulin and leptin than mothers CON. The weekly caloric intake of pups that ingested CAF was higher than those who ate CON, regardless of maternal diet. Litters showed body weight equal to weaning and 30days, but the 120dias, puppies who ate CON-CAF had weight gain compared to CON offspring, re-gardless of maternal diet these. However, the pups CAF-CAF had reduced body weight compared to CON-CAF adulthood. At 30 and 120 days, the puppies that ingested CAF showed greater weight of adipose tissue than those who ate CON, irrespective of ma-ternal diet. At 30 and 120dias, blood triglyceride and cholesterol were similar between groups, as well as blood glucose levels at 30 days. However, at 120 days, the puppies that ingested CAF showed hyperglycemia, as hiperlepti-nemia and hyperinsulinemia, irrespective of maternal diet. At 30 days, all groups were exposed to the cafeteria diet at some stage of life show a decline in performance in one or both tasks related to long-term memory (Recognition of objects and Dodge inhibitory step-down). Already at 120 days, the group CAF-CAF was the one who showed deterioration in performance in the task of Object Recognition, and all groups showed learning ability and memory in the inhibitory avoidance task step down. These data suggest that maternal diet modulates body weight and behaviors related to long-term memory of the puppies and their effects are influenced by postnatal diet offspring. However, further studies are needed to eluci-date the mechanisms involved in the development of these changes.
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Motteram, Gary. "Crossing material boundaries : a cultural-historical case study of e-learning materials development in China." Thesis, University of Manchester, 2007. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:147344.
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This thesis makes use of activity theory as a lens to explore how professionals learn. The study focuses initially on my professional understandings arising from the application of Cultural Historical Activity Theory (CHAT) to the eChina-UK project funded by HEFCE in the UK, an attempt to develop collaborative elearning projects in British and Chinese universities, and secondly on purposeful interviews with project staff about their professional learning in the project. The thesis begins by setting the scene for the project showing how it came about. The literature review explores CHAT and allied issues of Adult Education considering how adults may learn in both formal and informal contexts. It also contextualises the project by giving background on Higher Education, China and distance/e-learning. The research questions that it addresses are: 1. What roles do artefacts have in mediating collaborative working on elearning materials? 2. How do boundary crossers/brokers impact on a project of this type? 3. How do different cultural histories have an impact on the disposition that the ‘developers’ have to artefacts and materials? 4. What and how do the subjects of the activity systems learn? What role, if any, do artefacts play? What role, if any, do the brokers play in the learning? This practitioner case study makes use of a variety of data. The initial data consisted of field notes which were part of the project process. Theoretically driven hunches that surfaced from these data led to further purposeful data collection via interviews investigating the following: Virtual Learning Environments (VLEs), a materials design template and pilots; and boundary crossers. Also considered is the nature of the professional learning that occurred for eight core participants in the project. The thesis in addition explores the constructs of transfer, transformation and expansive learning. The study proposes a refinement of our understanding of these constructs. It also demonstrates how important and significant boundary objects are to successful international project work along with the boundary crossers who support the development of the artefacts. In addition, it shows how an engagement with transfer, transformation and expansive learning contributes to the professional development of the subjects in their respective activity systems.
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Patel, Vaidehi. "Effects of Early Life Neglect on Cocaine use during adolescence and subsequent effect on FGF-2 levels in adulthood." Kent State University Honors College / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1588276506770239.
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Rouet-Leduc, Bertrand. "Machine learning for materials science." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/267987.
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Machine learning is a branch of artificial intelligence that uses data to automatically build inferences and models designed to generalise and make predictions. In this thesis, the use of machine learning in materials science is explored, for two different problems: the optimisation of gallium nitride optoelectronic devices, and the prediction of material failure in the setting of laboratory earthquakes. Light emitting diodes based on III-nitrides quantum wells have become ubiquitous as a light source, owing to their direct band-gap that covers UV, visible and infra-red light, and their very high quantum efficiency. This efficiency originates from most electronic transitions across the band-gap leading to the emission of a photon. At high currents however this efficiency sharply drops. In chapters 3 and 4 simulations are shown to provide an explanation for experimental results, shedding a new light on this drop of efficiency. Chapter 3 provides a simple and yet accurate model that explains the experimentally observed beneficial effect that silicon doping has on light emitting diodes. Chapter 4 provides a model for the experimentally observed detrimental effect that certain V-shaped defects have on light emitting diodes. These results pave the way for the association of simulations to detailed multi-microscopy. In the following chapters 5 to 7, it is shown that machine learning can leverage the use of device simulations, by replacing in a targeted and efficient way the very labour intensive tasks of making sure the numerical parameters of the simulations lead to convergence, and that the physical parameters reproduce experimental results. It is then shown that machine learning coupled with simulations can find optimal light emitting diodes structures, that have a greatly enhanced theoretical efficiency. These results demonstrate the power of machine learning for leveraging and automatising the exploration of device structures in simulations. Material failure is a very broad problem encountered in a variety of fields, ranging from engineering to Earth sciences. The phenomenon stems from complex and multi-scale physics, and failure experiments can provide a wealth of data that can be exploited by machine learning. In chapter 8 it is shown that by recording the acoustic waves emitted during the failure of a laboratory fault, an accurate predictive model can be built. The machine learning algorithm that is used retains the link with the physics of the experiment, and a new signal is thus discovered in the sound emitted by the fault. This new signal announces an upcoming laboratory earthquake, and is a signature of the stress state of the material. These results show that machine learning can help discover new signals in experiments where the amount of data is very large, and demonstrate a new method for the prediction of material failure.
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Echaniz, Pellicer Georgina 1976. "Learning material for constructing environmental understanding." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/61134.
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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2003.Includes bibliographical references (p. 101-104).
Environmental acknowledgement or awareness by itself does not necessarily implicate that people have understood the causes, effects and impact of environmental issues. Understanding and critically thinking about environmental problems is crucial and is not always addressed within the environmental education process. This deficiency is mainly due to the lack of adequate learning environments and suitable learning material. This study proposes an environmental education learning environment that was tested at the Fayerweather Street School in Cambridge, MA. During this study, motivated participants were fostered to engage in a personal project to address particular environmental issues, and were given the opportunity to design a methodology for conducting their own environmental projects. The learning environment included the use of technology-based learning material, such as electronic boards and environmental sensors, for people to interact with the chosen environment and produce data to support their arguments while addressing the environmental issue. As a result of the study, the participants produced two environmental projects. One of them was about measuring noise levels around the school, and it brought out the causes and effects of noise pollution in the context of the school. The other project was about measuring groundlevel ozone and comparing indoors and outdoors concentrations, this project exposed some characteristics of ground-level ozone particles and its formation process. The proposed learning environment provided an opportunity for people to understand environmental issues and critically address them within a meaningful context and it contributes to the enhancement of the process of environmental education.
by Georgina Echaniz Pellicer.
S.M.
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Lee, Lucia Cunha. "Mediação materna: análise da experiência de aprendizagem mediada entre mães e suas filhas com Síndrome de Williams." Universidade Presbiteriana Mackenzie, 2014. http://tede.mackenzie.br/jspui/handle/tede/1778.
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Previous issue date: 2014-06-10Fundo Mackenzie de Pesquisa
Parent-child interaction is an important interface in psychological assessment. Mediated Learning Experience (MLE) describes a type of directed interaction that influences the development of the child with whom the adult interacts. It is notewerthy the importance of the mediating function that parents can establish with their children and how it can be affected when the child presents any development disorder. Williams Syndrome is caused by a segmental aneusomy due to the deletion of multiple genes in chromosome region 7q11.23. Some indicators for the diagnosis are identified at birth, such as typical facial features and the presence of cardiac and renal alterations. Among behavioral characteristics, it is observed excessive sociability and a cognitive profile with intelectual disability and discrepancies in the manifestation of cognitive skills, such as impaired visuospatial function and preserved language skills, especially expressive ones. Considering these conditions, the present study aimed at analizing mediating actions taken by mothers during semidirected activities (assembling a puzzle and telling and retelling a story), performed with their daughters who have WS. To do so, it was described how mothers manage mediations with their daughters, based on MLE. Three mother-child dyads took part in the study. There were 5 sessions, two between mother and child and three between the mother and the researcher. During the sessions involving mother and child, it was possible to notice that mothers presented qualitatively and quantitatively varied mediating actions during the tasks, exposing differences according to the type and complexity of tasks (such as giving verbal instructions, using a model for the puzzle, drawing attention to parts of the story). Categories of MLE Scale proved adequate for the assessment steps as they offered an overview of the mediator s actions repertoire. It was verified that the shared experience between mother and daughter was a stimulus and a facilitator to situations of reflexion in individual interviews with the mothers. Thus, the association of observation by the mother, interaction with her daughter and individual interview proved effective to achieve a qualitative alteration of mediation strategies and is also promising for the development of children with WS. Therefore we underline the importance of observation of parental interactions as well as reflection upon them as assessment and intervention tools in the field of development disorders.
A interação de pais e filhos configura-se como uma importante interface na avaliação psicológica. A Experiência de Aprendizagem Mediada (EAM) descreve um tipo de interação dirigida que influencia o desenvolvimento das capacidades da criança com a qual o adulto interage. Vale destacar a importância da função mediadora que os pais podem estabelecer com seus filhos e como essa pode ser afetada quando o filho apresenta algum transtorno em seu desenvolvimento. A Síndrome de Williams (SW) é ocasionada por uma aneusomia segmentar devido à deleção de múltiplos genes na região cromossômica 7q11.23. Alguns indicadores para o diagnóstico da síndrome são identificados desde o nascimento, como as características faciais típicas a presença de alterações cardíacas e renais. Na dimensão relacionada ao comportamento, observa-se excessiva sociabilidade e um perfil cognitivo com deficiência intelectual e discrepâncias na manifestação de habilidades cognitivas, como prejuízos visoespaciais e preservação de habilidades de linguagem, especialmente as expressivas. Com base nesses pressupostos, o presente estudo analisa as ações mediadoras apresentadas por mães a partir de atividades semidirigidas (montar quebra-cabeças e contar e recontar histórias), realizadas com suas filhas que apresentam SW. Para isso, foi descrito como essas mães manejam as mediações com suas filhas, tendo por base a EAM. Participaram desse estudo três díades mãe-criança, em cinco encontros consecutivos, sendo dois entre a mãe e a criança e três entre a mãe e a pesquisadora. Nos encontros com os pares mãe-criança, foi possível notar que diante de tarefas, as mães apresentaram ações mediadoras diversificadas no que diz respeito à quantidade e qualidade, expondo diferenças de acordo com o tipo de atividade e a complexidade das tarefas (como dar instruções verbais, utilizar modelo para o quebra-cabeça, chamar atenção para partes da história). As categorias da Escala EAM revelaram-se apropriadas para etapas de avaliação, oferecendo um levantamento do repertório de ações do mediador. Verificou-se que a experiência compartilhada entre a mãe e a filha foi um estímulo e um facilitador para as situações de reflexão nas entrevistas individuais com as mães. Assim, a associação da observação - por parte da mãe - da interação com a sua filha, com a entrevista individual, indicou ser um dispositivo importante para a modificação qualitativa das estratégias de mediação e promissora no desenvolvimento de suas crianças com SW. Logo, enfatiza-se a importância das observações das interações parentais, além de reflexões dirigidas sobre elas, como um recurso na avaliação e na intervenção na área de transtornos de desenvolvimento.
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Katzenbach, Michael. "Individual Approaches in Rich Learning Situations Material-based Learning with Pinboards." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80328.
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Active Approaches provide chances for individual, comprehension-oriented learning and can facilitate the acquirement of general mathematical competencies. Using the example of pinboards, which were developed for different areas of the secondary level, workshop participants experience, discuss and further develop learning tasks, which can be used for free activities, for material based concept
formation, for coping with heterogeneity, for intelligent exercises, as tool for the presentation of students’ work and as basis for games. The material also allows some continuous movements and can thus prepare an insightful usage of dynamic geometry programs. Central Part of the workshop is a work-sharing group work with learning tasks for grades 5 to 8. The workshop will close with a discussion of general aspects of material-based learning.
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Syed, Fariya. "The effectiveness of examples in learning textual material." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ52372.pdf.
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Syed, Fariya Carleton University Dissertation Psychology. "The Effectiveness of examples in learning textual material." Ottawa, 2000.
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Broderick, Jane Tingle. "The Power of Materials in Learning." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/4247.
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Ben-Dror, Yaffa. "Students' familiarity with the narrator in multimedia learning material." Thesis, Anglia Ruskin University, 2014. http://arro.anglia.ac.uk/324043/.
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This is a study of the influence of the familiarity of students with the narrator of video tutorials, in a blended learning situation, on both the perceived and actual effectiveness of the learning materials, in terms of students’ learning efficiency – where a course is traditional in format and online learning is carried out with the help of Narrated Video Screen Captures (NVSCs). The study also focused on the interaction of student-narrator gender similarity and students’ individual differences (conscientiousness and test-anxiety) with voice familiarity. Thus, the study sought to fill a gap in knowledge regarding the influence of familiarity with the narrator in multimedia learning material on the efficiency of learning within a blended learning context. The research paradigm was deductive, employing a mixed methods and a case study research and using quasi-experiments. In order to compare the relational efficiency of the different instructional conditions, a calculative approach was used that combined measurement of mental effort with task performance. In addition to the mental effort questionnaires and task performance, students completed an assessment questionnaire for the NVSCs. In addition, semi-structured interviews and a follow-up questionnaire were used for collection of corroborative data, in order to shed more light on this matter. Findings showed significant influence of voice familiarity on most of the learning efficiency indices and on perceived effectiveness of NVSCs. Gender similarity was significant only with unfamiliar voice and there was no significant interaction between conscientiousness and test anxiety and voice familiarity. Thus, it was concluded that when students have a personal relationship with the class teacher, exposure to multimedia learning materials with an unfamiliar narrator has an adverse influence on their learning efficiency. These findings add to the established voice related principles of Cognitive Theory of Multimedia Learning and Social Agency Theory. Contribution to knowledge was made by filling the gap in knowledge in the area of multimedia instructional design.
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Nordstrand, Dennis. "Test-Enhanced Learning, Working Memory, and Difficulty of Material." Thesis, Umeå universitet, Institutionen för psykologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-149176.
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It is well established that repeated testing is more beneficial for durable learning than repeated studying of the same material, a phenomenon known as the testing effect. This study sought to investigate the role of working memory capacity (WMC) in relation to the learning process and the difficulty of the material to be learned when using a test-enhanced learning method. As between subject manipulation, participants (n = 99, M = 25.62 years of age) were divided into two groups, one using repeated studying and one using alternated testing and studying. A material of two difficulty levels, as well as immediate and delayed retention tests, was used in each condition as within subject manipulation. Further, an n-back task was used to measure WMC. Results from mixed model ANOVAs showed no significant impact of WMC on either the learning process or retention in relation to the difficulty of the material. The testing condition performed significantly higher than the studying condition on the retention tests. The testing effect is further cemented as a promising method for practical application in the educational sector regardless of both WMC and difficulty level.Det är väl etablerat att upprepad testning är mer fördelaktigt för hållbar inlärning än upprepad instudering av samma material, ett fenomen känt som testeffekten. Denna studie ämnade undersöka arbetsminnets roll i relation till inlärningsprocessen och svårighetsgrad av material med testbaserat lärande som metod. Som mellangruppsmanipulation delades deltagare (n = 99, M = 25.62 år gamla) in i två grupper, en som upprepade gånger studerade materialet och en som alternerade studerande med tester. Ett material med två svårighetsgrader och ett direkt samt fördröjda retentionstester användes som inomgruppsmanipulation. Vidare användes ett n-backtest som mått på arbetsminneskapacitet. Resultat visade ingen signifikant inverkan av arbetsminne på varken inlärningsprocessen eller retention i relation till svårighetsgrad av material. Testbetingelsen presterade signifikant högre på retentionstest än studiebetingelsen. Testeffekten fastställs ytterligare som lovande metodik för praktisk applikation i utbildningssektorn oberoende av både arbetsminneskapacitet och svårighetsgrad.
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Ben-Dror, Yaffa. "Students' familiarity with the narrator in multimedia learning material." Thesis, Anglia Ruskin University, 2014. https://arro.anglia.ac.uk/id/eprint/324043/1/Yaffa%20Ben-Dror%20PhD%20thesis%20%202014.pdf.
Full textAbstract:
This is a study of the influence of the familiarity of students with the narrator of video
tutorials, in a blended learning situation, on both the perceived and actual effectiveness of
the learning materials, in terms of students’ learning efficiency – where a course is
traditional in format and online learning is carried out with the help of Narrated Video
Screen Captures (NVSCs). The study also focused on the interaction of student-narrator
gender similarity and students’ individual differences (conscientiousness and test-anxiety)
with voice familiarity. Thus, the study sought to fill a gap in knowledge regarding the
influence of familiarity with the narrator in multimedia learning material on the efficiency
of learning within a blended learning context.
The research paradigm was deductive, employing a mixed methods and a case study
research and using quasi-experiments. In order to compare the relational efficiency of the
different instructional conditions, a calculative approach was used that combined
measurement of mental effort with task performance. In addition to the mental effort
questionnaires and task performance, students completed an assessment questionnaire for
the NVSCs. In addition, semi-structured interviews and a follow-up questionnaire were
used for collection of corroborative data, in order to shed more light on this matter.
Findings showed significant influence of voice familiarity on most of the learning
efficiency indices and on perceived effectiveness of NVSCs. Gender similarity was
significant only with unfamiliar voice and there was no significant interaction between
conscientiousness and test anxiety and voice familiarity.
Thus, it was concluded that when students have a personal relationship with the class
teacher, exposure to multimedia learning materials with an unfamiliar narrator has an
adverse influence on their learning efficiency. These findings add to the established voice
related principles of Cognitive Theory of Multimedia Learning and Social Agency
Theory. Contribution to knowledge was made by filling the gap in knowledge in the area
of multimedia instructional design.
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McConney, Michael Edward. "Learning and applying material-based sensing lessons from nature." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2009. http://hdl.handle.net/1853/29749.
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Thesis (Ph.D)--Polymer, Textile and Fiber Engineering, Georgia Institute of Technology, 2010.Committee Chair: Tsukruk, Vladimir; Committee Member: Shofner, Meisha; Committee Member: Srinivasarao, Mohan; Committee Member: Thio, Yonathan; Committee Member: Weissburg, Marc. Part of the SMARTech Electronic Thesis and Dissertation Collection.
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Montalbo, Trisha M. 1980. "Learning-Derived Cost Evolution in Materials Selection." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/59007.
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Thesis (Sc. D.)--Massachusetts Institute of Technology, Dept. of Materials Science and Engineering, 2010.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student submitted PDF version of thesis.
Includes bibliographical references (p. 163-168).
Materials selection is a complex, but important, problem for manufacturing firms. Poor material choices can negatively affect the firm's market share or profits. In the face of this complexity, most selection methods make a number of simplifications, including limiting problem scope to selection for a single product or application, and assuming material properties and design criteria are constant over the problem's time horizon. Such assumptions, however, do not always apply, especially when material preference is based on the materials' "emergent properties," the values of which are context-dependent. Consequently, these properties can evolve with changes in context and potentially alter the preferred material identified by the selection method. This thesis investigates the impact of considering cost evolution on a firm's materials selection decision, and seeks to identify strategies the firm can adopt when introducing new materials to its products. To that end, a framework for incorporating cost evolution, specifically from learning, into the materials selection process is proposed and demonstrated using single-product and multi-product automotive case studies. In the single-product method, material options are ranked by their respective manufacturing costs. The multi-product problem is more complex and requires an analytical framework that combines an integer linear program and a genetic algorithm to select materials for any number of products over a specified time horizon. Case study results indicate that when selection problem scope is limited to a single product, accounting for learning in the decision process has minimal impact on the preferred material. When several products are included in the problem scope, however, the firm is able to leverage "shared learning" so that experience gained from manufacturing one product can be applied to lower the costs of other products that share a common resource, such as a manufacturing process line, with the initial product. Not only does the consideration of shared learning impact the preferred materials that are suggested by the selection framework, it also helps to better characterize the circumstances under which the firm should introduce a new material on a test bed. Additionally, the case study results emphasize the use of one material across multiple applications and indicate that this approach helps the firm cope with uncertainty in selection criteria.
by Trisha M. Montalbo.
Sc.D.
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Rosenbrock, Conrad Waldhar. "Machine Learning to Discover and Optimize Materials." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6651.
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For centuries, scientists have dreamed of creating materials by design. Rather than discovery by accident, bespoke materials could be tailored to fulfill specific technological needs. Quantum theory and computational methods are essentially equal to the task, and computational power is the new bottleneck. Machine learning has the potential to solve that problem by approximating material behavior at multiple length scales. A full end-to-end solution must allow us to approximate the quantum mechanics, microstructure and engineering tasks well enough to be predictive in the real world. In this dissertation, I present algorithms and methodology to address some of these problems at various length scales. In the realm of enumeration, systems with many degrees of freedom such as high-entropy alloys may contain prohibitively many unique possibilities so that enumerating all of them would exhaust available compute memory. One possible way to address this problem is to know in advance how many possibilities there are so that the user can reduce their search space by restricting the occupation of certain lattice sites. Although tools to calculate this number were available, none performed well for very large systems and none could easily be integrated into low-level languages for use in existing scientific codes. I present an algorithm to solve these problems. Testing the robustness of machine-learned models is an essential component in any materials discovery or optimization application. While it is customary to perform a small number of system-specific tests to validate an approach, this may be insufficient in many cases. In particular, for Cluster Expansion models, the expansion may not converge quickly enough to be useful and reliable. Although the method has been used for decades, a rigorous investigation across many systems to determine when CE "breaks" was still lacking. This dissertation includes this investigation along with heuristics that use only a small training database to predict whether a model is worth pursuing in detail. To be useful, computational materials discovery must lead to experimental validation. However, experiments are difficult due to sample purity, environmental effects and a host of other considerations. In many cases, it is difficult to connect theory to experiment because computation is deterministic. By combining advanced group theory with machine learning, we created a new tool that bridges the gap between experiment and theory so that experimental and computed phase diagrams can be harmonized. Grain boundaries in real materials control many important material properties such as corrosion, thermal conductivity, and creep. Because of their high dimensionality, learning the underlying physics to optimizing grain boundaries is extremely complex. By leveraging a mathematically rigorous representation for local atomic environments, machine learning becomes a powerful tool to approximate properties for grain boundaries. But it also goes beyond predicting properties by highlighting those atomic environments that are most important for influencing the boundary properties. This provides an immense dimensionality reduction that empowers grain boundary scientists to know where to look for deeper physical insights.
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Rydgård, Jonas, and Marcus Bejgrowicz. "Semantic Segmentation of Building Materials in Real World Images Using 3D Information." Thesis, Linköpings universitet, Datorseende, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-176618.
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The increasing popularity of drones has made it convenient to capture a large number of images of a property, which can then be used to build a 3D model. The conditions of buildings can be analyzed to plan renovations. This creates an interest for automatically identifying building materials, a task well suited for machine learning. With access to drone imagery of buildings as well as depth maps and normal maps, we created a dataset for semantic segmentation. Two different convolutional neural networks were trained and evaluated, to see how well they perform material segmentation. DeepLabv3+, which uses RGB data, was compared to Depth-Aware CNN, which uses RGB-D data. Our experiments showed that DeepLabv3+ achieved higher mean intersection over union. To investigate if the information in the depth maps and normal maps could give a performance boost, we conducted experiments with an encoding we call HMN - horizontal disparity, magnitude of normal with ground, normal parallel with gravity. This three channel encoding was used to jointly train two CNNs, one with RGB and one with HMN, and then sum their predictions. This led to improved results for both DeepLabv3+ and Depth-Aware CNN.Den ökade populariteten av drönare har gjort det smidigt att ta ett stort antal bilder av en fastighet, och sedan skapa en 3D-modell. Skicket hos en byggnad kan enkelt analyseras och renoveringar planeras. Det är då av intresse att automatiskt kunna identifiera byggnadsmaterial, en uppgift som lämpar sig väl för maskininlärning. Med tillgång till såväl drönarbilder av byggnader som djupkartor och normalkartor har vi skapat ett dataset för semantisk segmentering. Två olika faltande neuronnät har tränats och utvärderats för att se hur väl de fungerar för materialigenkänning. DeepLabv3+ som använder sig av RGB-data har jämförts med Depth-Aware CNN som använder RGB-D-data och våra experiment visar att DeepLabv3+ får högre mean intersection over union. För att undersöka om resultaten kan förbättras med hjälp av datat i djupkartor och normalkartor har vi kodat samman informationen till vad vi valt att benämna HMN - horisontell disparitet, magnitud av normalen parallell med marken, normal i gravitationsriktningen. Denna trekanalsinput kan användas för att träna ett extra CNN samtidigt som man tränar med RGB-bilder, och sedan summera båda predikteringarna. Våra experiment visar att detta leder till bättre segmenteringar för både DeepLabv3+ och Depth-Aware CNN.
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Edrenius, Roger. "Authentic Materials in Listening Lessons: : A Study of Swedish Upper-Secondary English Teachers' Attitudes toward Authentic Materials in Listening Lessons." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-65489.
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This study examines Swedish upper-secondary English teachers’ attitudes toward authentic materials in listening lessons in order to shed light on whether or not teachers implement authentic material in their listening lessons and if so, the reasons teachers give for including authentic material. The reason for conducting this research is that teachers might rely too extensively on simplified, graded and/or scripted purpose-written materials (i.e. textbooks) in their listening lessons. Since the listening material commonly found in purpose-written materials is different from the language in the “real world”, these materials might do a less than adequate job at preparing learners for conversations and interactions in the “real world” outside the language-learning classroom.Data were gathered through a researcher-developed questionnaire followed by interviews with two practicing teachers of English. The findings reveal that all of the participating teachers in this study (n=10) use authentic material in their listening lessons and that the primary reasons for including it are that teachers find authentic material more interesting and because teachers believe that authentic material can be better aligned with students’ interests, societal lives and future working lives. In addition, teachers reading this essay can increase their awareness of and reflect on why and how they themselves implement authentic materials in listening lessons, which in turn can assist teachers in aligning their teaching and their material choices with the subject syllabus for English better than they could without using authentic materials.
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Garland, Katherine Jane. "Cognitive differences for learning from computer-based and printed material." Thesis, University of Bristol, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364873.
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Hayes, Sarah L. "The political discourse and material practice of technology enhanced learning." Thesis, Aston University, 2015. http://publications.aston.ac.uk/26694/.
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Technology discloses man’s mode of dealing with Nature, the process of production by which he sustains his life, and thereby also lays bare the mode of formation of his social relations, and of the mental conceptions that flow from them (Marx, 1990: 372) My thesis is a Sociological analysis of UK policy discourse for educational technology during the last 15 years. My framework is a dialogue between the Marxist-based critical social theory of Lieras and a corpus-based Critical Discourse Analysis (CDA) of UK policy for Technology Enhanced Learning (TEL) in higher education. Embedded in TEL is a presupposition: a deterministic assumption that technology has enhanced learning. This conceals a necessary debate that reminds us it is humans that design learning, not technology. By omitting people, TEL provides a vehicle for strong hierarchical or neoliberal, agendas to make simplified claims politically, in the name of technology. My research has two main aims: firstly, I share a replicable, mixed methodological approach for linguistic analysis of the political discourse of TEL. Quantitatively, I examine patterns in my corpus to question forms of ‘use’ around technology that structure a rigid basic argument which ‘enframes’ educational technology (Heidegger, 1977: 38). In a qualitative analysis of findings, I ask to what extent policy discourse evaluates technology in one way, to support a Knowledge Based Economy (KBE) in a political economy of neoliberalism (Jessop 2004, Fairclough 2006). If technology is commodified as an external enhancement, it is expected to provide an ‘exchange value’ for learners (Marx, 1867). I therefore examine more closely what is prioritised and devalued in these texts. Secondly, I disclose a form of austerity in the discourse where technology, as an abstract force, undertakes tasks usually ascribed to humans (Lieras, 1996, Brey, 2003:2). This risks desubjectivisation, loss of power and limits people’s relationships with technology and with each other. A view of technology in political discourse as complete without people closes possibilities for broader dialectical (Fairclough, 2001, 2007) and ‘convivial’ (Illich, 1973) understandings of the intimate, material practice of engaging with technology in education. In opening the ‘black box’ of TEL via CDA I reveal talking points that are otherwise concealed. This allows me as to be reflexive and self-critical through praxis, to confront my own assumptions about what the discourse conceals and what forms of resistance might be required. In so doing, I contribute to ongoing debates about networked learning, providing a context to explore educational technology as a technology, language and learning nexus.
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Kalkbrenner, Philip. "A machine learning based material homogenization technique for masonry structures." Doctoral thesis, Universitat Politècnica de Catalunya, 2021. http://hdl.handle.net/10803/673191.
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Cutting-edge methods in the computational analysis of structures have been developed over the last decades. Such modern tools are helpful to assess the safety of existing buildings. Two main finite element (FE) modeling approaches have been developed in the field of masonry structures, i.e. micro and macro scale. While the micro modeling distinguishes between the masonry components in order to accurately represent the typical masonry damage mechanisms in the material constituents, macro modeling considers a single continuum material with smeared properties so that large scale masonry models can be analyzed. Both techniques have demonstrated their advantages in different structural applications. However, each approach comes along with some possible disadvantages. For example, the use of micro modeling is limited to small scale structures, since the computational effort becomes too expensive for large scale applications, while macro modeling cannot take into account precisely the complex interaction among masonry components (brick units and mortar joints).
Multi scale techniques have been proposed to combine the accuracy of micro modeling and the computational efficiency of macro modeling. Such procedures consider linked FE analyses at both scales, and are based on the concept of a representative volume element (RVE). The analysis of a RVE takes into account the micro structural behavior of component materials, and scales it up to the macro level. In spite of being a very accurate tool for the analysis of masonry structures, multi scale techniques still exhibit high computational cost while connecting the FE analyses at the two scales.
Machine learning (ML) tools have been utilized successfully to train specific models by feeding big source data from different fields, e.g. autonomous driving, face recognition, etc. This thesis proposes the use of ML to develop a novel homogenization strategy for the in-plane analysis of masonry structures, where a continuous nonlinear material law is calibrated by considering relevant data derived from micro scale analysis. The proposed method is based on a ML tool that links the macro and micro scales of the analysis, by training a macro model smeared damage constitutive law through benchmark data from numerical tests derived from RVE micro models. In this context, numerical nonlinear tests on masonry micro models executed in a virtual laboratory provide the benchmark data for feeding the ML training procedure. The adopted ML technique allows the accurate and efficient simulation of the anisotropic behavior of masonry material by means of a tensor mapping procedure. The final stage of this novel homogenization method is the definition of a calibrated continuum constitutive model for the structural application to the masonry macro scale.
The developed technique is applied to the in-plane homogenization of a Flemish bond masonry wall. Evaluation examples based on the simulation of physical laboratory tests show the accuracy of the method when compared with sophisticated micro modeling of the entire structure. Finally, an application example of the novel homogenization technique is given for the pushover analysis of a masonry heritage structure.En las últimas décadas se han desarrollado diversos métodos avanzados para el análisis computacional de estructuras. Estas herramientas modernas son también útiles para evaluar la seguridad de los edificios existentes. En el campo de las estructuras de la obra de fábrica se han desarrollado principalmente dos técnicas de modelizacón por elementos finitos (FE): la modelización en escala micro y en escala macro. Mientras que en un micromodelo se distingue entre los componentes de la obra de fábrica para representar con precisión los mecanismos de daño característicos de la misma, en un macromodelo se asignan las propiedades a un único material continuo que permite analizar modelos de obra de fábrica a gran escala. Ambas técnicas han demostrado sus ventajas en diferentes aplicaciones estructurales. Sin embargo, cada enfoque viene acompañado de algunas posibles desventajas. Por ejemplo, la micromodelización se limita a estructuras de pequeña escala, puesto que el esfuerzo computacional que requieren aumenta rápidamente con el tamaño de los modelos, mientras que la macromodelización, por su parte, es un enfoque promediado que no puede por tanto tener en cuenta precisamente la interacción compleja entre los componentes de la fábrica (unidades de ladrillo y juntas de mortero). Hasta el momento, se han propuesto algunas técnicas multiescala para combinar la precisión de la micromodelización y la eficiencia computacional de la macromodelización. Estos procedimientos aplican el análisis de FE vinculado a ambas escalas y se basan en el concepto de elemento de volumen representativo (RVE). El análisis de un RVE tiene en cuenta el comportamiento microestructural de los materiales componentes y lo escala hasta el nivel macro. A pesar de ser una herramienta muy precisa para el análisis de obra de fábrica, las técnicas multiescala siguen presentando un elevado coste computacional que se produce al conectar los análisis de FE de dos escalas. Además, diversos autores han utilizado con éxito herramientas de aprendizaje automático (machine learning (ML)) para poner a punto modelos específicos alimentados con grandes fuentes de datos de diferentes campos, por ejemplo, la conducción autónoma, el reconocimiento de caras, etc. Partiendo de los anteriores conceptos, este tesis propone el uso de ML para desarrollar una novedosa estrategia de homogeneización para el análisis en plano de estructuras de mampostería, donde se calibra una ley de materiales continua no lineal considerando datos relevantes derivados del análisis a microescala. El método propuesto se basa en una herramienta de ML que vincula las escalas macro y micro del análisis mediante la puesta a punto de una ley constitutiva para el modelo macro a través de datos producidos en ensayos numéricos de un RVE micro modelo. En este contexto, los ensayos numéricos no lineales sobre micro modelos de mampostería ejecutados en un laboratorio virtual proporcionan los datos de referencia para alimentar el procedimiento de entrenamiento del ML. La técnica de ML adoptada permite la simulación precisa y eficiente del comportamiento anisotrópico del material de mampostería mediante un procedimiento de mapeo tensorial. La etapa final de este novedoso método de homogeneización es la definición de un modelo constitutivo continuo calibrado para la aplicación estructural a la macroescala de mampostería. La técnica desarrollada se aplica a la homogeneización en el plano de un muro de obra de fábrica construido con aparejo flamenco. Ejemplos de evaluación basados en la simulación de pruebas físicas de laboratorio muestran la precisión del método en comparación con una sofisticada micro modelización de toda la estructura. Por último, se ofrece un ejemplo de aplicación de la novedosa técnica de homogeneización para el análisis pushover de una estructura patrimonial de obra de fábrica.
Enginyeria de la construcció
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Vernon, Mitzi Renee. "A place for learning: a phenomenology of geometry and material." Thesis, Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/53112.
Full textAbstract:
This work is comprised of two parts: The Inspiration and The Institution.
The Inspiration concerns what originated the work—the conception of the idea. It lies within the realm of those things which are timeless. Therefore, it is what gives character to the building of the place or the institution. The inspiration is the beginning.
The Institution is the formulation of the work--the "building" of the idea. It is a place crafted with the methods of its time. ln this sense, the institution is circumstantial, and therefore representing the end. However, in its completion there is the reflection of its beginning, its inspiration.
What we call the beginning is often the end
And to make an end is to make a beginning.
The end is where we start from.¹
What inspires this work is the architecture of the ancient communities of the Anasazi. More specifically and fundamentally, the inspiration for this work lies in the phenomenon of geometry and material in these ruins. Further, it is seated in such ideas as concentricity or nestedness and the opening of a wall. These are the ideas which are timeless. This is the beginning and the end.
What formulates the work is a school. As an institution of learning, it already constitutes fertile ground for teaching. Therefore, with architecture as the medium, the building can teach about the play of geometry and the use of material. The function of the school is purely circumstantial, and it has little to do with the inspiration. Still, the geometry and material of the place made are founded in the inspiration. Hence, the architecture will continue to be a place for learning regardless of the functions of its past or future.
The aspiration of the work is the development of a work of architecture as a place which nurtures the position of learning and as an institution which becomes a revelation of its inspiration.Master of Architecture
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Granström, Klara, and Sara Lindström. "Förskolans fysiska inomhusmiljö – en miljö för barns utveckling och lärande : En intervjustudie med åtta verksamma förskollärare." Thesis, Högskolan i Gävle, Avdelningen för kultur-, religions- och utbildningsvetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-13227.
Full textAbstract:
Syftet med detta examensarbete är att undersöka förskollärares uppfattningar om hur den fysiska inomhusmiljön bör utformas för att stimulera till barns utveckling och lärande. Studiens teoretiska utgångspunkt hämtas från det sociokulturella perspektivet, där människan ses som oskiljbar från den kultur och det sociala sammanhang hon ingår i. Miljön ges ur detta perspektiv en stor betydelse, då människans ömsesidiga samspel med omgivningen och miljön påverkar möjligheterna till utveckling och lärande. Genom kvalitativa intervjuer har det i resultatet framkommit att förskollärare anser att den fysiska inomhusmiljön, för att stimulera till barns utveckling och lärande, bör utformas så att den är upptäckande, utmanande och utvecklande. Vidare framhålls att tillgänglighet är en viktig aspekt som förskollärare tar hänsyn till och att den påverkas av en rad faktorer. Vidare framkom att arbetslag, byggnad, ekonomi samt tid och rutiner, kan utgöra såväl möjligheter som begränsningar vid utformning av förskolans fysiska inomhusmiljö. Ett komplext dilemma har framträtt då förskollärare uttrycker att de strävar efter att utgå ifrån barnens intresse och behov, samtidigt som resultatet har visat på en stark förankring till läroplanen vid utformning av miljön.The purpose of this study is to investigate preschool teachers' perceptions of how the physical indoor environment should be designed to stimulate children's development and learning. The theoretical basis derived from the socio-cultural perspective, where the human being is seen as inseparable from the culture and the social context he or she lives in. The environment, from this perspective, is given one of great importance, since man's mutual interactions with the surrounding and the environment, affects the opportunities for development and learning. To investigate preschool teachers' perceptions, qualitative interviews have been done. The results revealed that preschool teachers believe that the physical indoor environment, to stimulate children's development and learning, should be designed so that it is discovering, challenging and stimulating. Furthermore appeared “accessibility”, which seems to be affected by a number of factors, as an important aspect that preschool teachers take into account according the design the physical indoor environment. It also emerged that the team, building, finance, time and routines, can provide both opportunities and constraints in the design of the physical indoor environment in preschool. A complex dilemma has appeared: The preschool teachers expressed that they strive to build the physical environment upon the children's interests and needs, when the result of this study at the same time a strong anchor to the curriculum in the design of the environment.
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Fowler, Cathrine May. "Producing the new mother : surveillance, normalisation and maternal learning." 2000. http://hdl.handle.net/2100/547.
Full textAbstract:
University of Technology, Sydney. Faculty of Nursing.This thesis is an investigation of maternal learning through the experiences of fifteen women who were learning to mother their first born infants within a white anglo-centric culture. These women provided stories about their experiences of pregnancy, birth and the early days of mothering during a series of interviews. Poststructural and feminist approaches have been used to inform this research study. These approaches have resulted in an analysis that troubles several of the dominant maternal discourses that are frequently used in two complementary ways: first, to explain the seemingly inexplicable ability to mother as 'maternal instinct', and second, within a specific culture, to provide the criteria for maternal attitudes and behaviours. The use of a poststructural framing has enabled an unsettling of the frequently accepted and taken-for-granted understandings about maternal learning through asking how it works and why women act in certain ways and not in other ways? There are two major sections to this thesis. The first section provides a theoretical positioning within the practice disciplines of adult education, parent education and nursing, and an overview of poststructural and feminist understandings and research applications of discourse analysis. The analysis work of this thesis commences within the second section where maternal discourses are examined and the resulting discursive constructions of maternal subject positions are foregrounded. Tensions and contradictions within the women's stories are explored and taken-for-granted explanations about women's apparently inexplicable or 'natural' ability to mother are challenged. Counter constructions for the taken-for-granted understandings about maternal ability are offered through the use of the discourses of memory, habitus and incidental learning. These three discourses assist in thinking about maternal learning and why some women have such difficulty taking on the multiple subject positions of motherhood, while the ability to mother seems to 'just happen' for other women. Of importance to this study is the inability of language to provide a common meaning for maternal experiences or to adequately portray the complexity of maternal experience, learning and knowledge. This understanding signals the possibility for maternal knowledge being a predominantly `somatically' based knowledge acquired throughout a woman's life as an outcome of incidental learning. The recognition of somatic knowledge as an important element in the development of maternal knowledge has significant implications for nursing practice, and the way in which maternal learning is facilitated.
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Fowler, CM. "Producing the new mother : surveillance, normalisation and maternal learning." Thesis, 2000. http://hdl.handle.net/10453/20154.
Full textAbstract:
University of Technology, Sydney. Faculty of Education.This thesis is an investigation of maternal learning through the experiences of fifteen women who were learning to mother their first born infants within a white anglo-centric culture. These women provided stories about their experiences of pregnancy, birth and the early days of mothering during a series of interviews. Poststructural and feminist approaches have been used to inform this research study. These approaches have resulted in an analysis that troubles several of the dominant maternal discourses that are frequently used in two complementary ways: first, to explain the seemingly inexplicable ability to mother as 'maternal instinct', and second, within a specific culture, to provide the criteria for maternal attitudes and behaviours. The use of a poststructural framing has enabled an unsettling of the frequently accepted and taken-for-granted understandings about maternal learning through asking how it works and why women act in certain ways and not in other ways? There are two major sections to this thesis. The first section provides a theoretical positioning within the practice disciplines of adult education, parent education and nursing, and an overview of poststructural and feminist understandings and research applications of discourse analysis. The analysis work of this thesis commences within the second section where maternal discourses are examined and the resulting discursive constructions of maternal subject positions are foregrounded. Tensions and contradictions within the women's stories are explored and taken-for-granted explanations about women's apparently inexplicable or 'natural' ability to mother are challenged. Counter constructions for the taken-for-granted understandings about maternal ability are offered through the use of the discourses of memory, habitus and incidental learning. These three discourses assist in thinking about maternal learning and why some women have such difficulty taking on the multiple subject positions of motherhood, while the ability to mother seems to 'just happen' for other women. Of importance to this study is the inability of language to provide a common meaning for maternal experiences or to adequately portray the complexity of maternal experience, learning and knowledge. This understanding signals the possibility for maternal knowledge being a predominantly `somatically' based knowledge acquired throughout a woman's life as an outcome of incidental learning. The recognition of somatic knowledge as an important element in the development of maternal knowledge has significant implications for nursing practice, and the way in which maternal learning is facilitated.
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Dean, Susan K. "Learning suitable for hospital and learning suitable for home: differences in perception between postpartum mothers and maternal/newborn nurses." Thesis, 1992. http://hdl.handle.net/2429/2211.
Full textAbstract:
The trend toward early postpartum discharge programs means that much more of the postpartum teaching traditionally carried out in hospital will need to be conducted at home with visiting nurses. However, before any postpartum education changes could be recommended, it was necessary to investigate the perceptions of the two groups of people involved in early postpartum education; postpartum mothers and maternal/newborn nurses. The purpose of this study was to identify the postpartum learning needs that early discharge mothers and hospital based maternal/newborn nurses regarded as either more suitably addressed in hospital or more suitably addressed at home and to compare the perceptions of both groups. Therefore, a factor-searching and relation-searching approach was used to study convenience samples of 89 low risk, primiparous mothers eligible for early discharge and 50 nurses. Each participant completed a questionnaire which was developed for the study. Concerns and interests identified in the literature as important to mothers during the postpartum period were included. Topics were assigned to three categories; self, infant, and family. Each category contained an "other" option so that both groups would feel free to identify topics that were not present in the questionnaire.
Results of the study suggested that postpartum mothers want learning needs related to their infants addressed first, followed by those related to self, and those related to family last. While mothers' and nurses' perceptions of topics suitable for hospital were similar, their perceptions of topics suitable for home differed. Mothers perceived most of the infant topics as more appropriate to discussion in hospital and most of the family topics as more appropriate to discussion in the home. Most of the nurses perceived only physical care/skill kinds of infant topics as appropriate to hospital and informational topics related to the infant as more appropriate to home. The study also indicated that both groups expected a large portion of postpartum learning to occur within a 48 hour hospital stay postpartum. The results have implications for nursing practice, education, administration, and research. Strategies aimed at meeting the learning needs of early discharge postpartum mothers more effectively are identified and described.