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Dissertations / Theses on the topic 'Active peer'

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Published: 4 June 2021

Last updated: 11 February 2022

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1

Lima, Vinicius Gomes de. "Peer effects in active learning." reponame:Repositório Institucional do FGV, 2017. http://hdl.handle.net/10438/18273.

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This paper investigates peer effects in higher education in an environment of active learning that gives great importance for students’ interaction through group work. Our empirical strategy uses exogenous variation in group composition to estimate peer effects in different exercises. We find no evidence of peer effects in a basic linear-in-means specification considering all assigned peers. However, we find positive and statistically significant impact of peers coming from student’s same high school. We also find no evidence of peer effects with a model that takes into account student and peers’ position in the ability distribution.
Este trabalho investiga efeito de pares no ensino superior em um ambiente de active learning que dá grande importância à interação dos estudantes através do trabalho em grupo. A estratégia empírica utiliza variação exógena na composição dos grupos para estimar o efeito dos pares em diferentes exercícios. Não encontramos evidência de efeito de pares numa especificação linear-in-means básica considerando todos os pares do grupo atribuído ao aluno. Entretanto, encontramos efeito positivo e estatisticamente significante de pares que frequentaram a mesma escola de ensino médio. Não encontramos evidência de efeito de pares em um modelos que procura considerar a posição dos alunos na distribuição de habilidade.

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Yu, Tingting [Verfasser], and Peer [Akademischer Betreuer] Fischer. "Chemically active micromotors / Tingting Yu ; Betreuer: Peer Fischer." Stuttgart : Universitätsbibliothek der Universität Stuttgart, 2021. http://d-nb.info/1238076270/34.

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3

Nobre, Jéferson Campos. "Decentralized detection of violations f service level agreements using peer-to-peer technology." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/147771.

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Critical networked services established between service provider and customers are expected to operate respecting Service Level Agreements (SLAs). An interesting possibility to monitor such SLAs is using active measurement mechanisms. However, these mechanisms are expensive in terms of network devices resource consumption and also increase the network load because of the injected traffic. In addition, if the number of SLA violations in a given time is higher than the number of available measurement sessions (common place in large and complex network infrastructures), certainly some violations will be missed. The current best practice, the observation of just a subset of network destinations driven by human administrators expertise, is error prone, does not scale well, and is ineffective on dynamic network conditions. This practice can lead to SLA violations being missed, which invariably affect the performance of several applications. In the present thesis, we advocated the use of Peer-to-Peer (P2P) technology to improve the detection of SLA violations. Such use is described using principles to control active measurement mechanisms. These principles are accomplished through strategies to activate measurement sessions. In this context, the major contributions of this thesis are: i) An approach to improve the detection of SLA violations through the steering of the activation of active measurement sessions using local and remote past service level measurement results and resource utilization constraints; ii) The concept of destination rank as an approach to autonomically prioritize destinations for the activation of active measurement sessions using destination scores; iii) The concept of correlated peers to enable the autonomic provisioning of a P2P measurement overlay for the exchange of relevant active measurement results; iv) The concept of virtual measurement sessions to enable the sharing of measurement results among correlated peers in order to save network devices resources and to improve SLA monitoring coverage; v) The definition of decentralized strategies to steer the activation of active measurement sessions using P2P principles. The method used on the investigation started with the execution of literature reviews on the networkwide control of measurement mechanisms and the employment of P2P technology on network management. After that, the proposed principles to control active measurement mechanisms and the strategies to activate measurement sessions were described. Finally, experiments were performed to evaluate the performance as well as to highlight properties of such principles and strategies. The findings showed properties which improve the detection of SLA violations in terms of the number of detected violations and the adaptivity to network dynamics. We expect that such findings can lead to better SLA monitoring tools and methods.

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4

Kelly, Darrell Scott. "IDENTIFICATION AND EXAMINATION OF KEY COMPONENTS OF ACTIVE LEARNING." Wright State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=wright1482954350788861.

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5

Schramm, Carrie Diane. "How does students' participation in the in-class peer tutoring program relate to their self-efficacy beliefs in mechanics of materials?" Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Fall2009/c_schramm_111809.pdf.

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Thesis (M.S. in environmental engineering)--Washington State University, December 2009.
Title from PDF title page (viewed on Jan. 15, 2010). "Department of Civil and Environmental Engineering." Includes bibliographical references (p. 32-34).

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Kiarie, Mary Wanjiru. "The Differential Effects of Peer Tutoring and Peer Tutoring with a Group Contingency on the Spelling Performance and Disruptive Behavior of Fouth-Grade Students in a General Education Classroom." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1042554721.

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7

Roman, Kristina. "Children's ability to navigate through a streaming services such as TV4 Play." Thesis, KTH, Medieteknik och interaktionsdesign, MID, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-169931.

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Due to the increased use of Internet among children, developers have realized that digital environments need better usability, especially to give children the opportunity to handle digital interfaces on their own. This paper investigates how children handle and navigate the online streaming service TV4 Play. The aim of this study was to understand the children’s moves and actions for further development of a more child-centered site that should make it easier for them to handle. The study was based upon a Usability Evaluation Method (UEM) called Peer-Tutoring, where pairs of children cooperated and taught each other, one by one, to solve tasks based on navigation through the interface. This method was also combined with a method called Active Intervention, where questions were added to the Peer-Tutoring in order to invite the children to talk and reflect on their actions. The participants were 4-6 year old children from a preschool in Danderyd, Stockholm. The results show difficulties of navigating and understanding the structure of the site, which is closely related to children’s limited cognitive ability, for instance, adults have superior capacity to handle drag and drop compared to children. These results led to recommendations that the TV4 Play team can take into account when they optimize usability for children. For example, they should implement one-click buttons instead of drag-and-drop functions, and list the available TV shows in a horizontal overview.
På grund av den ökade användningen av Internet bland barn, har utvecklarna insett att digitala miljöer behöver bättre användbarhet, särskilt för att ge barnen möjlighet att hantera digitala gränssnitt på egen hand. Denna uppsats undersöker hur barn hanterar och navigerar på streaming tjänsten TV4 Play. Syftet med denna studie var att förstå barnens rörelser och åtgärder för vidareutveckling av en mer barncentrerade webbplats, som ska göra det lättare för dem att hantera. Studien baserades på en användbarhets utvärderingsmetod, som kallas Peer-Tutoring, där barnen i par samarbetar och lär varandra, en efter en, för att lösa uppgifter baserade på navigering via gränssnittet. Denna metod kombinerades med en metod som kallas aktivt ingripande (Active Intervention), där frågor ställdes för att bjuda in barnen till att prata och reflektera över sina handlingar. Barnen var 4-6 år gamla från en förskola i Danderyd, Stockholm. Resultaten visar svårigheterna att navigera och förstå strukturen på webbplatsen, vilket är nära relaterat till barnens begränsade kognitiva förmåga, t ex har vuxna överlägsen kapacitet att hantera dra-och-släpp jämfört med barn. Dessa resultat har lett till rekommendationer som TV4 Play teamet kan ta hänsyn till när de optimerar användbarheten för barn. Till exempel bör de implementera klickknappar istället för dra-och-släpp-funktioner och lista tillgängliga TV-program i en horisontell översikt.

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Kriz, Lauren. "Be active! An examination of social support's role in individual vs. team competition in worksite health promotion." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001764.

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9

Brown, Tamaike Mariane. "Developing and Validating Active Learning Engagement Strategies to Improve Students? Understanding of Programming and Software Engineering Concepts." Diss., North Dakota State University, 2020. https://hdl.handle.net/10365/31781.

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Introductory computer programming course is one of the fundamental courses in computer science. Students enrolled in computer science courses at the college or university have been reported to lack motivation, and engagement when learning introductory programming (CS1). Traditional classrooms with lecture-based delivery of content do not meet the needs of the students that are being exposed to programming courses for the first time. Students enrolled in first year programming courses are better served with a platform that can provide them with a self-paced learning environment, quicker feedback, easier access to information and different level of learning content/assessment that can keep them motivated and engaged. Introductory programming courses (hereafter referred to as CS1 and CS2 courses) also include students from non-STEM majors who struggle at learning basic programming concepts. Studies report that CS1 courses nationally have high dropout rates, ranging from anywhere between 30-40% on an average. Some of the reasons cited by researchers for high dropout rate are lack of resource support, motivation, lack of engagement, lack of motivation, lack of practice and feedback, and confidence. Although the interest to address these issues in computing is expanding, the dropout rate for CS1/CS2 courses remains high. The software engineering industry often believes that the academic community is missing the mark in the education of computer science students. Employers recognize that students entering the workforce directly from university training often do not have the complete set of software development skills that they will need to be productive, especially in large software development companies.

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Muhapili, Andrew Matumo. "Exploring student teachers' active learning through self-assessment, peer assessment and reflection at Rundu Campus at the University of Namibia." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79881.

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Thesis (MPhil)--Stellenbosch University, 2013.
Bibliography
Student teachers are faced with the challenge of adapting their teaching so as to accommodate active learning through self-assessment, peer assessment and reflection. The objectives of the study were therefore to explore how active learning may be enhanced through self-assessment, peer assessment and reflection. The participants in the study were second- and third-year students at Rundu Campus of the University of Namibia. The research employed a case study design with qualitative data and using a descriptive, contextual approach. Semi-structured interviews, focus-group interviews and observations were utilised to obtain data. Once consent was obtained from the relevant authorities, second- and third-year student teachers were interviewed. Ethical requirements were adhered to throughout the research process. The findings indicated that students had both positive and negative perceptions in respect of self-assessment, peer assessment and reflection in promoting their active engagement in learning. Overall, the findings of the study revealed positive signs that active learning can be enhanced by student teachers through the use of strategies such as self-assessment, peer assessment and reflection. The study also pointed to implications of the research for teacher education practices and possible future research.

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Moura, Bruna Ligabo de. "Aplicação do Peer Instruction no ensino de matemática para alunos de quinto ano do ensino fundamental." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/97/97138/tde-21112017-141058/.

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Este trabalho trata do uso do Peer Instruction como metodologia para o Ensino de Matemática no Ensino Fundamental I. Considerando como problema a dificuldade em ensinar e aprender esta disciplina, busca-se, por intermédio do Peer Instruction, desenvolver nos alunos a capacidade de aprender a aprender. O objetivo principal do trabalho é investigar o Peer Instruction, no ensino de matemática com alunos do quinto ano do Ensino Fundamental I como alternativa na construção do conhecimento matemático. O método constitui-se principalmente da interação entre os alunos com o intuito de promover a compreensão de conceitos matemáticos compatíveis com sua faixa etária. A metodologia adotada no trabalho foi basicamente constituída por questionários, que propiciaram conhecer a visão dos alunos acerca do ensino tradicional da Matemática, e de testes que permitiram avaliar o conhecimento dos alunos por meio da leitura prévia, bem como o aprendizado adquirido após a interação com os seus pares durante a aula. Os resultados quantitativos que tratam da leitura prévia, que embora não tenha atingido a totalidade dos alunos, mostram que esta atividade tem impacto positivo sobre o desempenho dos estudantes. No que tange aos resultados durante a interação em sala de aula, estes demonstraram que os alunos assimilam os conceitos com maior facilidade, bem como são capazes de participar ativamente das aulas, inclusive auxiliando os colegas com maiores dificuldades no aprendizado dos conteúdos. A aplicação do Peer Instruction demonstrou que os alunos se sentem confiantes, uma vez que eles percebem sua capacidade de aprender, e mais motivados, porque a dinâmica imposta pela metodologia ativa adotada durante as aulas desperta o interesse pelo aprendizado de Matemática e, como consequência, os alunos participam mais efetivamente das aulas. Os resultados obtidos neste trabalho sugerem que o Peer Instruction pode ser aplicado com sucesso no Ensino Fundamental I.
This work aims to deal with the use of Peer Instruction as a methodology for Teaching Mathematics in Elementary School. Considering as a problem the difficulty in teaching and learning this discipline, this work seeks for developing the ability of students learning how to learn using Peer Instruction. The main objective of the work is to investigate Peer Instruction in the teaching of mathematics with fifth year students of Elementary School as an alternative in the construction of mathematical knowledge. The method consists mainly of the interaction between the students in order to promote the understanding of mathematical concepts compatible with their age group. The methodology adopted in the study was basically made up with questionnaires, which enabled students to learn about the traditional teaching of Mathematics, and tests that allowed students to evaluate their knowledge through prior reading, as well as acquired learning after interaction with other students during classes. Although not reaching all the students, the quantitative results, which deal with previous readings, show that this activity has a positive impact on the performance of the students. Concerning the results during interaction in the classroom, they demonstrated that students assimilate concepts more easily, as well as being able to participate actively in the classes, including helping other students with greater difficulties in learning the contents. The application of the Peer Instruction demonstrated that students feel confident, once they perceive their ability in how to learn, and more motivated, because the dynamics imposed by the active methodology adopted during the classes rises their interest in learning Mathematics and, as a consequence, students participate more effectively during classes. The results obtained in this work suggest that the Peer Instruction can be successfully applied in the Elementary School.

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Bernardes, Jader. "Aplicação do método Peer Instruction na abordagem das leis de Newton no ensino médio." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2016. http://hdl.handle.net/10183/152771.

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Este trabalho teve como objetivo a elaboração de uma sequência didática em nível de Ensino Médio sobre Leis de Newton, para ser utilizada com o método de ensino Peer Instruction. (Instrução pelos Colegas). Esta sequência didática foi aplicada em quatro turmas (totalizando 118 alunos) da primeira série do Ensino Médio Técnico de uma escola pública de Novo Hamburgo – RS. A concepção de todo o material elaborado foi alicerçada na Teoria da Aprendizagem Significativa de David Paul Ausubel. As aulas foram estruturadas em sete encontros de uma hora e quarenta minutos cada um, sendo que em seis deles foi empregado o método Peer Instruction para a aprendizagem conceitual do conteúdo, intercalando-se questões envolvendo cálculos e o último encontro foi destinado à avaliação de todas as etapas do processo. A análise dos dados revela que as turmas obtiveram ganhos significativos de aprendizagem. Observou-se que as discussões entre os colegas foram proveitosas, propiciando a participação dos alunos como protagonistas do seu próprio processo de ensino-aprendizagem e levaram a um aumento do percentual de acertos das questões conceituais propostas. O retorno dado pelos alunos demonstra que a dinâmica da aula os motiva a trabalhar e os mantêm envolvidos com o trabalho por mais tempo. Conclui-se que esta sistemática pode se estender a outros conteúdos da Física, aumentando a interação entre os alunos e a reflexão crítica sobre os fenômenos que estão sendo abordados. Para a aplicação desta proposta foram elaboradas: tarefas prévias, os momentos da sequência didática e um banco de questões conceituais.
This work aimed to develop a high school level didactical sequence about Newton’s Laws of motion, suitable for use with Peer Instruction teaching method. This didactical sequence was implemented in four first grade classes (totaling 118 students) of a public technical High School in Novo Hamburgo (Brazil). The conception of all material was based on David Paul Ausubel’s Meaningful Learning Theory. The classes were organized in seven meetings of one hour and forty minutes each. The Peer Instruction method was used for conceptual learning during six of these meetings, interspersing questions involving calculations. The last meeting was dedicated to evaluate all the stages of the process. The performance analysis of the data reveals that the students obtained significant learning gains. The discussions among the students were useful, allowing the participation of students as protagonists of their own teaching-learning process and led to an increase in the percentage of correct answers to the proposed conceptual questions. The feedback given by the students demonstrates that the dynamics of the class motivates them to work and keeps them involved with the work. We can conclude that this systematics can be extended to other contents of Physics, stimulating the interaction between the students and the reflection on the phenomena that are being approached. For the application of this proposal were elaborated: previous tasks, a didactical sequence in moments and a bank of conceptual questions.

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Wünsche, Peer [Verfasser], and Michael [Akademischer Betreuer] Boutros. "Patient derived γ-retroviral integration sites reveal active gene-regulatory regions in human repopulating long-term hematopoietic stem cells / Peer Wünsche ; Betreuer: Michael Boutros." Heidelberg : Universitätsbibliothek Heidelberg, 2018. http://d-nb.info/1177149532/34.

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James, Ernest E. "Designing and implementing an encourager program to assist individuals evangelized by Willow Drive Baptist Church in Lake Jackson, Texas to become active church members." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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Sahinkayasi, Hamide. "Contributions And Challenges Of Cognitive Tools And Microteaching For Preservice Teachers&#039." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/2/12610597/index.pdf.

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This study aimed to investigate the potentials of two cognitive tools for instructional planning (Instructional Planning Self-reflective Tool, IPSRT, and Constructivist Planning Self-reflective Tool, CPSRT) and microteaching in gaining instructional planning and teaching skills for preservice teachers. The participants were 51 fourth year students in Computer Education and Instructional Technology program. The study is an action research with three main foci. The first focus of this study aimed at investigating contributions and challenges involved in the use of the cognitive tools for instructional planning with tutoring from the instructor. More specifically, to what extent the preservice teachers followed these tools during this process, the effects of these tools on preservice teachers&rsquo
self-efficacy, the perceived instrumentality regarding instructional planning, and the perceived contributions and challenges presented by these tools were focused. Both tools were introduced to the two sections, in different orders within four weeks. The data for this focus were collected by means of questionnaires, interviews and documents (lesson plans). This focus revealed that
expect for writing objectives, the participants could make instructional plans according to the IPSRT. They could also follow the CPSRT to design the instructional goal, required characteristics of learning activities and the assessment. Both tools were found to significantly increase their initial self-efficacy beliefs. They found CPSRT more flexible, while IPSRT easier and more helpful. This focus indicated that IPSRT and CPSRT can be used as supportive tools in preservice teachers&rsquo
gaining instructional planning skills. If both tools were used, it would be better to introduce IPSRT at first and then CPSRT. The second focus of this study was to explore the contributions and challenges of microteaching activities regarding preservice teachers&rsquo
instructional planning and teaching skills. The microteaching activities took eight weeks. Throughout this phase, each student planned a 20-minute microteaching with tutoring from the instructor and performed it in the classroom. The performers were formatively evaluated through a microteaching assessment form by the instructor, the teaching assistants and some preservice teachers. Then the performers made a self-reflection assignment about their microteaching performance, considering those evaluations. In the following semester, 15 participants&rsquo
perceptions about the contributions and challenges posed by microteaching activities for their instructional planning and teaching skills were obtained through interviews. More specifically, their perceptions about the microteaching planning process with tutoring, performing microteaching, formatively assessing peers&rsquo
microteaching performances, being assessed by peers, and doing self-reflection assignment were analyzed. This focus revealed that although preservice teachers perceive microteaching activities as valuable experiences, microteaching would be more beneficial if the pupils were real ones, not their class-mates. The third focus was to investigate the effects of the cognitive tools and microteaching activities on preservice teachers&rsquo
lesson planning and teaching skills in their field teaching. For this aim, 12 participants&rsquo
field teaching lesson plans and their performance assessments were analyzed. It was found that many of them preferred using the Microteaching Planning Guide and they had no difficulty in their lesson planning. As to field teaching performance, the analyses of the assessment forms showed that a majority of them performed successfully. Besides, most of them were observed not to have anxiety during field teaching. This focus showed that these cognitive tools and microteaching activities could improve preservice teachers&rsquo
self-confidence in lesson planning and teaching skills in real class environment. Considering to meeting the need for better qualified teachers, this study promised that applying these cognitive tools and microteaching model in schools of teacher education is likely to contribute to the instructional planning and teaching skills of preservice computer teachers. This study also offers suggestive implications for how to improve teaching methods courses with the two cognitive tools and microteaching, as well.

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Peter, Manuel [Verfasser]. "Active Plasmonic and Dielectric Nanoantennas / Manuel Peter." Bonn : Universitäts- und Landesbibliothek Bonn, 2017. http://d-nb.info/1149154187/34.

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Memoir, Chimwamurombe. "The influence of peer pressure on adolescent misbehaviour in schools." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1618_1360586979.

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A favourable school atmosphere, in which adolescents behave positively, is one of the greatest concerns for teachers, administrators and parents. Although there are several different pressures leading to adolescent misbehaviour at school, the most contributing factors are peer pressure and the socio-economic status of the school. As adolescents enter the school, the peer group then functions as an important socializing agent for them. As peers socialize within their different school environments, individuals are forced to conform to the practices and opinions of the group. Usually this conformity is unconstructive and clashes with the parents&rsquo
and teachers&rsquo
expectations. The aim of this study was to examine the influence of peer pressure on adolescent misbehaviour in advantaged and disadvantaged
schools. A quantitative methodological approach was used to conduct the study. The study was conducted with adolescents aged from
13 to 17 years in both advantaged and disadvantaged secondary (high) schools in Windhoek, Namibia. A sample of 300 participants was randomly stratified across the schools. The Exposure to Peer Pressure Control Scale (Allen &
Yen, 2002) and Child Behaviour Checklist
questionnaires (Achenbach &
Edelbrock, 1987) were used to collect the data. Ethical considerations were carefully considered before and during the research procedure of data collection. The reliability of the instruments was checked by means of a pilot study. The data was analysed by means of the Statistical Package for Social Sciences (SPSS) version 18 to reveal descriptive and inferential statistics. Results showed a significant positive relationship between peer pressure and adolescent misbehaviour in schools. In addition, misbehaviour was also positively predicted in both advantaged and disadvantaged schools, with disadvantaged schools being significantly more influential. When comparing peer pressure and adolescent misbehaviours in both advantaged and disadvantaged schools, adolescents in
is advantaged schools engaged significantly more in misbehaviour activities and also responded positively more to peer pressure than their counterparts in advantaged schools. Implications for further research were suggested.

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Kintigh, Monica R. "Peer Education: Building Community Through Playback Theatre Action Methods." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2230/.

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The primary purpose of this study was to use some of the action methods of playback theatre to facilitate the acquisition of knowledge through the experience of building community. The impact of action methods on group dynamics and the relationship among methods, individual perceptions, and the acquisition of knowledge were analyzed. The researcher suggested that playback theatre action methods provided a climate in which groups can improve the quality of their interactions. The Hill Interaction Matrix (HIM) formed the basis for the study's analysis of interactions. Since the researcher concluded there were significantly more interactions coded in the "power quadrant" after training, the researcher assumed that playback theatre action methods are a catalyst for keeping the focus on persons in the group, encouraging risk-taking behaviors, and producing constructive feedback between members. Based on session summaries, individual interviews, and an analysis of the Group Environment Scale (GES), the training group became more cohesive, became more expressive, promoted independence, encouraged self-discovery, and adapted in innovative ways. The experience of an interconnected community created a space where positive growth could occur. The researcher concluded that the process of community building is intricately connected with a person's ability to make meaning out of experiences. Participants in the study noted several processes by which they acquired new knowledge: (a) knowledge through internal processes, (b) knowledge through modeling, (c) knowledge through experiences, (d) knowledge through acknowledgment and application. Acknowledging and applying knowledge were behaviors identified as risk-taking, communication and active listening, acceptance of diverse cultures and opinions, and building community relations. The study suggested further research in the effects of these methods compared to other learning methods, the effects of these methods on other types of groups, the effects of the leader's relationship to the group, and the long-term effects on group dynamics.

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Mnie, Filali Imane. "Distribution multi-contenus sur Internet." Thesis, Université Côte d'Azur (ComUE), 2016. http://www.theses.fr/2016AZUR4068/document.

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Dans cette thèse, nous nous sommes intéressés aux protocoles pair-à-pair (P2P), qui représentent une solution prometteuse pour la diffusion et le partage de données à faible coût sur Internet. Nous avons mené, dans un premier temps, une étude comportementale de différents protocoles P2P pour le partage de fichier (distribution de contenus sans contrainte de temps) puis le live. Dans la première étude centréesur le partage de fichier, nous avons montré l’impact d’Hadopi sur le comportement des utilisateurs et discuté l’efficacité des protocoles en fonction du contenu et l’efficacité protocolaire, en se basant sur les choix des utilisateurs. BitTorrent s’est nettement démarqué au cours de cette étude, notamment pour les grands contenus. En ce qui concerne le live, nous nous sommes intéressés à la qualité de servicedu réseau de distribution live Sopcast, car plus de 60% des événements live diffusés en P2P le sont sur ce réseau. Notre analyse approfondie de ces deux modes de distribution nous a fait nous recentrer sur BitTorrent, qui est à la base de tous les protocoles P2P Live, et est efficace en partage de fichier et complètement open source. Dans la seconde partie de la thèse, nous avons proposé et implémenté dansun environnement contrôlé un nouveau protocole sur la base de BitTorrent avec des mécanismes protocolaires impliquant tous les pairs dans la gestion du réseau. Ces nouveaux mécanismes permettent d’augmenter l’efficacité du protocole via une meilleure diffusion, tant pour le live que le partage de fichier, de métadonnées (la pièce la plus rare) et via une méthode dite de push, par laquelle un client va envoyer du contenu aux pairs les plus dans le besoin
In this study, we focused on peer-to-peer protocols (P2P), which represent a promising solution for data dissemination and content delivery at low-cost in the Internet. We performed, initially, a behavioral study of various P2P protocols for file sharing (content distribution without time constraint) and live streaming. Concerning file sharing, we have shown the impact of Hadopi on users’ behavior and discussed the effectiveness of protocols according to content type, based on users’ choice. BitTorrent appeared as the most efficient approach during our study, especially when it comes to large content. As for streaming, we studied the quality of service of Sopcast, a live distribution network that accounts for more than 60% of P2P broadcast live events. Our in-depth analysis of these two distributionmodes led us to focus on the BitTorrent protocol because of its proven efficiency in file sharing and the fact that it is open source. In the second part of the thesis, we proposed and implemented a new protocol based on BitTorrent, in a controlled environment. The modifications that we proposed allow to increase the efficiency of the protocol through improved dissemination of metadata (the rarest piece), both for live and file sharing. An enhanced version is introduced with a push method, where nodes that lag behind receive an extra service so as to improve the overall performance

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Ma, Po-shan Cathy. "Commons-based peer production and Wikipedia social capital in action /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37848732.

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Ma, Po-shan Cathy, and 馬寶山. "Commons-based peer production and Wikipedia: social capital in action." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37848732.

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22

Forbrig, Enrico [Verfasser], Peter [Akademischer Betreuer] Hildebrandt, Peter [Gutachter] Hildebrandt, Thomas [Gutachter] Gutsmann, and Peter [Gutachter] Hegemann. "Investigation of membrane-active peptides and proteins by vibrational spectroscopy / Enrico Forbrig ; Gutachter: Peter Hildebrandt, Thomas Gutsmann, Peter Hegemann ; Betreuer: Peter Hildebrandt." Berlin : Technische Universität Berlin, 2018. http://d-nb.info/1165138891/34.

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Ao, Xue [Verfasser], and Peter [Akademischer Betreuer] Hänggi. "Active Brownian motion in a narrow channel / Xue Ao. Betreuer: Peter Hänggi." Augsburg : Universität Augsburg, 2015. http://d-nb.info/1077705034/34.

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Meacham, Jared T. "Are Physically Active College Students More Successful Academically Than Their Inactive Peers?" ScholarWorks@UNO, 2015. http://scholarworks.uno.edu/td/2099.

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This research project intended to explore the possible relationship between physical activity and academic achievement in college students. Using an anonymous online survey, data was collected over two semesters. Ten thousand currently-enrolled college students ages eighteen and older from all states and recognized territories of the United States participated. The survey gathered data concerning a student’s age, gender, race, body weight, height, geographic region of college attendance, cumulative GPA, and physical activity level. The FIT Index of Kasari was used to classify each student’s physical activity level. A quintile split by FIT score was conducted to determine if physically active students were more successful academically than their inactive peers. Univariate analysis of variance (ANOVA), independent sample t-Test, and descriptive analysis were conducted on data pertaining to secondary research questions regarding FIT scores of students in each geographical region of college attendance, gender and race. The research found no statistically significant correlation existed between academic achievement and physical activity in college students. It found that students with very low and very high physical activity levels had lower academic achievement scores than students reporting moderate physical activity. There were significant differences in FIT scores of students in the northwest, but not among students in the southwest, northeast, or southeast. Significant differences in FIT scores were found to exist between males and females and between white and non-white college students. The research found a number of significant differences between groups within the quintile split of FIT score data regarding the primary research question.

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Wong, Hoi-shan. "Peer coaching in action research as a lived practice for teacher professional development." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35684938.

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BITCHOKA, M'BISI REGINE. "Etude du charbon active pour administration per os chez les sujets intoxiques : formulation a visee hospitaliere, validation, evaluation clinique." Lille 2, 1990. http://www.theses.fr/1990LIL20689.

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Wong, Hoi-shan, and 黃愷珊. "Peer coaching in action research as a lived practice for teacher professional development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35684938.

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Johnson, Claire. "Developing inter-professional peer group clinical supervision : an action research study in healthcare." Thesis, University of Huddersfield, 2016. http://eprints.hud.ac.uk/id/eprint/29073/.

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This action research project aimed to develop inter-professional peer clinical supervision involving nurses and allied health professionals within a community health care organization. The literature revealed limited evidence regarding the development of supervisory relationships in peer group supervision and a deficiency of insider reports of interprofessional peer supervision interactions. Preparedness of practitioners and lack of protected time remain as barriers to sustainable clinical supervision. An inter-professional peer clinical supervision group (IPPCSG) was constituted via a four phase action research process. A qualitative approach was employed using a single case study design. The involvement of participants as co-inquirers reflected the participatory nature of action research. All sessions were audio-recorded and fully transcribed with data analysed using Template Analysis. A theoretical framework was developed to support the interpretation of the findings drawing on concepts of democracy and power. This action research study revealed the part played by structure and rules in securing a safe supervision space, with the incorporation of democratic principles being crucial in equalising power relationships. The study illuminates how trust developed and how supervisory relationships matured and provides detail of the transitions between functional peer supervision group roles. Valuable insights have been gained into how challenge and support are balanced when exploring decision-making and risk. The findings suggest that the different professional identities and perspectives within this group did not impinge on the development of effective supervisory transactions. Substantial common ground was revealed regarding issues brought to supervision, professional beliefs, values and experiences. The analysis suggests that processing work-generated emotion should be a core component of supervision. Learning about each other’s practice and learning how to ‘do’ clinical supervision were identified as important outcomes by co-inquirers. The analysis and interpretation of these data produced the Triple Diamond Model of Interprofessional Peer Group Supervision which may resonate with other practitioners and conveners of group clinical supervision. The evaluation of this action research study identified valuable outcomes for co-inquirers in regard to capacity building and personal development and to a lesser extent for the wider organization in contributing to the development of clinical supervision. The IPPCSG has been maintained since the conclusion of the study.

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Andersson, Jonas. "Peer-to-peer-based file-sharing beyond the dichotomy of 'downloading is theft' vs. 'information wants to be free': how Swedish file-sharers motivate their action." Thesis, Goldsmiths College (University of London), 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523114.

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This thesis aims to offer a comprehensive analysis of peer-to-peer-based file-sharing by focusing on the discourses about use, agency and motivation involved, and how they interrelate with the infrastructural properties of file-sharing. Peer-to-peer-based file-sharing is here defined as the unrestricted duplication of digitised media content between autonomous end-nodes on the Internet. It has become an extremely popular pastime, largely involving music, film, games and other media which is copied without the permission of the copyright holders. Due to its illegality, the popular understanding of the phenomenon tends to overstate its conflictual elements, framing it within a legalistic 'copyfight'. This is most markedly manifested in the dichotomised image of file-sharers as 'pirates' allegedly opposed to the entertainment industry. The thesis is an attempt to counter this dichotomy by using a more heterodox synthesis of perspectives, aiming to assimilate the phenomenon's complex intermingling of technological, infrastructural, economic and political factors. The geographic context of this study is Sweden, a country characterised by early broadband penetration and subsequently widespread unrestricted file-sharing, paralleled by a lively and well-informed public debate. This gives geographic specificity and further context to the file-sharers' own justificatory discourses, serving to highlight and problematise some principal assumptions about the phenomenon. The thesis thus serves as a geographically contained case study which will have analytical implications outside of its immediate local context, and as an inquiry into two aspects of file-sharer argumentation: the ontological understandings of digital technology and the notion of agency. These, in turn, relate to particular forms of sociality in late modernity. Although the agencies and normative forces involved are innumerable, controversies about agency tend to order themselves in a more comprehensive way, as they are appropriated discursively. The invocation to agency that is found in the justificatory discourses - both in the public debate and among individual respondents - thus allows for a more productive and critically attentive understanding of the phenomenon than previously

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Pettersson, Isak, and Filip Ros. "Utveckling av en starkt autentiserad WebRTC-prototyp." Thesis, Luleå tekniska universitet, Institutionen för system- och rymdteknik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-64271.

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Denna forskning utförs hos Tieto som hanterar IT-systemet Lifecare åt hälso- och sjukvården i ett antal regioner och län. Vårt arbete omfattar att utveckla en prototyp av en webbaserad realtidskommunikationslösning med en implementerad stark autentisering. Prototypen utvecklas för att underlätta arbetet kring en samordnad individuell planering (SIP) genom möjligheten att kunna genomföra möten på distans. Eftersom hälso- och sjukvården hanterar en stor mängd känslig information är stark autentisering ett krav på lösningen. Ett annat viktigt krav på lösningen är att den blir plattformsoberoende. I utvecklingsarbetet användes därför WebRTC som utvecklingsteknik då detta ramverk är anpassat till webbaserade realtidskommunikationslösningar vilket ger möjlighet till en stark autentisering. Ramverket WebRTC gör prototypen plattformsoberoende, då kommunikationen sker direkt över webbläsaren utan att något program är installerat. Resultatet av arbetet blev en fungerande prototyp av en WebRTC som vi skapat. Prototypen skapades utifrån teorier kring autentisering, designprinciper och WebRTC. Även data från de sammanställda intervjuerna med anställda inom sjukvården samt fallet vi tilldelats hos Tieto ligger till grund för prototypen.
This bachelor thesis is carried out at Tieto, which manages the Lifecare IT system used in healthcare in a number of counties and regions. Our work involves developing a prototype of a web-based real-time communication solution with an implemented strong authentication. The prototype is developed to facilitate the work on a coordinated individual plan (SIP) through the ability to conduct remote meetings. Because healthcare handles a large amount of sensitive information, strong authentication is a requirement for the solution. Another important requirement for the solution is that it becomes platform-independent. Therefore, in our development work, WebRTC was used as development technology, as this framework is adapted to web-based real-time communication solutions, enabling strong authentication. The WebRTC framework makes the prototype platform-independent, as communication occurs directly over the browser without the need for installed applications. The result of the work becomes a working prototype of a WebRTC that we create. The prototype is created based on theories about authentication, design principles and WebRTC. Data from the combined interviews with healthcare professionals and the case we were assigned at Tieto has also been vital for the prototype.

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Lam, Wing-sze Amy. "An action research project to explore the effects of collaborative learning on students' writing quality and their conceptions of writing." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38709259.

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Veglio, Paolo <1982&gt. "Global scale investigation of cirrus clouds properties using active and passive sensors." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2013. http://amsdottorato.unibo.it/5716/.

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A year of satellite-borne lidar CALIOP data is analyzed and statistics on occurrence and distribution of bulk properties of cirri are provided. The relationship between environmental and cloud physical parameters and the shape of the backscatter profile (BSP) is investigated. It is found that CALIOP BSP is mainly affected by cloud geometrical thickness while only minor impacts can be attributed to other quantities such as optical depth or temperature. To fit mean BSPs as functions of geometrical thickness and position within the cloud layer, polynomial functions are provided. It is demonstrated that, under realistic hypotheses, the mean BSP is linearly proportional to the IWC profile. The IWC parameterization is included into the RT-RET retrieval algorithm, that is exploited to analyze infrared radiance measurements in presence of cirrus clouds during the ECOWAR field campaign. Retrieved microphysical and optical properties of the observed cloud are used as input parameters in a forward RT simulation run over the 100-1100 cm-1 spectral interval and compared with interferometric data to test the ability of the current single scattering properties database of ice crystal to reproduce realistic optical features. Finally a global scale investigation of cirrus clouds is performed by developing a collocation algorithm that exploits satellite data from multiple sensors (AIRS, CALIOP, MODIS). The resulting data set is utilized to test a new infrared hyperspectral retrieval algorithm. Retrieval products are compared to data and in particular the cloud top height (CTH) product is considered for this purpose. A better agreement of the retrieval with the CALIOP CTH than MODIS is found, even if some cases of underestimation and overestimation are observed.

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Hansen, Darren M. "Effect of Latinos in Action Peer Tutoring on Elementary Student Oral Reading Fluency Scores." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5504.

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The Latino population is the largest minority group in the United States, making up 16.3% of the total population. As the Latino population of the US grows, the Latino student population within schools across the nation is also growing, accounting for 10.5% of the student population. While the Latino student population continues to grow, there is evidence that this group is not achieving academically at the same rate as other groups. Latino statistics in Utah showed a similar situation within public schools. Fifty-one percent of Latino fourth graders were reading below the expected levels, compared to 22% for Caucasian students. Latino student dropout rates were higher than other groups at 28%, compared to 13% for African American students and 7% for Caucasian students. Students who fail to learn to read are more likely to fail in school. One reason why Latinos graduate at a lower rate is that Latino literacy rates in the U.S. and Utah are lower than other groups. An effective literacy program was needed to assist Latino elementary school students in literacy. Latinos in Action (LIA), a secondary school tutoring program, trained Latino secondary students as tutors for Latino elementary school students. Students' progress was tracked using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) Oral Reading Fluency (ORF) measure. LIA tutored ELL students' ORF progress was compared to the ORF scores of ELL students who did not receive LIA tutoring, ELL students in Spanish dual-immersion instruction who did not receive LIA tutoring, and native English speakers who did not receive LIA tutoring or dual-immersion instruction. Results showed that LIA tutoring was not statistically more or less effective that general instruction on dual-immersion instruction for improving ORF scores for ELL students. Larger sample sizes are needed to increase the validity of this study.

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Imolesi, Casadei Luca. "Impiego di regolatori ripetitivi per il controllo di convertitori elettronici di potenza per l'interfacciamento con la rete elettrica." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2014. http://amslaurea.unibo.it/8015/.

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L’obiettivo di tesi consiste nel valutare il funzionamento di regolatori ripetitivi per il controllo di un inverter utilizzato come filtro attivo al fine di eliminare le armoniche di corrente prodotte da un carico distorcente trifase connesso in rete. È descritto lo schema di simulazione realizzato in ambiente Simulink di Matlab per poter individuare una possibile implementazione del controllo. È descritta l’attività di prototipazione rapida svolta mediante il sistema dSPACE per poter verificare sperimentalmente il funzionamento del controllo con regolatore ripetitivo su un modello di impianto reale costituito da inverter, carico distorcente e rete.

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Chan, Ka-man, and 陳家敏. "Peer assessment in mathematics lessons : an action research in an eighth grade class in Macau." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/198870.

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The examination-oriented assessment methods have been widely employed in Macau but the over-dependence on such methods may hinder students’ balanced development of mathematical proficiency (Morrison & Tang, 2002; Schoenfeld, 2007). Peer assessment may compensate the limitation of those methods by engaging students actively to assess. However, little research has focused on the implementation of peer assessment in Macau secondary school. This dissertation reports a study which implemented a five-step peer assessment in an eighth grade mathematics lesson in Macau based on Ploegh at al.’s (2009) and Tillema et al.’s (2011) frameworks, in which the quality criteria are taken into account for revising the procedures. 16 students participated in three action cycles and the action plan was modified to explore how the changes to the peer assessment may influence students’ learning and students’ views towards the implementation of peer assessment. The results show that it is effective to establish a formative peer assessment to promote students’ mathematical learning in Macau by adopting the frameworks. The students in general held positive attitude towards the implementation of the peer assessment. They regarded it as a fair assessment, appreciated the extra opportunity to discuss mathematics, and treated it as a way to collect more feedback on their strength and weakness. Peer assessment also served as a learning activity which helped them gain deeper understanding of mathematics. It was found that students’ involvement in the setting of the assessment criteria, making judgment and writing narrative feedback improved students’ use of mathematical language to express their ideas. Providing more opportunities to judge and discuss mathematical problems also fostered the development of their mathematical proficiency. This study also reveals that asking peers for feedback and discussion about the feedback is an efficient way to develop students’ adaptive reasoning. The students’ change of performance in the action cycles also suggests that peer assessment has the potential to help the students access higher level of development in their zone of proximal development (ZPD) and balance the role of authority in mathematics classroom.
published_or_final_version
Education
Master
Master of Education

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Hendricks, Farah. "A participatory action research approach to engaging peer educators in the prevention of teenage pregnancy." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/16011.

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The phenomenon of teenage pregnancy among school-going youth is on the increase in South Africa, despite the existence of a number of intervention programmes. Although both curricular and co-curricular awareness programmes targeting this phenomenon are currently employed within South African schools, these programmes have patently not met with much success, since the problem remains acute. It was the question why these programmes are not succeeding in alleviating the problem that prompted my interest in undertaking this study. Based on literature that suggests that those programmes that are successful in reaching the youth are designed through participatory processes, rather than being designed by outside experts, my thesis proposes that prevention programmes that are designed and implemented by the youth for the youth may be more successful in helping them to make healthy decisions in terms of their sexual behaviour. This study attempted to engage youth in a participatory way in identifying and exploring their perceptions of teenage pregnancy and using the knowledge thus gained to design, implement and evaluate prevention strategies in their school. The study is informed by social learning theory and adopted a participatory action research (PAR) design, which is located in a critical paradigm. I purposefully recruited twenty-four youths (14 females and 10 males) to participate. The primary research question that guided this study was: “How can peer educators be engaged to create prevention strategies to reduce teenage pregnancy and its impacts?” The following sub-questions were identified from the primary research question: What do learners themselves know feel and experience with regard to the causes and effects of teenage pregnancy How might a participatory methodology help learners to create relevant and contextualised strategies for addressing teenage pregnancy? How can such strategies be implemented in a school system? What recommendations could be made for addressing teenage pregnancy in a contextualised way? The research was conducted in two cycles. In Cycle One, data was generated through two focus group discussions, led by a young researcher from the community to encourage openness and honesty. In addition through snowball sampling, six teenage mothers and two teenage fathers agreed to be interviewed individually. The same questions were asked in the two discussions and the individual interviews, namely: “What do you know, feel and think about teenage pregnancy?” In the first cycle, I responded to my first sub-research question. Interviews, drawings and focus group discussions were used to generate data. Three themes emerged from the data to provide insight into how the youth at the school perceived the phenomenon of teenage pregnancy. The findings from this cycle revealed certain tensions between what youth said they needed and what adults, such as teachers and parents, thought they needed to know. The participating teenagers regarded themselves as sexual beings, while the adults in their sphere of influence preached abstinence, moralised or merely cited the facts, without entering into any discussion of how young people could deal with social pressures and better protect themselves against unplanned pregnancy. The participating youth were clearly aware of how to prevent pregnancy, but the social barriers to using condoms or contraceptive pills were a stumbling block. They possessed knowledge of the potential consequences of risky behaviour, but this did not stop them from engaging in such behaviour. In the second cycle of the research, the participants used the findings of the first cycle to develop prevention messages and strategies to convey these messages to their peers. They used participatory visual methods to accomplish this. The findings from this cycle revealed that a peer education approach helped participants to increase maturity in sexual decision-making, had a positive effect on the learning and acquisition of new skills, and improved critical thinking relating to sexuality. The study also had a positive impact on other learners’ knowledge and the attitudes displayed by both learners and teachers, and also led to improvements in school policies related to sexuality education. It is contended that the study contributed important theoretical and methodological insights. Knowledge generated from the study could make a contribution to the field of sexuality education and how it should be approached in schools, particularly in communities facing social and economic adversity. The methodological contribution of this study provided guidelines and theory on how participatory action research and participatory methods can be implemented in schools to enable youth to influence change in their schools, not only regarding teenage pregnancy, but also other social issues.

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AZEVEDO, Guilherme. "Elementos e processos da montagem na arte pernambucana: a obra de Montez Magno." Universidade Federal de Pernambuco, 2015. https://repositorio.ufpe.br/handle/123456789/18309.

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Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2017-02-14T11:47:18Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Guilherme Azevedo_Dissertação_Design_UFPE.pdf: 4203782 bytes, checksum: e79062bfc7eb5faa75f6f7399e93bf20 (MD5)
Made available in DSpace on 2017-02-14T11:47:18Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Guilherme Azevedo_Dissertação_Design_UFPE.pdf: 4203782 bytes, checksum: e79062bfc7eb5faa75f6f7399e93bf20 (MD5) Previous issue date: 2015-10-23
CNPq
O presente estudo de caso discute os reflexos da técnica da montagem vanguardista, tal como Peter Bürger teorizou, e a sua aplicabilidade na produção artística de Montez Magno. Segundo Bürger, principal teórico da vanguarda, a montagem teria sido a técnica por meio da qual artistas do princípio do século XX intencionaram o fim da instituição arte e, por conseguinte, o fim da autonomia da arte e seu retorno à práxis vital. Em Pernambuco, Montez Magno, que iniciara seus trabalhos em 1957, posterior aos anos de maior influência da vanguarda europeia, refletia, a seu modo, os preceitos defendidos pelos artistas europeus que se propagavam pelo mundo inteiro. Esta dissertação utiliza como base para seu referencial teórico o livro Teoria da Vanguarda, de Peter Bürger, e analisa cinco obras de Montez Magno, selecionadas, a saber: Caixas (1967), Conservas (1972), a Série Mondrian (1994), Catedral (2001) e a Série Buchas (2015). A pesquisa, de abordagem qualitativa, se propõe a investigar as semelhanças e as diferenças da arte de Montez com a vanguarda europeia a partir do debate sobre o grau de aderência da montagem realizada pelo artista àquela empregada e preconizada pelos artistas da vanguarda na Europa. O trabalho sugere uma ambiguidade na obra do artista, pois o mesmo apresenta características que ora o aproximam e ora o distanciam dos ideais vanguardistas, e expõe as principais diferenças valendo-se do que foi chamado de Contemplação Ativa, um objetivo do artista na produção de sua arte. Um traço marcante nas obras analisadas que resultavam na tentativa de Montez Magno em atingir o interior daquele a quem se destina a sua obra.
This case study discusses the technique of reflections of avant-garde assembly, as Peter Bürger theorized, and its applicability in artistic production of Montez Magno. According to Bürger, the main theorist of the avant-garde, the assembly would have been the technique through which artists of the early twentieth century aimed the end of art as an institution and therefore the end of the autonomy of art and his return to life praxis. In Pernambuco, Montez Magno, which started his work in 1957, after the years of greatest influence of European avant-garde, reflected in its own way, the precepts defended by European artists who propagated worldwide. This work uses as a basis for their theoretical reference, the book Theory of Avant-Garde, by Peter Bürger, and analyzes five works of Montez Magno, selected from 588 observed, namely: Caixas (1967), Conservas (1972), Mondrian Series (1994 ), Catedral (2001) and Buchas Series (2015). The research with a qualitative approach is suposed to investigate the similarities and differences of Montez Magno Art with the European avant-garde from the debate on the state of the appication degree of the assembly made by Moontez Magno and that one helded and defended by the artists of the avant-garde in Europe. The work suggests an ambiguity in the artist's work, because it has characteristics that sometimes approaches and sometimes apart it from the ideal avant-garde, and outlines main differences making use of what was called Active Contemplation, a goal of the artist in his Art production. A striking feature in the analyzed works that resulted in an attempt of Montez Magno to reach the interior of the one whom is his work to.

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Bourdin, Philippe-André [Verfasser], Hardi [Akademischer Betreuer] Peter, and Wolfgang [Akademischer Betreuer] Glatzel. "Observationally driven 3D MHD model of the solar corona above a magnetically active region / Philippe-André Bourdin. Gutachter: Hardi Peter ; Wolfgang Glatzel. Betreuer: Hardi Peter." Göttingen : Niedersächsische Staats- und Universitätsbibliothek Göttingen, 2014. http://d-nb.info/1054191670/34.

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Streig, Ashley. "High Resolution Timing and Style of Coseismic Deformation: Paleoseismic Studies on the Northern and Southern San Andreas Fault." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18379.

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Critical inputs to evaluate fault behavior models include the frequency of large earthquakes on plate boundary faults, amount of displacement, style of deformation in these events, and how these earthquakes are associated with adjacent sites and broader segments. Paleoseismic data provide these inputs and allow the characterization of hazard posed by individual faults. This dissertation presents results from paleoseismic studies at Hazel Dell and Frazier Mountain that provide new earthquake chronologies and slip estimates for the San Andreas Fault (SAF). These data provide new insights into the recurrence and style of coseismic deformation for surface rupturing earthquakes on the SAF. The Hazel Dell site provides the first definitive paleoseismic evidence of two pre-1906, 19th century earthquakes on the Santa Cruz Mountains section of the SAF. I correlate these paleoseismic findings with the historic record of ground shaking associated with earthquakes in that period and combine the style of deformation in the last 3 events at the site with results from nearby paleoseismic sites to estimate earthquake rupture lengths and magnitudes for these early historic events. These findings increase the frequency of historic surface rupturing earthquakes on the northern SAF three-fold. At the Frazier Mountain site, on the southern SAF, I mapped deformation across a releasing step on the fault for the last five surface rupturing earthquakes to estimate deformation per-event. I compare the geometry and amount of vertical relief generated across the step-over by retrodeforming 3D surfaces interpolated from paleoseismic data step-wise for stratigraphic units deformed by each of those earthquakes. I find that structural relief is similar in four of the last five events, so slip on the fault must be within the same range for these earthquakes to generate approximately equivalent structural relief across the step-over. These results suggest displacement on the fault is comparable at the Frazier Mountain site for the last 4 events, including deformation resulting from 4-5 m lateral displacements in the historic M 7.9 1857 earthquake. This dissertation includes previously published and unpublished coauthored material. Supplemental file Plate A includes additional trench logs for the Hazel Dell site, presented in Chapters II and III.

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40

Thüroff, Florian Peter [Verfasser], and Erwin [Akademischer Betreuer] Frey. "Collective motion in active matter : from microscopic models to macroscopic dynamics / Florian Peter Thüroff. Betreuer: Erwin Frey." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2014. http://d-nb.info/1080122400/34.

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41

Jenvén, Hélène. "Utsatta elevers maktlöshet : en studie om elevers sociala samvaro som förbättringsarbete i åk 8-9." Doctoral thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-55048.

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The aim of the thesis is to examine how everyday social interactions and relations in a school class in years 8-9 are experienced by pupils and teachers and how they can be understood and improved. The research design is an action research approach and is carried out as a case study involving four teachers and 24 pupils. Four issues are formulated and the teachers and the researcher together suggest how certain problems might be solved, which in turn directs the action process over the period of three school terms. Analytical concepts are used to map and understand pupils’ everyday social relations in terms of peer groups, positions and norms. Eriksson’s (2001) sociological theory on bullying is used to analyze and explain the complexity of a case of bullying. Defined dominating norms that appear to guide the pupils’ social interactions are: (1) You should make room for yourself, be visible and heard, (2) you should have many friends and (3) you should look down on those who study. The everyday social relations are affected by the pupils’ positioning and by the groupings that are formed in the class. Crystalized groups that emerge in the study are: (1) those who make a lot of noise and take up a lot of room, (2) those who study, (3) pupils who are frequently absent, (4) those who feel uncomfortable and (5) those who are outside (a marginalized group). In addition to these findings, three dominating norms among the teachers emerge. These norms guide and affect how the teachers act and think when victimized pupils and their situations are discussed. Teachers’ dominating norms seem to prevail in situations where some pupils are victimized by other pupils in the class. This in turn could contribute to various kinds of moral disengagement on the part of the teachers when dealing with victimizing acts among pupils. From the perspective of the victimized pupils, such a way of acting could be understood as teachers, in their role as “security guarantors”, are unable to prevent the powerlessness of victimized pupils.

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42

Hammill, Nicki. "Pupils as researchers and respondents : a participatory action research study exploring the experiences of peer mentors." Thesis, University of Sheffield, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.616947.

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43

Joswig, Petra [Verfasser], and Peter Anselm [Akademischer Betreuer] Riedl. "Abstrakter Expressionismus: "Nature into Action" / Petra Joswig ; Betreuer: Peter Anselm Riedl." Heidelberg : arthistoricum.net, 2003. http://d-nb.info/1204834466/34.

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44

Veto, Peter [Verfasser], and Anna [Akademischer Betreuer] Schubö. "The connection between action and perception / Peter Veto ; Betreuer: Anna Schubö." Marburg : Philipps-Universität Marburg, 2018. http://d-nb.info/1169312225/34.

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45

Zehetmaier, Peter Markus [Verfasser], and Dina [Akademischer Betreuer] Fattakhova-Rohlfing. "Solvothermal tert-butanol syntheses of electrochemically active multinary metal oxide nanomorphologies / Peter Markus Zehetmaier ; Betreuer: Dina Fattakhova-Rohlfing." München : Universitätsbibliothek der Ludwig-Maximilians-Universität, 2019. http://d-nb.info/1208625845/34.

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46

Wanner, Brigitte. "Children's perceived control about friendship and action regulation in friendship relationships in the context of peer status." [S.l. : s.n.], 2003. http://www.diss.fu-berlin.de/2003/18/index.html.

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47

Borisov, Christine. "The experience and perceived benefits of students with intellectual disabilities acting as tutors : an interpretative phenomenological analysis." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115991.

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This study investigated the reported benefits of adolescent students with an intellectual disability as tutors or teacher assistants in physical education. The personal experience and meaning of five young leaders with an intellectual disability was reported by means of an interview, video activity, picture activity, and field observations. An interpretative phenomenological analysis (IPA) was used. The analysis revealed different combinations of benefits for each participant. All participants expressed positive affects from helping. Four participants identified pride and accomplishment and connectedness. Three participants demonstrated career ambitions and self-identity. Two participants addressed responsibility towards others, being a role model, and modification of behavior. One student addressed altruism as a benefit. The young leaders' experiences were discussed in terms of their roles (Allen & Feldman, 1976), role theory (Thomas & Biddle, 1966), previous tutoring literature, and Hellison's responsibility model (2003).

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48

Todini, Giulio <1979&gt. "A new snowfall detection algorithm for high latitude regions based on a combination of active and passive sensors." Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2008. http://amsdottorato.unibo.it/982/.

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Precipitation retrieval over high latitudes, particularly snowfall retrieval over ice and snow, using satellite-based passive microwave spectrometers, is currently an unsolved problem. The challenge results from the large variability of microwave emissivity spectra for snow and ice surfaces, which can mimic, to some degree, the spectral characteristics of snowfall. This work focuses on the investigation of a new snowfall detection algorithm specific for high latitude regions, based on a combination of active and passive sensors able to discriminate between snowing and non snowing areas. The space-borne Cloud Profiling Radar (on CloudSat), the Advanced Microwave Sensor units A and B (on NOAA-16) and the infrared spectrometer MODIS (on AQUA) have been co-located for 365 days, from October 1st 2006 to September 30th, 2007. CloudSat products have been used as truth to calibrate and validate all the proposed algorithms. The methodological approach followed can be summarised into two different steps. In a first step, an empirical search for a threshold, aimed at discriminating the case of no snow, was performed, following Kongoli et al. [2003]. This single-channel approach has not produced appropriate results, a more statistically sound approach was attempted. Two different techniques, which allow to compute the probability above and below a Brightness Temperature (BT) threshold, have been used on the available data. The first technique is based upon a Logistic Distribution to represent the probability of Snow given the predictors. The second technique, defined Bayesian Multivariate Binary Predictor (BMBP), is a fully Bayesian technique not requiring any hypothesis on the shape of the probabilistic model (such as for instance the Logistic), which only requires the estimation of the BT thresholds. The results obtained show that both methods proposed are able to discriminate snowing and non snowing condition over the Polar regions with a probability of correct detection larger than 0.5, highlighting the importance of a multispectral approach.

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Mati, Shepherd Ayanda. "Critical theory, adult learning and a 'xenophobia': a critical perspective on Umoja wa Afrika's human rights peer education programme." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7522_1367480641.

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The impact of global migration on local contexts has spawned new issues and a range of social responses. These include the emergence of &lsquo
xenophobia&rsquo
in the terrain of discrimination and
the subsequent development of popular educational responses to this. As part of popular educational responses, adult education programmes have assumed an important role in changing
people&rsquo
s attitudes. This long research paper presents a critical analysis of how a human rights and counter-xenophobia peer educators&rsquo
programme enables young adults to develop a critical consciousness about human rights and &lsquo
xenophobia&rsquo
. The research focused on learning materials, course content, training methodology and processes of a three-day human rights and counter- xenophobia workshop held by Umoja wa Afrika, a local non-governmental organization, in March/April 2007 at Goedgedacht, just outside Cape Town. The research was based on qualitative
methodology which included an exploration of relevant literature, interviews with participants and facilitators, as well as the researcher&rsquo
s critical reflections. The research was located within a
critical theory framework in the field of adult
learning, and drew from the work of Paulo Freire (1970) and Stephen Brookfield(2005).
The key finding of the study is that the experience of the
workshop enabled participants to develop a critical awareness - but not necessarily a critical understanding of human rights and &lsquo
xenophobia&rsquo
. The participants identified specific factors that
contributed to such awareness. These included the diverse composition of participants, the &lsquo
accompanying&rsquo
facilitation style, and the interactive training methodology. This study makes a
contribution to understanding human rights peer education in the South African context and the extent to which such provision could enable participants to develop a critical understanding of
human rights and xenophobia. This study is an attempt to make an original contribution in this area. As such it adds to literature in applied critical methodology.

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50

Neiens, Silva Denise [Verfasser], Martin [Akademischer Betreuer] Steinhaus, Peter [Gutachter] Schieberle, and Martin [Gutachter] Steinhaus. "Odor-Active Compounds in German Flavor Hop Varieties / Silva Denise Neiens ; Gutachter: Peter Schieberle, Martin Steinhaus ; Betreuer: Martin Steinhaus." München : Universitätsbibliothek der TU München, 2019. http://d-nb.info/1189815591/34.

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