Дисертації з теми "Stages of reading development"

Thesis (B.Sc)--University of Hong Kong, 2007.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, June 30, 2007." Includes bibliographical references (p. 29-30). Also available in print.

The purpose of this study was to investigate and describe Multiple Subject credential preservice teachers' growth in competence toward reading instruction. Study participants were engaged in full-time student teaching in kindergarten through third grade classrooms. Each of the six participants was videotaped teaching three reading lessons, one each at the beginning, middle, and end of the field experience. Two reading specialists used the Checklist of Reading Instruction Behaviors to verify the use of and level of complexity of thirty-five (35) different reading instruction behaviors. The target behaviors were based upon two documents: (1) the Teaching Tasks, Skills, and Abilities ( TKAs ) adopted by the California Commission on Teacher Credentialing in 1997, and (2) the content specifications of the Reading Instruction Competency Assessment (RICA). Using qualitative software, N4 Classic , all transcripts of the reading lessons and accompanying lesson plans were coded for the same thirty-five (35) target behaviors. A 15-item survey assessed participants' perceptions of program assignments that contributed to their growth toward competency. Finally, scores from the RICA were compared to the levels of competency observed during the videotaped reading lessons. The findings indicate that all thirty-five reading instruction behaviors were used by the participants as a group. Individually, candidates used an average of 58% of the behaviors in only three lessons. Although all preservice teachers in this study were placed in primary grade classrooms, grade level differences were evident in the behaviors that were used and well-developed, with the most variance between grades K–1 and 2–3. The course assignments reported by study participants as most helpful in creating perceptions of competence were regular classroom experience and evaluations by cooperating teachers. No relationship was established between the scores on reading instructional behaviors observed in the classroom and scores on the RICA. Finally, six suggestions for further study are offered to improve the level of competency in preservice teachers to provide reading instruction. Additionally, the researcher recommended that preservice teachers be directly taught the 40 Reading Instruction Behaviors in their reading methods courses, including the developmental levels of reading instruction behaviors described in the Observation Rubric. Also, the Checklist of Reading Instruction Behaviors should be used in systematic observations of preservice teachers with follow-up use recommended in induction programs.

Reciprocal Teaching (RT) is a metacognitive training programme that was found to improve reading comprehension during the 1980s (Palincsar and Brown, 1984). Four strategies: predicting, clarifying, questioning and summarising are taught, then students gradually assume control of teaching within a heterogeneous small group until they are actively involved in constructing meaning from text. A review of the literature revealed that there is “very little” research on RT in the UK (Brooks, 2013), little research worldwide in whole class settings, and little evidence that RT is effective for children under twelve (Cain, 2010). Three intervention studies presented here investigated the effectiveness of RT in whole class UK settings with young readers, and the effect of incorporating visualisation as an additional strategy (RTV). Study 1 was delivered by the researcher with three Year 5 classes (N=50). Results revealed a significant improvement in comprehension scores for the RT groups over a normal instruction group after ten hours of training, but no difference between the RT and RTV groups. A second mixed-methods study (Study 2) involved Year 3 children (N=12) with ten weeks of RT instruction, followed by ten weeks of RTV, delivered by the class teacher. Think-aloud protocols and interviews revealed an increase in strategy use. There was a significant improvement in reading comprehension scores immediately after the intervention, and a one year follow-up assessment showed improvement close to significance (p=.09). The third study (Study 3) in a different school with Year 3 children (N=28), replicated the results from Study 2, but with a significant increase in reading comprehension scores at the one-year follow-up assessment. Overall, the results revealed that RT was effective in three different whole class settings, with children as young as seven. Qualitative measures indicated that the instruction worked by increasing strategy use.

Reading Recovery is a first-grade literacy intervention program with notable short-term benefits, but there are sustainability studies that highlight inconclusive evidence of its enduring success. It was unclear if formerly enrolled Reading Recovery students continue to have long-term literacy skill retention after exiting the literacy intervention. The problem was essential to this rural district because Reading Recovery was costly to implement, and the literacy standardized test scores remained low. The purpose of this quantitative study was to determine if formerly enrolled Reading Recovery students had sustainable literacy skills. The theoretical framework was the literacy processing theory, which entails how emergent learners develop literacy processing systems. The research question was to determine if there was a significant difference in the Indiana Statewide Testing for Educational Progress standardized test scores between the 73 formerly enrolled and 38 nonenrolled students. The independent variable was enrollment in Reading Recovery, and the dependent variable was ISTEP+ standardized literacy scores. The independent sample t-test results showed no statistically significant difference in ISTEP+ standardized literacy scores. The results were the basis for the creation of the 3-day professional development training for educators in grades 2 and 3. The training will promote positive social change since it will support the continued literacy progress of formerly enrolled Reading Recovery students. Students with solid literacy skills will have better future employment opportunities and higher social engagement in American society.

Recent literature in cognitive psychology depicts mental constructs through which processes and strategies are employed by the learner to facilitate learning. A remedial curriculum structured to enhance the development of the general constructs theorized, was evaluated for its effect on a cognitive component of reading. Inferential comprehension strategies of 4th-6th grade students in the experimental computer-based higher order thinking skills program and in a traditional program of drill and practice in reading skills were assessed using the strategy stories of Goodman and Burke (1980). A MANOVA design revealed a difference between the two treatment groups (p >.001) on eleven dependent measures. Univariate results indicate that the experimental students performed better on five out of the eleven individual measures. Qualitative analysis on the contextual cues utilized in forming hypotheses did not reveal great differences in the amount of contextual cues used by the two groups.

This thesis consists of two studies: In the first study, 236 children, from 3 age groups 4, 5 and 6, were tested for ability on 23 variables which measured ability in reading, spelling, vocabulary, short-term memory, visual discrimination, fluency, phonological awareness, and performance on the Raven's Coloured Matrices. A multiple regression was undertaken on these three groups to elucidate the variables determining reading performance in the second year of the study. Results showed that for the '4-5' group, (tested at 4 years and then one year later) performance on a visual discrimination and an alliteration test predicted later reading success. For the '5-6' group, reading quotient at age 5, alliteraion, short-term memory, SES, nonword reading and the initial sound test predicted reading success at age 6. Finally, for the '6-7' group, reading quotient at age 6, nonword reading, fluency, gender and alliteration predicted reading success at age 7. The second study investigated qualitative differences in normal readers relative to poor readers of the same reading age. Forty normal readers and 38 poor 9-year-old readers were given tests similar to those used in the first study. The principal finding was that the poor readers were worse at reading pseudowords compared with the controls. The results suggest that although there are no differences with reading-age controls in phonological processing, poor readers have worse grapheme-phoneme conversion skills. The results of both studies are mainly discussed in terms of the development of primary and secondary routes for reading.

Thesis (MSc)--Stellenbosch University, 2004.
ENGLISH ABSTRACT: Complex biofilm communities have extensively been studied in the past. Less work has been done on the early stages of biofilm formation. This study aimed to assess initial colonization patterns of biofilms on different surfaces and under different environmental conditions with application of novel methods describing biofilm surface profiles. Biofilms were cultivated on glass, polyvinylchloride (PVC) and polished stainless steel. Results from microscopy, followed by mathematical analysis and contact angle measurements proved that glass was the most appropriate substrate for this study. More extensive extracellular polymeric substances (EPS) production and apparently less cell attachment were observed on PVC and polished stainless steel surfaces. Two different series of experiments were conducted where biofilms were cultivated on the glass. Biofilm morphology was analysed under various conditions of temperature and nutrient concentration. Different temperature conditions were 8°C, 22°C and 37°C and different nutrient concentrations were 0.1%, 1% and 10% Tryptic Soy Broth (TSB). After obtaining samples after 1, 2, 3 and 4 days respectively, the biofilm surfaces were visualised using atomic force microscopy (AFM) and epifluorescence microscopy. Less cell attachment was displayed at lower temperatures and nutrient limitations. The roughness profile of the early stages of biofilm development was explored by the novel application of various existing statistical methods. Benoit software was applied for the statistical analysis of various data sets obtained from AFM imaging, using power spectrum, variogram and wavelet methods to determine the Hurst exponent. The variogram method proved to be the most suitable to describe biofilm surface profiles with consistent values of ± 0.9, indicating that biofilm growth behaviour will continue in a similar pattern. Fractal dimension values of images obtained from epifluorescence microscopy was determined by the box dimension method. The values described the self-affine patterns displayed by biofilms. Using the results of these investigations, a series of models concerning the initial stages of biofilm formation was compared to describe the development of colony patterns. This study showed that the AFM and epifluorescence microscopy can be used as analytical tools for raw data assembly. It also demonstrated a novel application of existing statistical methods in order to describe the early stages of biofilm formation. Using this approach it was shown that the early stages of biofilm formation display certain colony patterns that can be described and predicted. Such information may be used in efforts to control biofilm formation.
AFRIKAANSE OPSOMMING: Komplekse biofilmgemeenskappe is reeds breedvoerig m die verlede bestudeer. Minder werk is op vroeë stadiums van biofilmvorming gedoen. Hierdie studie het gepoog om die aanvanklike koloniseringspatrone van biofilmvorming op verskillende substrate en onder verskillende omgewingstoestande kwantitatief te bepaal met nuwe metodes om die oppervlakprofiele van biofilms te beskryf. Biofilms is gekweek op glas, polivinielchloried (PVC) en gepoleerde vlekvrye staal. Resultate van mikroskopie, gevolg deur wiskundige analise en kontakhoek-metings het getoon dat glas die mees geskikte substraat vir hierdie studie is. Die produksie van meer ektrasellulêre polimeriese substanse (EPS) en oënskynlik minder selaanhegting is waargeneem op PVC en gepoleerde vlekvrye staaloppervlaktes. Twee verskillende reekse eksperimente IS uitgevoer waar biofilms op glas gekweek IS. Biofilm-morfologie is geanaliseer onder verskillende toestande van temperatuur en nutriënt-konsentrasie. Verskillende temperatuur-toestande was goC, 22°C en 37°C en verskillende nutriënt-konsentrasies was 0.1%, 1% en 10% Tryptic Soy Broth (TSB). Nadat monsters onderskeidelik na 1, 2, 3 en 4 dae verkry is, is die biofilm oppervlaktes gevisualiseer deur atoomkrag mikroskopie (AFM) en epi-fluoressensie mikroskopie. Minder selaanhegting is waargeneem by laer temperature en nutriënt-beperkinge. Die grofheidsprofiele van die vroeë stadium van biofilm-ontwikkeling is ondersoek deur die nuwe toepassing van verskeie bestaande statistiese metodes. Benoit-sagteware is gebruik om die statistiese analise van verskeie data-stelle van AFM beelde te ondersoek deur power spectrum, variogram en wave/et -metodes te gebruik om die Hurst-eksponent te bepaal. Die variogram metode het voorgekom as die mees geskikte om biofilm oppervlakprofiele te beskryf met konstante waardes van ± 0.9, wat aandui dat biofilm groei sal aanhou in 'n soortgelyke patroon. Fraktale dimensie-waardes van beelde wat met epi-fluoressensie mikroskopie verkry is bepaal deur toepassing van Benoit-sagteware se box dimension metode. Die waardes beskryf die selfherhalende patrone wat deur biofilms gedemonstreer word. Deur die resultate van hierdie ondersoeke te gebruik, is 'n reeks modelle aangaande die aanvanklike stadiums van biofilmvorming vergelyk om die ontwikkeling van koloniepatrone te beskryf. Hierdie studie het getoon dat die AFM en epi-fluoressensie mikroskopie gebruik kan word as analitiese gereedskap vir rou data-versameling. 'n Nuwe toepassing van bestaande statistiese metodes om die vroeë stadiums van biofilmvorming te beskryf, is ook gedemonstreer. Deur hierdie benadering te gebruik, is getoon dat die vroeë stadiums van biofilmvorming sekere koloniepatrone aandui wat beskryf en voorspel kan word. Sulke inligting kan gebruik word in pogings om biofilmvorming te beheer.

In light of increasing mandates to incorporate close reading of primary source historical documents at the elementary level, this study explored the reading difficulty level of the US Constitution with preservice elementary teachers using a traditional cloze assessment procedure. While best practice pedagogy of social studies has long included thoughtful reading of primary sources, new language arts guidelines situate the analysis of primary documents within formulaic quantifiable frameworks, often problematic to the pre-service teacher. With implications for reading and social studies, this paper explores several relevant issues to both pre-service teachers and the elementary classrooms they will teach in.

Low reading proficiency rates have been observed throughout the United States including a rural school in southwestern New York State. Although the Outstanding School District (pseudonym) purchased i-Ready, an adaptive diagnostic and instructional program, only 35% of students in Grades 3 through 8 demonstrated proficiency in reading in 2018. The problem is that i-Ready has not been implemented as intended. The purpose of this case study was to investigate teachers' concerns related to implementation and use of i-Ready. The guiding research questions examined the teacher's most common concerns and challenges faced during implementation. The Concerns-Based Adoption Model served as the theoretical framework, specifically using the Stages of Concern dimension to discover feelings and perceptions of teachers. Purposeful, criterion-based sampling methods were applied resulting in 8 teachers being selected. Quantitative data were collected using the Stages of Concern Questionnaire. Analysis included converting raw scores to percentile scores, plotting each, and visually representing the findings. The results will provide information needed to make decisions about the use of the program, the challenges encountered in implementation, if professional development is needed, or if the program should be discontinued. Data analysis indicates concerns primarily in the “self” category indicative of limited use of i-Ready and challenges during implementation include limited time and information necessary about how to effectively use the program. The implications for social change include the potential of adding to existing literature on effective innovation implementation and further developing the knowledge base on effective reading interventions, which will lead to enhanced academic success and the ability of students to become productive members in their communities and societies.

When students work in small groups, it is expected that they experience five stages of group development to perform well; forming, storming, norming, performing and adjourning. Yet, the duration of each stage namely, when particular stage starts and when it finishes was not investigated in the previous researches. Furthermore, all the stages have features that characterize them, most of the features describe emotional state of students, whereas motivational level of students is still not clear. So, taking into account of the previous research gaps, the aim of this thesis is to examine duration of group development stages, and how to characterize students’ motivation at the different stages of collaborative learning. The research involved 15 first-year teacher education students. Four small-groups (3–4 members in each) were engaged in collaborative learning tasks on math within six sessions. Except the tasks, they were assigned to discuss macro-level scripts: Orientation questions in the beginning, Checkup questions in the middle, and Reflection questions at the end of the each session. The data was collected by videotaping of students’ small-group work. For the data analysis of this thesis, the scripted phases were transcribed and coded based on the thematic categories. The results show that almost all of the group developmental stages may last one or two collaborative sessions. There are quite a lot of overlaps between the stages, when they are mixed in one session. Another point is that, not all five stages may be present in the group development. As this study shows, adjourning stage was not included in the analysis since none of the groups did experience it. According to the analysis, the groups’ motivational state vary from one stage to another. At the beginning of the course students are more motivated and at the end of the course students’ motivation is low. The thesis demonstrates which stage is specifically more beneficial for students’ high motivation. It can be concluded that the knowledge of groups’ development stages are useful for the teachers in designing the collaborative learning sessions. Taking into account the emotions and motivation that students are expected to have at the different stages, the teachers may enhance learning process.

This thesis examines the development of Palestinian nationalism in the twentieth century by dividing it into four periods. In each of these four periods anti-colonial nationalism and Arab nationalism are applied to the Palestinian case. Special attention is paid to the Palestinian vision of Zionism, the role of the Arab states in Palestinian politics, the vision of a future Palestinian state and how it was to be achieved. In the early twentieth century, Palestinian national feelings were stirred as opposition was organized against Zionist immigration and British rule. Both the Zionists and the British were considered to be motivated by colonial aims in the stirring phase. The second period in the development of Palestinian nationalism, which was clearly a pan-Arab period, took shape soon after the establishment of the state of Israel in 1948 at which time the success of pan-Arabism was believed to be the best way to achieve an independent Palestinian state. The third phase in the evolution of Palestinian nationalism, which is dealt with in chapter two, is marked by the defeat of the Arab states in the June war of 1967, at which time pan-Arabism lost much of its appeal. This defeat marked the rise of a new Palestine Liberation Organization and although there were a variety of groups and ideologies within the organization, it is possible to make some generalizations about Palestinian nationalism in this period. The PLO attempted to reduce the role of the Arab states in Palestinian affairs, they expressed Marxist ideas and a militant line, and the organization continued to see Israel as a colonial settlement that was to be eliminated. Finally, this thesis characterises the fourth period in the evolution of Palestinian nationalism as a gradual process of change that occurred throughout the 1970s and 1980s. It involved an eventual acceptance of Israel and a partition of Palestine, thus rejecting the anti-colonial ideas that had been at the centre of the movement since the stirring phase. This thesis concludes by suggesting that these changes are likely to make it difficult for the PLO to maintain its fragile unity.
Arts, Faculty of
Political Science, Department of
Graduate

Estimates of the costs involved in the development of a software product and the likely risk are two of the main components associated with the evaluation of software projects and their approval for development. They are essential before the development starts, since the investment early in software development determines the overall cost of the system. When making these estimates, however, the unknown obscures the known and high uncertainty is embedded in the process. This is the essence of the estimator's dilemma and the concerns of this thesis. This thesis offers an Effort Estimation Model (EEM), a support system to assist the process of project evaluation early in the development, when the project is about to start. The estimates are based on preliminary data and on the judgement of the estimators. They are developed for the early stages of software building in which the requirements are defined and the gross design of the software product is specified. From these estimates only coarse estimates of the total development effort are feasible. These coarse estimates are updated when uncertainty is reduced. The basic element common to all frameworks for software building is the activity. Thus the EEM uses a knowledge-base which includes decomposition of the software development process into the activity level. Components which contribute to the effort associated with the activities implemented early in the development process are identified. They are the size metrics used by the EEM. The data incorporated in the knowledge-base for each activity, and the rules for the assessment of the complexity and risk perceived in the development, allow the estimation process to take place. They form the infrastructure for a 'process model' for effort estimating. The process of estimating the effort and of developing the software are linked. Assumptions taken throughout the process are recorded and assist in understanding deviations between estimates and actual effort and enable the incorporation of a feedback mechanism into the process of software development. These estimates support the decision process associated with the overall management of software development, they facilitate management involvement and are thus considered as critical success factors for the management of software projects.

It has been presented the review and analysis of the main evolution stages of one of the most efficient methods for investigation of composition and properties of substances – mass spectrometry. The advantages and application area of the method were described, as well as physical and technical peculiarities of the devices for its realization were considered.

Background: Previous research has identified four distinct developmental stages associated with organizational learning in high-performing hospital units: identity and ownership, team and respect, accountability and support, and reliability and sustainability. We designed a research instrument to measure these constructs. The purpose of this thesis was to establish the content and predictive validity of this instrument.Methods: The Organizational Learning Development Instrument (OLDI) consists of a total of 35 items in Likert-scale format. Item-level and instrument-level content validity were assessed using three cycles of cognitive interviewing with 28 nurses, and eight expert ratings. The OLDI was administered to nurses in Magnet® hospitals via a web-based survey. National Database of Nursing Quality Indicators (NDNQI) and Hospital Consumer Assessment of Healthcare Providers and Systems (HCAHPS) reports were used for comparison of hospital performance. Predictive validity was tested using multiple linear regression. Based on a power analysis for multiple linear regression, reaching 80% power, with a medium effect size of 0.15, an alpha of 0.05, and five predictor variables, the target sample size was 92 hospital units.Results: Results from 63 inpatient units in 11 Magnet® hospitals were used. The scale- level content validity for this instrument was 0.95 and item-level content validity index scores ranged from 0.86 to 1.0, suggesting excellent content validity. No significant relationships were found between OLDI results and NDNQI measures. Significant correlations (P<.05) were found between several OLDI constructs and HCAHPS composites.Discussion: Correlations with HCAHPS scores help validate the OLDI, as well as the theory underlying the instrument. The OLDI may not have predicted NDNQI measures due to a lack of instrument sensitivity or because NDNQI results are strongly influenced by other factors. Nurse managers can use the OLDI to predict unit performance related to patient satisfaction and to determine actions that may improve unit performance. Replicating this study with a larger sample size and more diverse hospital performance and more uniform unit type could further validate this instrument.

This research investigates users' anticipation of their future experiences with interactive products to support design for experience in the early stages of product development. This research generates new knowledge of anticipated user experience (AUX), which reveals users' tendency to perceive the pragmatic quality of products as the main determinant of their positive future experiences. The AUX Framework has been an important outcome of this study. The exploration of the components of this framework allows a better prediction and understanding of users' underlying needs and potential usage contexts valuable for the early design phases.

Thesis (M.S.)--West Virginia University, 2006.
Title from document title page. Document formatted into pages; contains v, 157 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 76-88).

3 pp.
To understand children, their development, needs and uniqueness is vital for parents. This publication uses tables to outline the mental, social and physical development for each group of children from 4 to 8 year old.

Thesis (M.S.)--University of Tennessee Health Science Center, 2006.
Title from title page screen (viewed on October 8, 2007 ). Research advisor: Edward Harris, Ph.D. Document formatted into pages (xiii, 156 p. : ill.) Vita. Abstract. Includes bibliographical references (p. 137-147).

Although feeding is important for optimal development and growth in insects, there are several points during the insect life cycle that are non-feeding: metamorphosis, pupation, and overwintering. Non-feeding periods also occur in response to internal cues, such as feedback from nutrient thresholds and immune responses being activated. Additionally, as an insect goes through different developmental stages, its nutritional requirements change in response to or in preparation for non-feeding periods. Most physiological responses like feeding are regulated through an interconnection of pathways, but how these networks change in response to different energy demands, such as immune challenges or changes in metabolism, is poorly understood. One significant pathway that is involved in regulating several physiological processes is the insulin signaling pathway. In my dissertation research, I tested hypotheses explaining the regulation of physiological processes during non-feeding periods in two agriculturally relevant insects, Manduca sexta and Megachile rotundata. First, I investigated how internal cues such as dietary lipid content and immune challenges cause non-feeding periods in M. sexta. Then, I investigated how insulin signaling regulates development during a non-feeding period like overwintering changes in M. rotundata. Since the insulin signaling (IIS) pathway is critical for development and growth, I focused on testing if this pathway plays a role in regulating non-feeding periods. My research showed that increased dietary lipid content causes a cessation of feeding, which suggests there is a possible lipid threshold that when reached, causes M. sexta to switch from lipid consumption for storage to lipid excretion. When looking at another cue like immune challenges, my results showed that during a bacterial infection, a Toll-mediated suppression of IIS pathway may be regulating feeding and causing a non-feeding period exhibited as sickness-induced anorexia. Lastly, my results also showed that the IIS pathway is suppressed in overwintering M. rotundata, and that this process can change in response to temperature. Overall, my dissertation research showed that the insulin signaling pathway and nutrient content play a vital role in regulating non-feeding periods. Investigating insulin signaling, lipid metabolism, and innate immunity in these species closes a gap in knowledge of invertebrate development.

The goal with this thesis was to build parts of a service that, depending on a user’s interests and previous activity, can deliver interesting news for that user. The service integrates with social medias to gather information about a user’s interests and his or hers friend’s interests. In this way the system can deliver targeted news for the specified user. The system consists of two main parts, a server side system (which consists of several parts) and a user application. The user application is responsible for showing news and communicating with the server side. The server side system consists of three parts.– Front-end server which handles all communication between the user application and the server side. It also crawls social medias for information about a certain user.– Back-end server which delivers targeted news to a certain user.– A database, used by the server on the server side for sharing and storing data. This thesis focuses on a user application (used by a user on e.g an iPhone or Android mobile-phone) and a front-end server (used in the server side system).

With this work, our aim is to analyze how and why the different approaches to model and measure the Information Society have determined what is meant by the concept of access to Information and Communication Technologies and digital development. And, based on this first analysis, work on and propose a 360º digital framework that can serve policy-making while, at the same time, be able to state whether and why governments should seek to foster the development of the Information Society.
Thus, the goal of this research is to identify the relevant factors that promote digital development, to define and describe - on that basis - its different stages and to explain the causes why a particular country might therefore be classified as a digital leader or a laggard and, lastly, answer whether and why governments should foster the Information Society.
To address this goal we have split our research into three main areas:
Analyzing the available tools for measuring the digital economy; and
Defining the stages of digital development, their characteristics and their causes; in particular, isolating the role of the public sector.

In the first area of research we cover the impact of ICTs, the concepts of access and the digital divide and the need to foster digital development. Our research questions in this area are:
What is "access"? What are its components?
What are the main approaches to defining access and why?
Is there any evidence that access to ICTs has had a positive or negative impact on the general socio-economic development of a country?
Why may there be a lack of access in a particular country or region, or to use a more familiar term, a "digital divide"?
Is it worthwhile for governments to attempt to foster digital development to accelerate the positive impacts of access to ICTs?

The second research theme explores, broadly and in depth, the ways in which access, digital development and the digital divide have been measured over the years, in particular through the use of composite indices. The related research questions are as follows:
What are the main models that depict digital development?
What are the approaches that these models follow to describe digital development?
What are the consequences of the different approaches followed in defining digital development models?

The third and final research theme focuses on the different stages, or phases, of digital development, their main characteristics and the reasons why digital development at the country level might be unevenly distributed.
Can we group countries according to their different levels of digital development and thus define a comprehensive model for measuring it?
What are the characteristics that enable us to cluster together countries according to their specific level of digital development?
What are the characteristics that distinguish between different levels of digital development?
Why some countries are more digitally developed than others?

The findings and reflections arising from these research questions should enable us to test the general hypothesis that guides our research. We believe that narrow institutional interests and a lack of appropriate data have led to a biased or fragmented measurement of digital development that is often focused on specific purposes. But if digital development is conceived as a continuum and described by means of a comprehensive model, then, at the country level, it can be observed that digital development happens in stages. These stages can be characterized by common features and distinguished by the scores achieved on certain key indicators. The improvement of its general economic indicators - such as income and wealth - characterizes the progression of a country along this continuum depends mainly on. Besides these basic economic aspects, if there is an appropriate Economic Incentive Regime, strong Government prioritization of ICT and a high importance afforded to ICTs in the Government's vision of the future, then digital development is much more likely to happen. In some cases, these policies may allow leapfrogging so that a country can progress faster in its digital development than would be predicted by its general level of economic development.

The research problem that was examined in this study was two-fold. First, was the idea that the stages of group development could be depicted in serial group drawings completed by children who had participated in structured learning groups. Second, was that by using a rating scale that was designed for this purpose, trained objective raters could classify the stages of group development from the serial drawings completed by the children. Fifteen sets of drawings were gathered from fifteen children who had participated in different structured learning groups. These drawings were then analyzed and classified by raters who had been trained to use the rating scale. The rating scale was devised to identify the stages of group development within children's serial drawings. Qualitative data analysis showed that the stages of group development were depicted in some of the sets of serial group drawings. Quantitative data analysis showed that raters were able to use, with limited success, the rating scale designed to classify the drawings into the stages of group development. Many extraneous variables effected the results. These include: the unique characteristics of each child, the leadership style of each counsellor, the varying group topics, the adequacy of the rater training procedure, the objectivity of the raters, and the accuracy of the rating scale. Due to the many extraneous variables, it is clear that methodologically this study leaves many questions unanswered. Further research is necessary to more fully investigate the idea that the stages of group development can be identified within serial group drawings completed by children who have participated in structured learning groups., If further research proves that the stages of group development can be depicted and measured using a rating scale, it will provide group counsellors with a useful tool when evaluating group development.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

På en global marknad med allt tightare vinstmarginaler har fokus på produktkostnad ökat. I produktutvecklingsprocessen har ett allt större behov av förbättrade arbetssätt kring produktkostnadskalkylering uppstått för att företag skall vara konkurrenskraftiga. Produktkostnad är en väsentlig del av ett företags kostnadsmassa. Under en produktutvecklingsprocess tidiga skeden saknas ofta etablerade metoder och processer för beräkning av produktens kostnad. Speciellt svårt är det att uppskatta produktkostnad i tidiga faser av produktutvecklingsprocessen då osäkerheten kring konstruktionen är stor. Detta kan få till följd att till exempel avsaknad av vetskap kring materialkostnad eller investeringsbehov uppstår. Målet med denna uppsats är att hjälpa, utvärdera och supportera kring förbättringar av arbetssätt inom produktutvecklingsprojekten när det kommer till produktkostnadskalkylering. Syftet med detta examensarbete är att skapa en passande finansiell modell som kan användas vid val av koncept i tidiga stadier av produktutvecklingsprocessen för att säkerställa högsta möjliga lönsamhet för Volvo Construction Equipment. För att lösa detta problem så har insamling av teori i form av böcker, artiklar samt rapporter genomförts med fokus på produktutveckling och produktkostnad. Teoristudien påvisade mycket material kring produktutvecklingsprocessen men mindre kring detaljerad produktkostnadskalkylering. Den empiriska delen har genomförts i samarbete med Volvo Construction Equipment med syfte att få ökad förståelse för problemställningar i dess verkliga miljö. Från intervjuer, dokumentation samt övrig insamling så påvisades att förbättringspotential fanns kring produktkostnadskalkylering i tidiga faser av produktutvecklingsprojekt. För ytterligare ökad förståelse genomfördes en strukturerad jämförelse samt en diskussion kring respektive område av teori och empiri. Resultatet av jämförelsen visar att Volvo Construction Equipments hantering av problem korrelerar med den teori som existerar i uppsatsen. I de situationer där Volvo avviker från teorin så finns orsaker till att företaget inte väljer att följa denna. För att förbättra processen kring produktutveckling och produktkostnadskalkylering på Volvo Construction Equipment skapades en kalkylmodell. Modellen applicerades konkret i ett pågående produktutvecklingsprojekt i företaget och gav möjlighet till uppföljning av utvecklingen av produktkostnaden under de olika faserna av projektet.
On a global market with tighter gross margins the focus on product cost have increased. A demand for improved methods within product cost calculations in the product development process is important to sustain competitive. Product cost is a vital part of a company’s cost base. During a product development process early stage there is often a lack of established methods and processes for calculation of the product cost. Especially difficult is it to estimate product cost in early stages of the product development process when the uncertainty around the construction of the product is big. That might lead to lack of knowledge around material cost and need of investments occur. The goal with this thesis is to help, evaluate and support around improvements within the product development projects when it comes to product cost calculation. The purpose of this thesis is to create a suitable financial model that is applicable when choosing concept in early stages of the product development process to sustain highest possible profitability for Volvo Construction Equipment. To solve this problem a collection of theory in form of books, articles and reports has been made with focus on product development and product cost. The theory part showed a lot of material around the product development process but less data around detailed product cost calculation. The empirical part has been created in cooperation with Volvo Construction Equipment with purpose to increase knowledge for problems in its natural environment. From interviews, documentations and other collection has shown that improvement potential was found for product cost calculations in early stages of product development project. For further increased understanding a structured comparison and a discussion around each area of theory and empirical data was created. The result of the comparison shows that Volvo Construction Equipment’s handling of problems correlates with the theory that exists in the thesis. To improve the process with product development and product cost calculation at Volvo Construction Equipment a calculation model was created. The model was applied in a real product development project in the company and gave opportunity for estimations of the development of the product cost during the different stages of the project.

Cryopreservation of germplasm of aquatic species offers many benefits to the fields of aquaculture, conservation and biomedicine. Although successful fish sperm cryopreservation has been achieved with many species, there has been no report of successful cryopreservation of fish embryos and late stage oocytes which are large, chilling sensitive and have low membrane permeability. In the present study, the sensitivity to chilling and toxicity of cryoprotectants of early stage zebrafish ovarian follicles were studied before designing protocols for their cryopreservation using controlled slow cooling. The effect of cryoprotectant, freezing medium, cooling rate, method for cryoprotectant removal, post-thaw incubation time and ovarian follicle developmental stage were investigated. In vitro culture method for early stage zebrafish ovarian follicles were also developed. The studies showed that stage I and II ovarian follicles are less sensitive to chilling than stage III follicles and methanol was the least toxic cryoprotectant. 4M methanol in potassium chloride (KCl) buffer was found to be the optimal cryoprotective solution and the optimum cooling rate was 4 °C/min for stage I and II follicles. Although the highest survivals after 2 h post-thawed incubation were 50.7 ± 4.0% for stage II ovarian follicles obtained with FDA+PI staining, ADP/ATP ratios of the cryopreserved follicles were significantly increased indicating increased cell death. Furthermore, in vitro culture experiments showed that there was no growth for stage I and II ovarian follicles after cryopreservation, indicating that successful cryopreservation of early stage zebrafish ovarian follicles at liquid nitrogen still remains elusive. From in vitro culture study, 90% L-15 medium at pH 9.0 containing 10 IU/ml hCG was effective for in vitro culture of stage I and II ovarian follicles. Systematic study on cryopreservation of early stage fish ovarian follicles at liquid nitrogen temperature is reported ii here for the first time. The results will provide useful information on the future development of protocol design for successful cryopreservation of early stage fish ovarian follicles.

Mestrado em Toxicologia e Ecotoxicologia
The production of engineered nanomaterials is rising and constantly growing. The fast advances in this industry are causing the introduction of nanomaterials (NMs) into the environment, namely into aquatic ecosystems. The specific properties that these new compounds exhibit may promote higher toxicity to biota, comparatively to their bulk counterparts. Size, charge, surface area, aggregation index, among others, may dictate the availability and the degree of toxicity of NMs in aquatic environments, especially when assembled with environmental changing conditions such as pH and temperature. Amphibians are excellent bioindicators to study the risk associated with the release of NM into the aquatic environment, since they inhabit a wide variety of freshwater habitats associated with industrial contamination. The present work intended to study the toxicity of NMs to different life stages of amphibians, concerning the increase of global temperature that is currently taking place. In order to achieve this, two specific goals were determined: i) evaluate the influence of temperature in the toxicity of NMs of hidrophobically modified polyacrylic acid (HM-PAA) to tadpoles of Epidalea calamita and Pelophylax perezi. For this, tadpoles of E. calamita and P. perezi were exposed to a range of six concentrations of HM-PAA plus a control, at 20ºC and 25ºC. Results showed lethal and sublethal toxicity of HM-PAA, but a clear pattern of temperature influence in the toxicity of HM-PAA could not be unveiled; ii) assess the influence of Si-NM size and temperature in the toxicity of this NM to embryos of Pelophylax perezi. To attain this goal, embryos of P. perezi were exposed to a range of six concentrations of three differently sized Si-NMs (SM30-7nm, HS30-12nm, and TM40-22nm) plus a control, at 20ºC and 26ºC. Results obtained show lethal and sublethal toxicity caused by all the Si-NM and an increased toxicity at higher temperatures. Furthermore, it was observed that the NM presenting the lowest primary size exhibited the highest toxicity.
A produção de nanomateriais artificiais está em constante crescimento. Os rápidos avanços nesta indústria promovem a introdução de nanomateriais (NMs) no meio ambiente, nomeadamente nos ecossistemas aquáticos. As propriedades específicas que estes compostos apresentam podem promover uma maior toxicidade comparativamente aos seus correspondentes de tamanho não nano. Tamanho, carga, área superficial, índice de agregação, entre outras propriedades, podem ditar o grau de toxicidade dos NMs em ambientes aquáticos, especialmente quando combinados com as constantes mudanças de vários parâmetros ambientais, por exemplo pH e temperatura. Os anfíbios são excelentes bioindicadores para estudar o risco associado à introdução de NMs no meio aquático, uma vez que habitam uma grande variedade de habitats de água doce potencialmente contaminados com descargas industriais. O presente trabalho teve como objetivo estudar a toxicidade de NMs em diferentes estágios de vida de anfíbios, tendo em perspetiva a influência do aumento da temperatura global que atualmente afeta o planeta Terra. A fim de alcançar este objetivo, foram realizados dois estudos que pretenderam: i) avaliar a influência da temperatura na toxicidade de NMs de ácido poliacrílico hidrofobicamente modificado (HM-PAA) para girinos de Epidalea calamita e Pelophylax perezi. Para tal, girinos de E. calamita e P. perezi foram expostos a uma gama de seis concentrações de HM-PAA e a um controlo, a temperaturas de 20ºC e 25ºC. Os resultados mostram toxicidade letal e sub-letal provocada pelo HM-PAA, no entanto, não foi visível um padrão claro de influência da temperatura na toxicidade deste NM; ii) determinar a influência do tamanho de Si-NMs e da temperatura na sua toxicidade para embriões de Pelophylax perezi. Ovos de P. perezi foram expostos a uma gama de seis concentrações de três Si- NPs com diferentes tamanhos (SM30-7nm, HS30-12nm, e TM40- 22nm) e a um controlo, a temperaturas de 20ºC e 26ºC. Os resultados obtidos mostram toxicidade letal e sub-letal causadas pelos 3 NMs e um aumento da toxicidade com temperaturas mais elevadas. Mais ainda o NM com menor tamanho apresentou maior toxicidade.

The purpose of this study was to determine the impact of child-centered play therapy on children of Piaget's preoperational and concrete operations developmental stages. Piaget's assertions about the contributions of play to cognitive, affective, and social development have provided a basis for the theoretical rationale for the use of play as a therapeutic intervention. The impact of child-centered play therapy was measured by a decrease in parent-child relationship stress as measured by scores on the Child Domain, Parent Domain, and Total Stress Score of the Parenting Stress Index. This study utilized a three wave repeated measures ANOVA design to analyze the impact of child-centered play therapy on children between the ages of 3-8 who received 19-23 individual child-centered play therapy sessions. A pretest, approximate midpoint, and posttest administration was collected for use in the analysis. The population study comprised 24 children referred to the Child and Family Resource Clinic on the University of North Texas campus. Participating children were divided into two treatment groups based on their age at the time of treatment. The preoperational development treatment group consisted of 12 children aged of 3-6 years and the concrete operations development treatment group consisted of children aged 7-8 years. Nine hypotheses were tested using three wave repeated measures ANOVA and eta squared. The results of this study tentatively support the impact of child-centered play therapy with children of both the preoperational and concrete operations developmental stages. The data indicates a statistically significant difference in the impact of child-centered play therapy for children of different developmental stages.

This research discusses selective focus in reading a text in relation to the philosophical guidelines of critical education. To pursue this question a model for critical reading is initially sketched, and the literature on selective focus in text reading is reviewed. The existing literature analyses selective focus under the framework of two perspectives: reader-based and text-based. This thesis proposes a third possibility: a social-based perspective. A socio-cognitive conception of selective focus is delineated on the basis of theories that explore the effect of social factors on literacy, language use, and higher cognitive processes. The issues raised at the theoretical level are also investigated in an empirical study. Expert reader's insights about their own reading practices are taken into consideration. Three studies are reported. Two exploratory studies - designed to refine methodological procedures - analyse the response of two groups of four readers. The interview questionnaire that guides the main data collection is based on the results obtained in these initial investigations. The main study considers the data provided by fifteen structured interviews. The sample include readers from three type of course in higher education: initial teacher training for pos-graduate students, master degree students, and doctoral students. A qualitative analysis describes in detail how reader-based, text-based and social-based factors interact within the context of these readers' reading practices. Considering the empirical evidence, the thesis proposes that neither the reader nor the text should be investigated without an appreciation of the social context. However, socio-cultural context is shown not only to provide a further set of variables but also to permeate the development of text-based and reader-based factors. This has important theoretical and educational implications. The final argument of this study is that classroom practices that aim to promote critical reading should give a proper emphasis to the socio-cultural aspect of selective focus.

Thesis (D.A.)--Illinois State University, 1993.
Title from title page screen, viewed February 10, 2006. Dissertation Committee: Douglas Hesse (chair), William Woodson, Taimi Ranta, Janice Neuleib. Includes bibliographical references (leaves 193-199) and abstract. Also available in print.

Data are presented in seven chapters that address the reciprocal relationship between oral vocabulary and reading development. Chapter 2 explores exception word reading in poor comprehenders longitudinally, finding deficits that are pervasive over a period of two years. The results support the hypothesis that weak oral vocabulary skills are causally related to poor exception word reading in this group. In Chapter 3, orthographic and semantic skills in poor comprehenders are investigated in a word learning paradigm. This chapter provides evidence that poor comprehenders have more difficulty learning and retaining semantic information than orthographic information. A similar paradigm is described in Chapter 4 to investigate predictors of orthographic and semantic learning. In a large group of typically developing readers, this demonstrates that decoding is the strongest predictor of orthographic learning while existing oral vocabulary knowledge is the strongest predictor of semantic learning. In Chapters 5 and 6 orthographic and semantic skills in poor comprehenders and children with dyslexia are compared using standard off-line tasks (Chapter 5) and an online word learning experiment (Chapter 6). These chapters indicate similarities as well as differences in the reading and language profiles of these groups. Chapter 7 adopts a different approach by using a word learning study to investigate the benefit of teaching new oral vocabulary in the presence of orthography.

With the national spotlight firmly focused on Australian students attaining benchmark standards in literacy and numeracy and on the capacity of teachers to facilitate student achievement in literacy, questions of effective teacher development have emerged. This study investigated how professional development, which is consistent with the principles of effective practice, builds capacity in teachers. By examining the development of teachers' understandings in the Reading Recovery professional development program, key aspects of teacher development were identified and some suggestions given regarding the preparation and support of literacy teachers generally.

Over the past two decades, the readership of poetry has declined to the point that the art form is seldom engaged with by the public. I argue that reading poetry requires a skillset that must be learned, practiced, and refined. While close reading is traditionally trained in college classrooms, such spaces cannot reach broad audiences. To address this dearth, I have developed a web app that applies interactive learning strategies, through a series of exercises, to cultivate expert reading practices in novice users. Close Reading will guide users through poems by Robert Frost. With each poem, users will progress through exercises grounded in the practices of expert readers. For instance, users will block poems into sections to allow a chunking of the material, slowing down novice reading speeds. Another exercise cognitively models the act of reading by displaying the sequential thoughts of a reader making sense of a work. Furthermore, Socratic questioning will attempt to stimulate an internal dialogue to foster focus and interpretation. These exercises will build on one another and attempt to replicate pedagogical processes observed in the classroom. Performing these pedagogical exercises will provide a resource for developing the skillset necessary for poetry appreciation. This ambitious digital humanities project experiments with a new venue for pedagogy and poetry, promoting an engagement with the public frequently neglected in academic work.
Master of Arts

Thesis (Ed. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 3, 2006. Dissertation Committee: Dent Rhodes (chair), Susan Davis Lenski, Fred A. Taylor, Terry Underwood. Includes bibliographical references (leaves 132-140) and abstract. Also available in print.

Obesity prevalence in worldwide population is increasing every day due to an imbalance between the energy intake and the energy expenditure. Rich-caloric food is highly palatable and easily accessible, whereas sedentary lifestyle is the majority. This situation makes difficult to maintain energy homeostasis and leads to obesity development. Nowadays we failure to have a treatment for obesity due to a lack of acknowledge in the molecular mechanisms underlying obesity development. Lately, the activation of brown adipose tissue (BAT) thermogenesis into obese patients have emerged as a promising treatment. BAT thermogenesis is controlled from the central nervous system (CNS) upon peripheral signals that are integrated in different nuclei of the hypothalamus. The hypothalamus is the region sensing energy surplus (fats or carbohydrates intake) and consequently sending the information through the sympathetic nervous system (SNS) to activate BAT thermogenesis. Within the hypothalamic nuclei, I would like to highlight the ventromedial nucleus of the hypothalamus (VMH) as an important regulator of BAT thermogenesis (Contreras C, 2017). However, the exact mechanism by which VMH is sensing the peripheral energy intake and controlling BAT activation is not known. Here, we hypothesized that the brain isoform of the carnitine palmitoyltransferase 1 (CPT1s), the CPT1C, could be a crucial factor in the VMH controlling BAT thermogenesis. CPT1C awaked our interest since it was discovered in 2002 by Dr. Zammit group. CPT1C is an intriguing protein since have no catalytic activity and is mainly localized in neurons. Several studies have demonstrate that CPT1C is involved in the regulation of obesity. CPT1C-Knock out (KO) animals are more susceptible to diet-induced obesity (DIO) (Wolfgang MJ, 2006 and 2008) and have altered peripheral glucose and lipid metabolism (Gao XF, 2009). It has been suggested that CPT1C in the hypothalamus is sensing energy deficiency or surplus and consequently it regulates body weight and peripheral metabolism (Wolfgang MJ, 2006 and 2008). However, the molecular mechanism underlying CPT1C control of obesity in not known. Furthermore, CPT1C binds malonyl-CoA (Price NT, 2002). Malonyl-CoA is the physiological inhibitor of other CPT1s isoforms (CPT1A and CPT1B) and fluctuates within the hypothalamus depending on the energy disposition (Tokutake Y, 2010). In a situation of fasting, malonyl-CoA levels decreases whereas in a refeeding or HFD situation it increases in the hypothalamus (Tokutake Y, 2010). In fact, malonyl-CoA have been observed to be a crucial regulator of food intake and energy homeostasis in the hypothalamus (Wolfgang MJ and Lane MD, 2006 and 2011). We hypothesized that CPT1C acts as a malonyl-CoA sensor to proportionate information about the energy status to the cell (Casals N, 2016). Our results demonstrated that CPT1C-KO mice presented an attenuated BAT thermogenesis after 7 days of high-fat diet (HFD) feeding or leptin administration. Restoration of CPT1C expression in the VMH was sufficient to properly activate BAT thermogenesis. Moreover, malonyl-CoA sensing through CPT1C in the VMH was necessary for BAT activation. Malonyl-CoA levels are under the control of AMPK signalling and a correct AMPK signalling in the hypothalamus is necessary for sympathetic activation of BAT thermogenesis (Contreras C, 2017). We demonstrate that CPT1C is a downstream factor in the AMPK mediation of BAT thermogenesis in the VMH. Overall, we have demonstrated that CPT1C is necessary for BAT thermogenesis activation from the VMH after 7 days of HFD intake or acute leptin administration, probably acting downstream the AMPK(VMH)-ACC-Malonyl-CoA axis. The fact that CPT1C is not catalytically active made us hypothesised that exerts its functions by interacting with other proteins. Moreover, the ability of CPT1C to sense malonyl-CoA would proportionate a checkpoint to other proteins depending on the energetic status of the cell. In the glutamate receptors complex (AMPAR) (Brechet A, 2017), CPT1C interacts with ABHD6, an hydrolase of the main endocannabinoid (eCB), the 2-arachydonoyl glycerol (2-AG). This finding was of our interest since the endocannabinoid system (ECS) is involved in the regulation of energy homeostasis from the hypothalamus and is dysregulated in obesity (Ruiz de Azua and Lutz, 2019). Increased eCBs tone in the hypothalamus generally leads to an increase of body weight and to a decrease in energy expenditure. Since the molecular mechanism by which CPT1C controls BAT thermogenesis in the VMH is not known we hypothesized that CPT1C could regulate BAT thermogenesis activation through modifying the eCBs levels in the hypothalamus interacting with ABHD6. For this reason, we studied 2-AG and anandamide (AEA) levels in the hypothalamus of wild-type (WT) and CPT1C-KO mice fed a SD or HFD. We found that CPT1C-KO mice have increased both eCB in the hypothalamus in normal fed conditions compared to WT mice. After 7 days of HFD feeding eCB levels of WT and CPT1C-KO mice were increased compared to their respective SD fed animals. The eCBs phenotype of CPT1C-KO mice leads us to question whether the increase in hypothalamic eCBs levels was the cause of diminished BAT thermogenesis in CPT1C-KO mice and whether CPT1C was able to regulate the eCBs levels through ABHD6. However, the hypothalamic dynamic of eCBs in DIO model and the relation with BAT thermogenesis activation in early stages of obesity (short-term HFD) have been poorly studied, thus we were not able to interpret our results correctly. In addition, we realised that all the studies about hypothalamic eCBs in obesity were done in male but not in female rodents, so we decided to address this topic. At this point, we concurrently studied i) the eCBs dynamics in the hypothalamus during obesity development in the DIO model and whether they correlate with BAT thermogenesis and present sex dimorphism, and ii) whether CPT1C interacts and regulates ABHD6 activity depending on malonyl-CoA sensing. Firstly, concerning hypothalamic eCBs during DIO development, we observed that hypothalamic eCBs substantially increased after 7 days of HFD feeding and progressively decrease to basal levels until 90 days of feeding in both male and female mice. This increase of eCBs at 7 days was accompanied by a higher expression of eCBs synthesis enzymes whereas the expression of the degrading enzymes was not altered. The hypothalamic eCBs profile negatively correlated with body weight gain whereas positively correlated with BAT thermogenesis activation. It was at 7 days of HFD administration when both eCBs levels and BAT thermogenesis activation were the highest. At this time point, mice did not present an obese phenotype so we suggest that the transitory increase of hypothalamic eCBs and BAT thermogenesis counteracts obesity development. To further elucidate the crosstalk between hypothalamic eCB and BAT thermogenesis we acutely activated BAT thermogenesis by central leptin and peripheral β3-adenoreceptors agonist administration and both leaded to an increase of eCB levels in the hypothalamus. In contrast, acute central administration of 2-AG and AEA did not altered BAT thermogenesis. It is generally accepted that the ECS tone increases in the hypothalamus when obesity is stablished and this activates CB1R that inhibits SNS tone leading to a decrease in BAT thermogenesis (Quarta C, 2011). Here for the first time, we describe the opposite process, activation of BAT thermogenesis signals the hypothalamic ECS, overall being important in early stages of obesity. Secondly, regarding the study of CPT1C and ABHD6, we confirmed that CPT1C and ABHD6 were interacting by using two different approaches, the FRET assay and co-immunoprecipitation in HEK-293T obtaining the same results. Besides, this interaction was independent of CPT1C malonyl-CoA sensing. Next, we wondered whether CPT1C could modulate ABHD6 activity thus, we developed a new ABHD6 activity assay based on the 4-MUH fluorogenic substrate. We demonstrated that CPT1C acts as a negative regulator of ABHD6 activity and this phenomenon is dependent on CPT1C malonyl-CoA sensing. When CPT1C is sensing malonyl-CoA, ABHD6 activity decreases, whereas when CPT1C is unable to detect malonyl-CoA levels, ABHD6 activity is restored. These results suggest that CPT1C could act as a metabolic sensor and consequently regulate ABHD6 activity. Moreover, we studied whether CPT1C could modify the cannabinoid receptor 1 (CB1R) intracellular response (measuring the cAMP) via modulating 2-AG degradation by ABHD6. The results indicated that CPT1C is able to modulate 2-AG levels and the intracellular signalling through ABHD6. Finally, we consider whether CPT1C negative regulation of ABHD6 activity was the cause of dysregulated hypothalamic eCBs levels in CPT1C-KO mice and consequently impaired BAT thermogenesis. Moreover, both proteins have been described to play a role in metabolic flexibility in the VMH nuclei of the hypothalamus since disruption of both proteins in this nucleus diminished EE and enhanced DIO (Rodríguez-Rodríguez R, 2019 and Fisette A, 2016). However, our results evidenced that hypothalamic homogenates of WT animals presented less ABHD6 activity compared to CPT1C-KO homogenates, then a decrease in 2-AG hypothalamic levels were expected in CPT1C-KO mice. In contrast, CPT1C-KO mice have both 2-AG and AEA levels increased in the hypothalamus indicating that ABHD6 is not the cause of this eCBs dysregulation. Therefore, after all these results two question remains opened: i) Why CPt1C-KO mice have increased hypothalamic endocannabinoids levels? ii) Which function of ABHD6 is CPT1C regulating? These are two questions that we will try to answer in the near future. Altogether, this thesis has defined for the first time a link between CPT1C and the ECS. Both systems at the hypothalamus are crucial regulators of BAT thermogenesis and DIO. We have demonstrated that CPT1C in the VMH is a key sensor of energy status necessary for the regulation of BAT thermogenesis and body weight gain. On the other hand, we have described a crosstalk between BAT thermogenesis and endocannabinoids in the hypothalamus at early stages of DIO in male and female mice. Finally, we have characterized CPT1C as the first ABHD6 physiological inhibitor. Overall, our results have contributed to a better understanding of CPT1C functions and the molecular mechanisms underlying energy homeostasis.

The European eel (Anguilla anguilla, Linnaeus 1758) is a catadromous fish which has a great cultural, scientific, and commercial value. The protection of this species is particularly difficult because the biological eel’s life cycle remains in many aspects still unknown. The European eel (A. anguilla) population has declined alarmingly over the past 30 years, this condition has led to questions about the long-term welfare status of this species. The objective of this thesis is to perform a histological analysis on gonad samples of European eels from 4 different lagoons of the North Adriatic at different stages of silvering and to evaluate the maturation of the gonads. For this study were captured a total of 859 wild eels from 4 different lagoons using the “lavoriero”. Subsequently the biometric parameters were collected. A total of 79 female eels were randomly selected, dissected and the gonads were removed for histological analyzes. Sections of 4 μm were cut and labeled with hematoxylin and eosin (H&E). Histological observations of germ cells, at the level of light microscopy, allowed the characterization of six steps of oocyte maturation. Valle di Comacchio is the one with the highest levels of oocyte maturation while Valle Ca Pasta has the lowest. What needs to be stressed is that eels with silver index III have an oocyte maturation nearly equal to eels at stage IV and V of silvering. Considering the results, we can affirm that eels from North Adriatic lagoons are eels with high levels of oocyte maturation accompanied by high indices of GSI values at silver stages III. The following experimental work showed that the levels of oocyte maturation are higher even at lower silver index levels. It can be hypothesized that in the case of North Adriatic eels the transition from yellow to silver eel occurs faster in relation to the high trophic availability in North Adriatic lagoons.

The concept of risk and uncertainty in project and their relationship is investigated. Early stages of complex product development projects and their specifications are analyzed It is suggested to reduce the uncertainty and risk of the project in its early development stages by making decisions between alternatives with an awareness of the risks associated with each alternative.

A number of previous research studies have examined the relationship between syntactic awareness and reading, but few training studies have been reported. In the present study, a 1 a-week training study employing an experimental design, was conducted with 34 Year 1 and 38 Year 2 children to determine whether training in syntactic awareness increased levels of syntactic awareness and reading performance. Prior to the commencement of training, all children were pretested in syntactic awareness as measured by an oral correction task, and in reading. On the basis of these tests, matched pairs of subjects were assigned to experimental and control groups at each Year level. At the conclusion of the training period all subjects were posttested in alternate forms of the same tests used at pretest. The results showed that there were no significant differences between the experimental and control groups, of either grade, at posttest, in syntactic awareness and reading performance. A significant main effect for grade was recorded in the syntactic awareness task, with the Year 2 children performing at a higher /eve/than the Year 1 children. When pretest and posttest scores in syntactic awareness and reading performance were compared, all children, whether they received training or not, improved significantly in their levels of syntactic awareness and also their levels of reading performance. It is suggested that the Improvement in syntactic awareness across all groups may have reflected the influence of the particular curriculum documents used in Western Australian schools. It is further suggested that more training studies are needed to examine the effects which different language curricula may have on the development of syntactic awareness in early readers.