Dissertations / Theses: 'Lecturer performance'

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Mitchell-Kamalie, Lilian. "Successful information literacy through librarian-lecturer collaboration." Thesis, University of the Western Cape, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_1002_1352791157.

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This study supports the need for information literacy training for first year or new incoming Community and Health Science (CHS) students at the University of the Western Cape (UWC) and describes the use of a collaborative framework for integrating information literacy into the undergraduate studentsÊ¹ curriculum and for assessing the results. The Collaborative Information Literacy Model (CILM) provided the guidelines for a more structured and fuller collaboration between the librarian and the lecturer responsible for the first year Physiotherapy students. The collaborative partnership employed strategies to teach information literacy competencies which were significantly more satisfactory with the studentsÊ¹ abilities to successfully complete a research term paper. The process of integration began with developing learning outcomes, an information literacy program, exercises and an assessment instrument for evaluating student performance. Also emphasized is the on-going exchange of expertise between the librarian and the lecturer to enhance library-related components in the design of the program.

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Bidgood, Lee. "“Improvisations” Lecture Recital." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1094.

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Perrin, Jean-Luc. "Evaluer la lecture électronique : une approche multidimensionnelle." Thesis, Paris 8, 2015. http://www.theses.fr/2015PA080024/document.

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Le but de cette thèse est de proposer des méthodes pour pouvoir évaluer les performances durant la lecture sur support électronique, afin de pouvoir comparer plusieurs dispositifs d’affichage. Des tests permettant d’effectuer des mesures de performances de manière répétée ont été construits pour chacune des dimensions classiques de la lecture électronique : visibilité (test de caractérisation psychométrique), lisibilité (identification de lettres, décision lexicale, vitesse de lecture de phrases générées automatiquement) et compréhension (mesure de la mémorisation et des inférences pendant la lecture de textes générés automatiquement). Au-delà de ces dimensions classiques, nous avons réalisé deux études pour examiner le lien entre la lecture sur support électronique et la posture des utilisateurs. La première montre qu’une posture pouvant être engendrée par l’utilisation de tablette (inclinaison latérale de tête) n’affecte pas la performance de lecture. La seconde étude posturale montre l’effet de la difficulté d’un texte sur la distance à l’écran pendant l’utilisation d’une liseuse électronique ; les sujets se rapprochent de l’écran lorsque leur niveau d’attention augmente. L’ensemble des tests développés et une mesure de posture ont été regroupés dans une batterie de tests visant à quantifier la performance de lecture associée à un support donné ; l’indicateur résultant étant appelé « Quotient de Lecture Electronique ». Cet indicateur a été calculé pour un écran d’ordinateur, un vidéoprojecteur et une tablette. Les résultats expérimentaux montrent que les tests permettent de comparer les supports, notamment en termes de visibilité et de lisibilité The aim of this thesis is to offer methods of evaluating performance during digital reading, in order to be able to compare different display devices. Tests were developed allowing repeated measurements for classic measures of digital reading: visibility (psychometric characterization), readability (letter identification, lexical decision, reading speed on automatically generated sentences) and comprehension (memorization and inference measurement while reading automatically generated texts). Beyond these classic dimensions, we also conducted two studies in order to examine the link between digital reading and the posture adopted by the device users. The first revealed that a tablet-use-related posture (lateral head tilt) does not affect reading performance. The second postural study demonstrated the effect of text difficulty on eye-screen distance during the use of an e-reader. Subjects approached the screen as their attentional level increased. The constructed tests and a postural measure were aggregated into a battery of tests permitting the evaluation of reading performance associated with a device. The resulting indicator is called the “Digital Reading Quotient”. This indicator has been computed for a computer screen, a projector and a tablet. The experimental results show that these tests can be used in order to compare different devices, especially in terms of visibility and readability

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Ladnar, Daniel. "The lecture performance : contexts of lecturing and performing." Thesis, Aberystwyth University, 2014. http://hdl.handle.net/2160/2fe1aceb-2458-4f32-90e0-9b3caed4982d.

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In recent years, the lecture performance has emerged as an important format in Contemporary performance practice. Lecture performances incorporate elements of both the academic lecture and of artistic performance. They function simultaneously as meta-lectures and as meta-performances, and as such challenge established ideas about the production of knowledge and meaning in each of the forms to which they refer. The thesis includes detailed case studies of works by Chris Burden, Wagner-Feigl-Forschung, Jerome Bel, Rabih Mroue, Andrea Fraser, Xavier Le Roy, geheimagentur, Joseph Beuys, Hannah Hurtzig and Joshua Sofaer. As a hybrid format, the lecture performance always participates in more than one context. The thesis approaches the lecture performance by analysing its participation in these different contexts: contexts of lecturing – both in the university and outside of established sites of knowledge production – and contexts of performing – which include the contexts of both contemporary artistic performance and of performance history. The scope is then extended to include an analysis of further contexts that the lecture performance both establishes and participates in: contexts of making and watching performance – here, the thesis investigates the relation between artists and spectators established in lecture performances and the processes of recontextualisation that occur between live performance, documentation, and the rearticulation of documentation in a live event; contexts of addressing and instituting – here, the thesis explores how lecture performances negotiate their situation towards different institutional contexts, and how they aim to establish different kinds of publics through various ways of addressing their audiences; and finally, contexts of assembling and disseminating – here, the thesis examines how lecture performances and related forms engage with a discursive context that transcends the frame of the singular event. Finally, all of these contexts are revisited in relation to the lecture performance 'Would Joseph Beuys have used PowerPoint®' which is included on a DVD.

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Jacobsz, Johannes Marthinus. "Riglyne vir die effektiewe assessering van dosente in hoër onderwys binne die nasionale kwalifikasieraamwerk / Johannes Marthinus Jacobsz." Thesis, Potchefstroom University for Christian Higher Education, 2003. http://hdl.handle.net/10394/10414.

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This study focuses on the composition of guidelines for the effective assessment of lecturers - hence the emphasis is on the principle that assessment may be regarded as indispensable for professional development and for making a meaningful contribution towards ensuring quality in the context of the National Qualification framework. To this end a literature study was firstly undertaken regarding the nature of and criteria for effective assessment. The literature indicated that a variety of changes took place in South Africa since 1994, amongst others in the area of education, training and development. There have been numerous debates about this on stages and in political council halls, schools, colleges, technikons, universities, the press and the general workplace. Often the debates also centred on the low levels of competence and performance of workers in South Africa. Sometimes even the abilities, competence and performance levels of graduates and diplomandi have been questioned. In the context of these doubts people started investigating the role played by higher education, and more specifically lecturers, in ensuring that competent human resources leave the higher education environment for the professional world. As a result the purposeful assessment of lecturers has been identified as imperative. Furthermore, certain important factors that may influence the nature of and criteria for assessment, are discussed in this study. These include, amongst others, issues such as the education and training system, outcomes-based education and training, competence, knowledge escalation, the assessment of competence arid performance, the professional development of the lecturer, the concept assessment, the relation between assessment and ensuring quality, Bloom's taxonomy, different assessment instruments, the management of quality and the appointment of lecturers. The assessment of lecturers is viewed from a development-oriented perspective, where the focus is on continuous assessment that may be beneficial for individual, professional and organisational development. It is shown that a variety of qualitative and quantitative assessment instruments may be optimalised during formative as well as summative assessment, with which the training, needs, abilities, skills, competencies, capacity and performance of lecturers may be determined. The assessment of lecturers is regarded as a contributing factor in delivering and ensuring quality. It is also shown that the process should be undertaken in a managerial manner in order to continuously promote quality. Thereupon a discussion of assessment practices follows. In this discussion the focus is on the roles of lecturers in government-supported higher education institutions. The discussion is guided by the context which is determined by the implementation of the principles of the National Qualification Framework. A number of actors are identified who are directly or indirectly involved in the assessment of lecturers' competencies, outputs and performance in the higher education environment. It is also indicated that the implementation of the National Qualification Framework is guided by a number of legislations of which government-supported higher education institutions must give account in the performing of their tasks and functions. From literature it is clear that countries like the United Kingdom, the USA, Australia and New Zealand use assessment practices to ensure quality in the higher education environment. The role of the lecturer in that process is highlighted, and it is indicated that the assessment of the lecturer is indirectly addressed in the process. An empirical study was performed to establish, in the first instance, whether lecturers have been subjected to effective and appropriate training regarding the implementation of the National Qualification Framework. The second objective of the empirical study was to identify the implications of the assessment of lecturers attached to government-subsidised or public higher education institutions for all stakeholders. It is found in this study that a distinction should be made between the competence and performance assessment of lecturers. In addition it is indicated that the competence certification of lecturers must be regarded as imperative in order to facilitate performance-oriented functioning in the higher education environment. It is also found that lecturers must to a large extent cope with the process of giving account of all the new legislations and resulting expectations - sometimes under great pressure and amidst uncertainty and insufficient competence levels because of inadequate training, assessment and feedback. As a result lecturers do not experience the implementation of the National Qualification Framework as effective. In order to accommodate the changed and changing environment of the higher education sector, a conceptual model is composed to serve as a guide for the assessment of lecturers. In this model it is indicated that systems being developed for the assessment of lecturers should make provision for and account for a variety of factors, such as quality, primary and secondary actors, legislation, and the abilities, skills, competencies, capacity and performance levels of lecturers, assessment instruments, proactive, reactive, formative, summative, qualitative and quantitative assessment interventions. The synchronization and purposeful structuring of these factors may make a contribution towards creating a context which is beneficial to the professional development of the lecturer and consequently to performance in the higher education system. Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003

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Ngo, Boumkouo II Ngo Koukouma Suzanne Solange. "Évaluation des qualités métrologiques de l'outil d'évaluation destiné à évaluer la compétence à "lire et apprécier des textes variés" en français au secondaire." Master's thesis, Université Laval, 2017. http://hdl.handle.net/20.500.11794/28040.

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L’objectif du présent mémoire consiste à évaluer les qualités métrologiques de l’outil d’évaluation formative destiné à évaluer la compétence à lire et apprécier des textes variés en français au secondaire Québécois. À cet effet, un outil d’évaluation comportant treize items a été élaboré et testé auprès de six cents deux ( n = 602 ) élèves du premier cycle du secondaire de quatre commissions scolaires des régions de Québec, Portneuf et Shawinigan. Il ressort des analyses que sur les treize items composant l’outil d’évaluation, douze possèdent un pouvoir discriminant et un niveau de facilité acceptable et méritent d’être conservés dans l’outil. Un item possède un niveau de discrimination jugé non acceptable et devrait, par conséquent, être revu, notamment la grille d’évaluation. Ces résultats démontrent que le test d’évaluation formative élaboré est prometteur compte tenu de des qualités métrologiques qu’il a démontrées. The purpose of this study is to evaluate the measurement characteristics of the formative assessment tool whose objective is to assess the competence to read and understand a variety of french texts in Quebec secondary school. For this purpose, an assessment tool consisting of thirteen items has been developed and a test of this tool has been conducted among six hundred and two (n = 602) students of the first cycle of secondary school in four school boards of the regions of Quebec City, Portneuf and Shawinigan. The analysis show that twelve out of the thirteen items of the assessment tool, have an acceptable discrimination parameter and an acceptable level of ease and should be kept in the tool. An item has a level of discrimination found not acceptable and should therefore be reviewed, including the evaluation grid. These results demonstrate that the formative assessment tool developed is promising considering measurement characteristics it has shown.

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Pasquet, Frédéric. "Fonctionnement et dysfonctionnements de la lecture au collège." Tours, 2007. http://www.theses.fr/2007TOUR2017.

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La persistance d'un taux important d'illettrisme à l'âge adulte justifie que l'on s'interroge encore sur les acquisitions linguistiques antérieures. Les performances linguistiques des collégiens pourraient résulter, sous l'influence des sollicitations environnementales, d'équilibres fonctionnels entre contraintes éventuelles et compensations potentielles. Nous distinguons différents profils de lecteurs pour analyser l'hétérogeneité linguistique persistant chez nombre d'élèves. La discussion envisage la prépondérance des effets de contexte sur le fonctionnement linguistique des élèves et éclairent la compréhension de leurs difficultés scolaires. L'approche proposée, à mi-chemin entre le soin et la pédagogie, semble adaptée à l'analyse des performances linguistiques en milieu scolaire. Elle offre des perspectives de formation des enseignants et permet d'élaborer des actions d'aide aux élèves présentant des fragilités linguistiques, en questionnant le rôle de l'école The important illiteracy rate a the adulthood justifies the continuation of former linguistic acquisitions studies, in particular those which relate to adolescence. Linguistic performances of junior high school students could result, under the influence of environmental requests, of functional balances between possible constraints and potential compensations. We distinguish different reading profiles to analyze linguistic heterogeneity persisting at this age. The discussion of the results considers the preponderance of socio-environmental and teaching contexts on linguistic performances and clarify the comprehension of school failure. Between care and pedagogy, the approach and the tools suggested could be adapted to the analysis of linguistic performances variability in scholl context. They allow prospects for secondary schoolteachers training and actions of assistance with the students showing persistent linguistics disabilities, by questioning, however, the role of schooling

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Adams, Amanda. "In person : authorship, performance and the nineteenth-century transatlantic lecture tour /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1404352431&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (Ph. D.)--University of Oregon, 2007. Typescript. Includes vita and abstract. Includes bibliographical references (leaves 189-198). Also available for download via the World Wide Web; free to University of Oregon users.

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Bonjour, Emmanuelle. "Performances en lecture et profils de lecteurs à l'entrée au collège." Rennes 2, 2004. http://www.theses.fr/2004REN20043.

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Cette étude a pour objectif de caractériser les niveaux de maîtrise en lecture des élèves entrant en sixième. Elle a été réalisée grâce aux données recueillies, en septembre 1997, auprès d'un échantillon de 2594 élèves, par la Direction de l'Evaluation et de la Prospective (Ministère de l'Education Nationale), à partir de l'épreuve d'évaluation nationale en français et d'une épreuve d'évaluation en lecture. Un échantillon de 52 étudiants a également été soumis à l'épreuve d'évaluation en lecture. L'analyse des données met en évidence d'importantes différences interindividuelles chez les lecteurs de sixième. Parmi eux, 29 % s'avèrent être de bons lecteurs mais n'atteignent pas, toutefois, l'efficience en lecture des étudiants. L'élève entrant en sixième ne peut donc être considéré comme un lecteur expert. Dix pour cent, en revanche, cumulent d'importantes difficultés en lecture et un faible niveau de compréhension des textes écrits This study was aimed to specify the reading levels at the beginning of secondary school. It uses data collected in September 1997 by "la Direction de l'Evaluation et de la Prospective" (Ministère de l'Education Nationale) based upon the national evaluation of French language proficiency and a reading evaluation test with 2594 sixth grade pupils. A sample of 52 adult students skilled readers also took the reading evaluation. The analysis showed important individual differences within the sixth graders sample. Out of them, 29 % are good readers but lack the reading proficiency of the adult readers. Upon entering sixth grade, the pupil cannot therefore be considered a skilled reader. However, 10 % of these pupils have both major reading difficulties and a low level of reading comprehension

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Koorts, A. S. "Performance indicators in higher education teaching and learning : imperatives for lecturers." Journal for New Generation Sciences, Vol 3, Issue 2: Central University of Technology, Free State, Bloemfontein, 2005. http://hdl.handle.net/11462/479.

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Published Article Quality assurance at higher education institutions involves more than a mere establishment of bodies (CHE, HEQ) to oversee the process. Without a selfdriven approach towards quality assurance, institutions will hardly get the cooperation and/or motivation to implement it successfully. Institutions need to establish mechanisms and procedures to self-assess their effectiveness on a continuous basis where the emphasis falls more on accountability at all levels (academic and professional staff, students and management) than on improvement. Quality assurance mechanisms and procedures should be designed to serve a positive purpose in furthering the interest of the university, its staff and its students in their teaching and learning.

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Hamilton, Alix. "The viola works of Benjamin Dale: A contextual study two Lecture-Recitals -and- An exegesis." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/2018.

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This study makes a re-evaluation of the music of Benjamin Dale through a contextual investigation of his works for viola. Dale belonged to an eminent pre-war league of British composers studying at the Royal Academy of Music under the keen Wagnerian Frederick Corder. Analysis is employed to interrogate the ‘Wagnerian’ aspects of Dale’s musical language through an application of contemporaneous understandings of Wagner demonstrated in Corder’s English writings. Consideration is given to the extent that these associations factored into Dale’s subsequent post-war neglect. Dale’s late-romantic idiom and associated performance practices (including vibrato, portamenti, idiosyncratic fingerings, and bowings) are demonstrated through two lecture recitals, which also underscore the importance of Dale’s collaboration with leading violist Lionel Tertis.

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Clancy, Eoin M. "Factors affecting the environmental performance of a naturally ventilated lecture theatre." Thesis, De Montfort University, 2000. http://hdl.handle.net/2086/4206.

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Postlethwaite, Rosa. "Exploring the field of autotopography through live art practice : The frieze, The anatomy lecture theatre and The security hut." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/12963.

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Includes bibliographical references. This paper presents: The Frieze, The Anatomy Lecture Theatre and The Security Hut as outcomes of my practice-based research project into strategies of making autotopographical performance. Departing from Gonzalez’s theory of autotopography (1995), which focuses on objects belonging to individuals that are seen to signify their identity, and drawing on Heddon’s (2002; 2008), Bal’s (2002) and Arlander’s (2012) subsequent discussions around the term, I unpack the process of making live art performances in response to a site. During the process of making I examined the relationships between the material landscape, my processes of memory and my sense-of-self.

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Vance, David Nathaniel. "Song sets by Beethoven, Berg, and Lutoslawski| Transcriptions for trombone and piano within a lecture recital." Thesis, The University of North Carolina at Greensboro, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708191.

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I. Solo Recital: Sunday, April 28, 2013, 7:30 p.m., UNCG Recital Hall. Sonata Concertante, (Walter Hartley); Romanza Appassionata , (Carl Maria von Weber); Ballade for Bass Clarinet, (Eugène Bozza); Sonatine, pour Trombone et Piano (Jacques Castérède); Cinq melodies de Venise, op. 58 (Gabriel Fauré). II. Solo Recital: Sunday, March 2, 2014, 3:30 p.m., UNCG Recital Hall. Red Dragonfly, (Amy Riebs Mills); Sieben frühe Lieder , (Alban Berg); Capriccio da camera, Op. 35 (Bernhard Krol). III. Solo Recital: Sunday, November 16, 2014, 1:30 p.m., UNCG Recital Hall. Fanfare, (John Kenny); Sonata, for trombone and piano (Eric Ewazen); Fünf Lieder, (Witold Lutoslawski); Fandango, for trumpet, trombone and piano, (Joseph Turrin). IV. Lecture Recital: Friday, February 27, 2015, 3:30 p.m., UNCG Organ Hall. Drei Gesänge von Goethe, "Mit einem gemalten Band," (Ludwig von Beethoven); Sieben frühe Lieder, "Die Nachtigall," (Alban Berg); Fünf Lieder, "Dzwony cerkiewne," (Witold Lutoslawski). V. D.M.A. Recital Document. SONG SETS BY BEETHOVEN, BERG, AND LUTOSLAWSKI: TRANSCRIPTIONS FOR TROMBONE AND PIANO WITHIN A LECTURE RECITAL. The purpose of this project was to transcribe and adapt idiomatic songs for the trombone and present the songs in a lecture recital that demonstrated the efficacy of the vocal works as literature for the trombone. The song sets chosen for this project represent three different periods of music composition, from Romantic to mid-twentieth century. The Romantic song set of Drei Gesänge von Goethe by Ludwig von Beethoven was chosen to best display the melodic and vocal quality of the trombone. Sieben frühe Lieder by Alban Berg was chosen to demonstrate the chromatic capability of the trombone as a melodic instrument. The tonal and dynamic ranges of the trombone, as well as its rhythmic and articulation abilities were exercised in Fünf Lieder by Witold Lutoslawski.

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Haro, Carol. "Traitement des classes lexicales lors de la lecture et de la compréhension de textes." Poitiers, 2006. http://www.theses.fr/2006POIT5001.

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Cette recherche s'inscrit dans le cadre du traitement des classes lexicales lors de la lecture et de la compréhension de textes, avec comme point de départ, le traitement des items lexicaux : items de la Classe Ouverte (CO) et de la Classe Fermée (CF). Quatre hypothèses explicatives de l'effet d'omissions de lettre (Healy, 1976) mettant en évidence des omissions plus importantes pour les lettres cibles appartenant aux items de la CF, ont été proposées. Cependant, une analyse plus détaillée de la littérature met en évidence une utilisation abusive d'une catégorie de la CF (les articles) qui pourrait expliquer ce phénomène puisqu'ils ne sont pas représentatifs de cette classe lexicale. L'objectif de ce travail était, d'une part de répliquer les résultats de la littérature, mais, cette fois en langue française, et, d'autre part, d'étudier plus en détail les items de la CF. Les résultats de nos cinq expériences, utilisant les tâches de barrage de lettres, mettent en évidence l'effet d'omissions de lettre classique quand les items utilisés sont majoritairement des articles. Cependant, lorsque les items de la CF sont plus variés, particulièrement avec l'utilisation de pronoms, cet effet disparaît. Les résultats montrent également une non homogénéité de la CF (e. G. , traitement différent entre articles et pronoms et les conservent en mémoire pour la suite du traitement. Par conséquent, la détection de la lettre bien qu'influencée par la classe lexicale et la fréquence des items contenant la lettre cible, serait plus à même d'être expliquée par des aspects syntaxiques et grammaticaux. Nous proposons donc notre propre hypothèse grammaticale mettant au premier plan le rôle grammatical de l'item au sein de la phrase et sa relation au groupe verbal : les mots qui assignent ou qui reçoivent un Cas Abstrait font l'objet de moins d'omisssions que les mots qui ne sont pas impliqués dans une relation casuelle (qui n'assignent pas et qui ne reçoivent pas de Cas) The framework of this study relates to the processing of lexical classes during reading and comprehension, where the starting point lies in the processing of the following lexical items : Open and Closed Classes (OC and CC). Four hypotheses of the missing-letter effect were proposed in order to explain the more important omissions of the target letters pertaining to the CC. However, a more detailed analysis of the literature shows an abusive use of one of the CC categories, notably, the articles. A reason for this fact is explained by the articles not being representatives of this lexical class. The purpose of this study was to verify if the results from the literature could be replicated in French language, and to examine in detail the items of CC. The results of five experiments using tasks of stopping letters show that the classic "missing-letter effect" takes place when the items used are mostly articles. However, when items of the CC are varied more, particularly with the uses of pronouns, such effect disappears. The results also show a non homogeneity of the CC (for example, processing is different between the articles and the pronouns, but equivalent between different pronouns). This last point is also supported by an on-line experiment suggesting that participants treat correctly the pronouns and store them in memory for further processing. Consequently, although the detection of the letter is influenced by lexical class and frequency of the items containing target letter, it would be better explained by syntactic and grammatical aspects. Thus, we propose our own grammatical hypothesis that puts forward a grammatical role of the item in the sentence and its relation with the verbal group : the words which are assigned or receive an Abstract Case are less affected by omissions than the words that are not involved in the casual relation (that do not assign and receive a Case)

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Molina, Garcia Erika Natalia. "Phénoménologie du toucher : lectures éthiques de paradigmes discontinus." Thesis, Toulouse 2, 2018. http://dante.univ-tlse2.fr/id/eprint/9307.

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Le toucher est non seulement le sens qui nous permet d’apprécier les formes et les textures, mais aussi celui qui nous permet de sentir la tendresse d’une caresse ou la violence d’un coup. C’est lui qui nous permet de sentir la température et la douleur, l’équilibre et la position de notre corps, la sensation de démangeaison, les chatouillements, les vibrations, et l’excitation sexuelle. Depuis quelques années, les recherches sur le toucher fleurissent dans les plus divers domaines et elles sont unanimes à dire qu’il s’agit d’un facteur crucial de notre vie et notre santé : pour la coopération interhumaine, l’endurance de la douleur, l’empathie, la compassion et le soin que nous pouvons prendre de nous-mêmes et des autres.À partir d’une scénarisation de la tradition philosophique occidentale en termes d’opposition entre continuisme et discontinuisme, nous réinterprétons la méthode phénoménologique, par une radicalisation du sens de son outil (l’épochè), pour la mettre au service de l’analyse du phénomène du toucher.Dans ce contexte, nos travaux sont présentés dans deux dualités, liées :D’un côté, ils se déploient autour de deux axes thématiques principales, le discontinuisme (auto-thématisation) et le toucher (thématisation).D’un autre côté, ils se déroulent dans deux corps textuels distincts, un corps purement philosophique et un corps philo-performatique, qui s’entrecoupent et visent ainsi à performer dans l’écriture du texte elle-même, la discontinuité pour laquelle la thèse entière réclame une grande utilité et importance philosophiques.Ainsi, non seulement par leur contenu, mais aussi par la matérialité de leur forme (par coupure, par discontinuation, par redermification et remise en contact des fragments textuels), ces travaux veulent diffracter les thématisations usuelles du toucher, pour pouvoir les accueillir toutes au sein d’une nouvelle phénoménologie Phenomenology of touch. Ethical readings on discontinuous paradigms.Touch is not only the sense that allows us to appreciate shapes and textures. It is also the sense that allows us to feel the tenderness of a caress or the violence of a punch. It allows us to feel temperature and pain, balance and the position of our body, feelings of itching and tickling, vibrations and sexual arousal. In recent years, research on touch has blossomed in the most diverse fields, and these works are unanimous in saying that touch is a crucial factor in our lives and on our health: interhuman cooperations, pain endurance, empathy, compassion and care are all touch depending activities.Starting from a scenarisation of Western philosophy in terms of opposition between continuism and discontinuism, we reinterpret the phenomenological method, by a radicalization of the meaning of its tool (epoche), to put it at service of the analysis of touch phenomena.In this context, our work is presented in a double duality:On the one hand, it unfolds around two main thematic axes, discontinuity (self-thematization) and touch (thematization).On the other hand, it takes the shape of two distinct textual bodies, a purely philosophical one and a philo-performatic one, which intersect and thus aim to perform in the writing of the text itself, the discontinuity for which the whole thesis claims great philosophical utility and importance : not only by their content, but also by the materiality of their form itself (by discontinuation, redermification and bringing into contact the textual fragments), these works want to diffract the usual thematizations of touch, to be able to welcome them all within a new phenomenology

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Dobbs, Tammy J. "Discrete Trial Instruction| Comparing the Abbreviated Performance Feedback and Lecture Test Models." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646869.

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Growing media attention and a high diagnosis rate of autism places significant demand on the service industry to provide qualified staff to work with individuals who have autism. Discrete trial instruction (DTI) is one of the most sought-after treatment approaches for those individuals. However, there is a gap in research regarding the efficacy of training methods for those who train direct staff to implement DTI. This quantitative study used an applied behavior analysis basis, deriving from foundations of behavior theory, to compare the abbreviated feedback form (AFF) to the lecture test model (LTM) to understand which will improve direct staff's ability to implement DTI more efficiently from baseline. The AFF provided for trainees a list of skills to implement tasks that have multiple steps. The LTM provided trainees a lecture of skills to understand basic applied behavior analysis, autism, and DTI. Four participating staff's baseline and training data were analyzed by comparing their scores to the set criterion from the AFF. The data were analyzed by both the program supervisor and the researcher, with inter-observer agreement reached. Using a single-subject, AB design, data demonstrated that staff who were trained using the AFF had significant improvement from baseline, compared to staff trained using the LTM. Supervisors who use the AFF to more efficiently and rapidly train staff may decrease the time gap between service recommendation and implementation, making needed treatment more readily available and efficacious to children diagnosed with autism. Improvements in staff skill set will likely have a direct correlation on the improvements and long term outcomes for those being treated.

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Dobbs, Tammy J. "Discrete Trial Instruction: Comparing the Abbreviated Performance Feedback and Lecture Test Models." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1174.

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Growing media attention and a high diagnosis rate of autism places significant demand on the service industry to provide qualified staff to work with individuals who have autism. Discrete trial instruction (DTI) is one of the most sought-after treatment approaches for those individuals. However, there is a gap in research regarding the efficacy of training methods for those who train direct staff to implement DTI. This quantitative study used an applied behavior analysis basis, deriving from foundations of behavior theory, to compare the abbreviated feedback form (AFF) to the lecture test model (LTM) to understand which will improve direct staff's ability to implement DTI more efficiently from baseline. The AFF provided for trainees a list of skills to implement tasks that have multiple steps. The LTM provided trainees a lecture of skills to understand basic applied behavior analysis, autism, and DTI. Four participating staff's baseline and training data were analyzed by comparing their scores to the set criterion from the AFF. The data were analyzed by both the program supervisor and the researcher, with inter-observer agreement reached. Using a single-subject, AB design, data demonstrated that staff who were trained using the AFF had significant improvement from baseline, compared to staff trained using the LTM. Supervisors who use the AFF to more efficiently and rapidly train staff may decrease the time gap between service recommendation and implementation, making needed treatment more readily available and efficacious to children diagnosed with autism. Improvements in staff skill set will likely have a direct correlation on the improvements and long term outcomes for those being treated.

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Foucambert, Denis. "Syntaxe, vision parafovéale et processus de lecture : contribution du modèle structural à la pédagogie." Grenoble 2, 2003. http://www.theses.fr/2003GRE29040.

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Cette thèse s'articule autour du modèle structural de lecture dans lequel la structure syntaxique de la phrase, élaborée immédiatement, guide l'intégration des unités sémantiques. Au cours de la première partie, nous examinons cette prégnance de la syntaxe par l'apport des études de linguistique, de la perception visuelle, des modèles de compréhension et des observations neurophysiologiques du cerveau. Dans notre seconde partie, nous présentons plusieurs résultats expérimentaux obtenus chez des lecteurs adultes et lettrés. En premier lieu, nous montrons que les structures syntaxiques construites par le lecteur peuvent s'étendre jusqu'aux syntagmes flexionnels ; en second lieu, que la création du squelette syntaxique de la phrase résulte à la fois du traitement de la vision parafovéale et de la connaissance implicite des règles syntaxiques. Enfin, nous montrons que la qualité de compréhension en lecture est significativement associée à l'habileté syntaxique. Notre dernière partie met en évidence l'apparition, au cours du cycle 2 de l'école primaire de cette habileté syntaxique. Nous y montrons également qu'un entraînement d'élèves de 5ème de collège, spécifiquement centré sur la reconnaissance des mots organisant la syntaxe et sur le repérage des structures syntaxiques par la vison parafovéale, améliore leur compréhension en lecture.

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Lebrun, Monique. "Vers un modèle intégré des critères de compréhension en lecture au collégial." Doctoral thesis, Université Laval, 1987. http://hdl.handle.net/20.500.11794/29245.

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Pereira, Paulo. "Optimisation d'un système de lecture automatique de chèques." Rouen, 1999. http://www.theses.fr/1999ROUES005.

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Les travaux décrits dans ce document se rapportent à l'optimisation et l'évaluation de performances dans le contexte de la lecture automatique de chèques. Le premier chapitre replace d'abord le contexte de la lecture automatique de chèques dans le contexte plus global de la lecture automatique de documents, puis présente l'application cible (le système Lirecheques) à la fois sous ses aspects algorithmique, logiciel et matériel. Le deuxième chapitre décrit la notion d'optimisation d'un système informatique et les différentes mesures de performance liées a la lecture automatique de chèques. Les travaux d'optimisation sont développes dans les troisième et quatrième chapitres. Le troisième chapitre regroupe les méthodes développées pour l'amélioration des performances en lecture automatique de chèques : l'introduction de la dynamique entre les confiances pour améliorer l'auto-évaluation de la lecture automatique et l'implémentation d'un module d'analyse syntaxique/contextuelle afin d’améliorer les résultats de la chaîne de reconnaissance du montant numérique. Le quatrième chapitre décrit les méthodes développées pour l'optimisation du comportement mémoire : l'amélioration de l'utilisation du cache mémoire et l'optimisation de l'occupation mémoire. Notre approche consiste à générer une trace des références à la mémoire durant l'exécution afin d'obtenir les informations utiles pour l'analyse et l'optimisation du comportement mémoire. Cette trace est obtenue grâce à une méthode originale fondée sur une instrumentation du programme cible au niveau du code source. Toutes ces méthodes ont été validées expérimentalement sur des ensembles de données réelles et statistiquement significatifs. Elles ont trouvé comme support applicatif, le système industriel de lecture automatique de chèques, Lirecheques.

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Urista, Audrey I. "Modified lecture approaches and their impact to improve student understanding and performance in science." Montana State University, 2011. http://etd.lib.montana.edu/etd/2011/urista/UristaA0811.pdf.

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In this investigation modality strategies were implemented in lectures with the purpose of improving student engagement and learning in their individual work. Lecture activities were differentiated according to three different learning styles, visual, auditory, and kinesthetic. The lectures were divided into two types, which were traditional and lectures including modality strategies. Though performance and summative assessments showed some improvement following the treatment, students demonstrated and expressed more positive attitudes toward both visual and hands on activities.

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Marcel, Linda Aneha. "A lecture performance at Bergen Community College to promote community awareness of local composers /." Access Digital Full Text version, 1994. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11625971.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1994. Includes tables. Typescript; issued also on microfilm. Sponsor: Robert Pace. Dissertation Committee: Lenore Pogonowski. Includes bibliographical references (127-132).

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Pennington, Randy Keith, and Randy Keith Pennington. "The choral conductor and acoustics: implications of research for choral/orchestral seating arrangements, especially as adapted to a performance of A.L. Weber's Requiem at Trinity Presbyterian Church in Tucson, Arizona." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/624852.

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Most choral conductors, at some point in their career, will be faced with the prospect of performing a composition that utilizes both voices and instruments. There is a considerable amount of material to turn to for assistance in the areas of gesture, instrumental conducting terminology, and suggestions for improving communication with a group of instrumentalists. However, very little information is available to help determine proper placement of the musicians for performance. This aspect is critical since one of the major difficulties in dealing with instruments and voices is achieving a dynamic balance between the two forces. Too often the method of obtaining an acceptable balance is limited to the conductor imploring the orchestra to play as soft as possible and the chorus to sing louder. Frequently, especially in large choral/orchestral performances, subtle nuances which have been carefully rehearsed seem to either be disregarded or sacrificed during the performance. The purpose of this study is to provide the choral conductor with information on seating arrangements, acoustical properties of voices, instruments and architecture, and demonstrate how, utilizing this material, a seating arrangement for Trinity Presbyterian Church in Tucson, Arizona was designed. It is hoped that this study will provide information which will assist the conductor in making knowledgeable decisions concerning the placement of musicians toward a more satisfactory dynamic balance.

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Street, Paul. "What a performance! : recognising performing arts skills in the delivery of lectures in higher education." Thesis, University of Greenwich, 2006. http://gala.gre.ac.uk/6313/.

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This thesis has investigated the notion that lecturing has similarities to acting and in doing so has empirically tested the work of Tauber and Mester (1994). Their model proposes that if teachers use the elements of acting, animated voice and body, space, humour, suspense and surprise, props and role play, within a class, they will promote student interest, attention and positive attitudes towards learning. This study aims to investigate this model against the backdrop of higher education in one School of Health and Social Care in the United Kingdom. Results from this two-phase mixed method study with 81 lecturers and 62 students, suggested that students in a lecture could identify if the lecturer was enthusiastic, confident or not confident via the verbal and non-verbal cues he/she presented. It was also clear the lecturers were not seen to be credible unless they were able to appear knowledgeable about their subject area and had the skills to communicate that knowledge when delivering a lecture. Both lecturer and students showed high levels of agreement with Tauber and Mester’s (1994) model suggesting that elements of acting do enhance both the lecturer’s ability to deliver a lecture in a confident manner and the effectiveness of the lecturer. Conclusions indicated that these lecturers assumed a persona when lecturing, which was different from that displayed in other parts of their professional life. This occurred, particularly, but not exclusively, when they were nervous. The data concluded that these lecturers went through a process of assuming and maintaining this persona before and during a lecture using the elements of acting proposed by Tauber and Mester (1994). This thesis offers a development of Tauber and Mester’s (1994) work that integrates this process of persona adoption into the model’s elements of acting.

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Ingle, Marc H. "An Experimental Comparison of Student Performance in a Web-based Versus a Lecture-based Classroom." NSUWorks, 1999. http://nsuworks.nova.edu/gscis_etd/600.

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Like many of the innovative technologies of the twentieth century, the Internet and its associated applications have been hailed as potentially significant contributors to improving an educational system that has evolved little during the past century and a half. The phenomenal growth of the World Wide Web (WWW) has spurred interest in using it to deliver educational services. In the United States, educational institutions have committed large resources to the use of a Web-based Information System (WIS) to facilitate learning and teaching. However, these commitments are justified primarily on the basis of the non-instructional benefits of the distance model (i.e., increased access, reduction of social bias, efficient utilization of scarce resources such as domain expertise and money, etc.). Little experimental evidence exists to support the premise that instruction using a WIS is comparable to that achieved through traditional methods. This dissertation compared the effectiveness of Web-based andragogy to traditional methods by observing the performance of students learning using both environments. Control and test groups were selected randomly from a population of students enrolled in a computer literacy course. The control group participated in a course delivered traditionally (e.g., through lecture) while the test group participated in a course whose content was delivered using a WIS. The two versions of the course were alike in every respect (e.g., course content, assignments, expected learning outcomes, instructor, methods of assessment, grading criteria, etc.) except for the delivery method used. An examination, consisting of a comprehensive set of questions covering the course's subject material, was used in a pre-test post-test experimental design to determine the increase in learning each student achieved during the course. An empirical measure of student performance was calculated by taking the difference between each student's pretest and post-test examination scores. In addition, students completed separate pre-test and post-test questionnaires, which identified demographic, environmental, and course design characteristics. Correlation and regression analysis techniques were used to discover the nature and strength of relationships between these characteristics and student performance.

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Borg, Olivier. "Evaluation des performances de lecture à partir d'un affichage fixé à la tête au cours de la marche : mise en évidence d'effets délétères des mécanismes de stabilisation du regard." Thesis, Aix-Marseille, 2016. http://www.theses.fr/2016AIXM4064/document.

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Le système visuel humain exhibe une configuration retino-corticale qui confère à seulement une petite région centrale de la rétine (i.e., la fovéa) une haute spécialisation dans la perception des détails spatiaux fins. Ainsi, l’information visuelle nécessite d’être stabilisée sur cette région au cours de mouvements de tête engendrés par des activités telles que la marche. Des mécanismes de stabilisation du regard ont été rapportés comme compensant les mouvements de translation et de rotation de la tête caractéristiques de la marche par des mouvements réflexes de tête et d’yeux, permettant ainsi une stabilisation efficace de l’image rétinienne d’une cible visuelle fixée dans l’environnement. Néanmoins, lorsque la cible visuelle est fixée à la tête, comme lors de la prise d’information à partir de lunettes informatives, ces mêmes mécanismes pourraient engendrer des perturbations sur les performances visuelles puisqu’alors stabiliser l’image de la cible nécessite que les yeux ne bougent pas dans leur orbite. L’objectif de ces travaux de thèse a été de réaliser une évaluation fonctionnelle des performances visuelles au cours de la marche lorsque la cible visuelle est fixée à la tête. Deux études préliminaires (Etudes 1 et 2) nous ont permis de concevoir une méthode d’évaluation fonctionnelle basée sur la lecture d’informations numériques de temps, favorisant l’étude des limitations sensorielles de la lecture. Ces études nous ont par ailleurs permis d’obtenir de nouvelles connaissances sur la psychophysique de lecture des informations numériques de temps. En combinant notre méthode d’évaluation fonctionnelle avec l’analyse du mouvement de la tête (VICON) et des yeux (EOG) (Etude 3), nous avons montré que pendant la marche des performances optimales de lecture sont assurées par des mécanismes de stabilisation du regard qui compensent efficacement les mouvements de tête induits par l’activité en maintenant, dans une gamme fonctionnelle (2,7°/s-6,3°/s), le glissement rétinien de l’image d’une cible stationnaire affichée dans l’environnement. Nous avons également montré que lorsque l’information est présentée dans un affichage fixé à la tête, ces mêmes mécanismes de stabilisation du regard produisent un glissement rétinien trop important (13,7°/s) pendant la marche, au lieu de le réduire, aboutissant à une diminution des performances de lecture pour la plus grande taille visuelle de caractères testée (5°), mais surtout pour les plus petites tailles (0,2°-0,3°), que nous avons attribuée à une perte d’acuité visuelle. Nous en avons conclu que les mécanismes de stabilisation du regard, qui normalement permettent aux performances visuelles d’être maintenues au cours de l’activité physique, produisent des effets délétères sur les performances de lecture lorsque l’information est présentée à partir d’un affichage fixé à la tête. Les résultats de ces travaux ont permis l’élaboration de règles de conception des IHM visuelles, notamment celles de lunettes informatives, adaptées aux propriétés du système visuel humain The human visual system exhibits a retino-cortical configuration that confers to only a small central region of the retina (i.e., the fovea) a high specialization in the perception of fine spatial details. Thus, visual information needs to be stabilized in this area during head movements caused by activities such as walking. Gaze stabilization mechanisms have been reported as compensating the movements of translation and rotation of the head characteristic of walking by reflex movements of the head and eyes, thus allowing effective stabilization of the retinal image of a visual target fixed in the environment. However, when the visual target is attached to the head, as when the information is read from “informative glasses”, these mechanisms could lead to disturbances in visual performance since stabilizing the image of the target requires that the eyes do not move in their orbits. The aim of this thesis work was to perform a functional evaluation of visual performance during walking when the visual target is attached to the head. Two preliminary studies (Studies 1 and 2) enabled us to design a method of functional evaluation based on the reading of numerical time information, furthering the study of sensory reading limitations. These studies also allowed us to obtain new knowledge about the psychophisics of reading numerical time information. By combining our functional evaluation method with the movement analysis of the head (VICON) and eyes (EOG) (Study 3), we showed that during walking optimal reading performance is ensured by gaze stabilization mechanisms that effectively compensate for head movements induced by the activity, by maintaining retinal slip within a functional range of 2.7°/s-6.3°/s for a stationary target in the environment. We also showed that when the information is presented on a display attached to the head, these same gaze stabilization mechanisms produce an excessive retinal slip (13.7°/s) during walking, instead of reducing it, resulting in a decrease in reading performance for the larger (5°), but especially for the smaller (0.2°-0.3°) visual character size tested, which we attributed to a loss of visual acuity. We concluded that the gaze stabilization mechanisms, which normally allow visual performance to be maintained during physical activity, produce deleterious effects on reading performance when the information is presented from a display attached to the head. The results of this work allowed the development of visual HMI design rules, including those for “informative glasses” adapted to the human visual system properties

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Papaix, Caroline. "Optimisation des performances des mémoires EEPROM embarquées." Montpellier 2, 2002. http://www.theses.fr/2002MON20098.

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Flores, Teresa. "Extended program notes for lecture/recital : the expansion of percussive writing in modern day wind ensemble repertoire." FIU Digital Commons, 2006. http://digitalcommons.fiu.edu/etd/3596.

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The purpose of the lecture/recital was to demonstrate how pioneering composers such as Vincent Persichetti, Karel Husa, Joseph Schwantner, Michael Colgrass, and David Maslanka helped create the modem day wind ensemble percussion section. The Lecture/Recital consisted of a demonstration of extended techniques used in each of these composers’ works for wind ensemble, which enabled the composers to add different colors and timbres to the music. The lecture also included illustrations of possible setups and the number of percussion instruments utilized for each composition. A performance of various excerpts from each work concluded the lecture/recital.

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Ellison, Renai. "Communication theory vs. performance skills : how do Rowan public speaking professors weave both into class lectures? /." Full text available online, 2007. http://www.lib.rowan.edu/find/theses.

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Malenfant, Nathalie. "Examen de la contribution des habiletés de traitement temporel à la performance en lecture durant l'enfance." Thesis, Université Laval, 2009. http://www.theses.ulaval.ca/2009/26113/26113.pdf.

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Sarr, Rachel. "Entraînement à la fluence de lecture à l’école primaire : recherche sur les effets et les déterminants de la performance." Thesis, Paris 10, 2019. http://www.theses.fr/2019PA100080.

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Cette thèse vise à dégager les effets et les déterminants de la performance à la suite d’un entraînement en fluence de lecture du CP au CM2 à l’école primaire. Sur un échantillon de 88 sujets répartis sur trois groupes scolaires situés dans le Morbihan, en Bretagne, en 2018, 65 d’entre eux se sont entraînés à la méthode de lecture lue, répétée, chronométrée et guidée à haute voix pendant 32 séances étalées sur 8 semaines de 4 jours. La problématique d’un trop grand nombre d’élèves en difficulté de lecture présentant un décodage à la fois lent, laborieux et imprécis ainsi qu’une prosodie et un accès au sens déficitaires, a fait surgir des hypothèses de travail du côté des effets de la performance. L’atelier de fluence améliorerait la vitesse, la précision, la prosodie, la compréhension de phrase et de texte. On observerait aussi un rendement plus élevé en lecture silencieuse. Du côté des facteurs explicatifs de la difficulté ou de la réussite, on s’orienterait vers une interaction entre les processus de bas niveau et de haut niveau en lecture-compréhension, le contexte socio-éducatif et les multiples variables liées à l’apprenant et à l’enseignant. En tenant compte du maintien de la plasticité cérébrale à vie et de la théorie incrémentielle de l’intelligence qui stipule l’amélioration du rendement par l’effort, on avance que l’impact du pédagogue sur les apprentissages notamment précoces constitue le levier le plus significatif de la performance. Les apports de la linguistique, de la sociologie, de la médecine, de la psychologie, de l’éducation et des neurosciences cognitives, affectives et sociales enrichissent le dispositif « classique » de fluence. Ils facilitent la transposition didactique dans tous les domaines disciplinaires et transversaux de l’école primaire This thesis aims to identify the effects and determinants of performance following CP fluency training at primary school. Out of a sample of 88 subjects spread over three schools located in Morbihan, Brittany, in 2018, 65 of them trained in the reading method which was read, repeated, timed and guided aloud during 32 sessions over an 8-week, 4-day period. The problem of too many pupils with reading difficulties, with a decoding that is both slow, laborious and imprecise, as well as a prosody and an access to the sense of deficit, has given rise to working hypotheses on the side of the effects of the performance. Fluence workshops would improve speed, accuracy, prosody, comprehension of sentences and text. One would also observe a higher performance in silent reading. On the side of the factors that explain the difficulty or the success, we would move towards an interaction between the low-level and high-level reading-comprehension processes, the socio-educational context and the multiple variables related to the learner and to the teacher. Taking into account the maintenance of lifelong brain plasticity and the incremental theory of intelligence that stipulates improving performance through effort, it is argued that the impact of the pedagogue on learning, particularly early learning, is the most significant lever for performance. The contributions of linguistics, sociology, medical sciences, psychology, neuroscience in education and cognitive, affective and social neuroscience enrich the "classical" fluence device. They facilitate the didactic transposition well beyond reading, even in all disciplinary and transversal fields of primary school

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Ryan, William J. "Comparison of Student Performance and Attitude in a Lecture Class to Student Performance and Attitude in a Telecourse and a Web-based Class." NSUWorks, 2001. http://nsuworks.nova.edu/gscis_etd/814.

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Increasing numbers of students are returning to school and choosing alternatives to the lecture method of instruction. Using technology to reach students is a solution colleges and universities are evaluating and implementing with the goal of increasing enrollment and reducing the cost of instruction. This research examines the impact two technology-based delivery systems have on the student's learning experience compared with an equivalent classroom-based instructional method. Academic institutions are being asked to respond to the rapid changes faced by the communities they serve especially as current workers return to join new students in obtaining knowledge and skills needed in today's workplace. The key technology of today's economy is based on access to instruction; however, the data is limited in describing the characteristics of distant learners and the effectiveness of tele courses and web-based instructional systems compared to the lecture-based system. This research is a qualitative and quantitative study that examined and evaluated traditional lecture-based, tele course, and web-based instructional delivery systems during an academic year. The hypothesis of this research is that there is no significant difference between the three instructional delivery systems in terms of performance, measured by a pre-test and overall final course grade, and attitude measured by survey response. The research project is based on a quasi-experimental design with three key factors. The first factor is the instructional delivery system (lecture class, telecourse, and web-based), the second factor is gender, and the third factor is age. For this study the students were defined as either traditional age (under the age of 22) or non-traditional age (22 years and older). This research provides data to the educational community that indicates student performance is not impacted by their choice of a telecourse or a web-based section. There was no significant difference in the final course grades in these two forms of distance learning delivery systems when compared to final course grades earned by students in the traditional lecture class during the academic year. The results will provide academic and administrative teams with additional data to assist in the implementation of appropriate instructional delivery systems. This research can provide institutions with facts that will allow them to utilize technology-based delivery systems confident that students will not be negatively impacted when compared to conventional teaching/learning methods.

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Monti, Francesca. "Lighting of University lecture halls:a Design Proposal for Palazzo Malvezzi - Campeggi." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amslaurea.unibo.it/21143/.

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Many university lecture halls in Bologna are based inside historic buildings and noble palaces, not designed for students as they are built for a different purpose. The daylight contribution in the rooms is usually not sufficient to satisfy the requirements for school premises; moreover, artificial lighting mainly consists in lamps with high consumption and low performances. Under these conditions the student's visual comfort is not optimal. The following work is based on the open site analysis about the state of art of some university classrooms and their led re-design. The case studies are the lecture halls of Palazzo Malvezzi-Campeggi in Bologna, including the two noble halls on the main floor and the Aula Magna. It has been possible to interact with the acoustic component, not treated here, developing an integrated project able to meet the needs of both parties. The classrooms were qualified through simulations with lighting design software, in accordance with EN 12464, analyzing the daylight factor and the visual comfort parameters.

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Faour, Ghada Awada. "Instructional strategies for enhancing learning disabled students' reading comprehension and comprehension test performance." Doctoral thesis, Universitat Rovira i Virgili, 2014. http://hdl.handle.net/10803/403207.

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Aquest estudi experimental es va crear per investigar l'efecte de la instrucció d'estratègies combinades en la millora de la comprensió lectora de textos narratius per 12-14 i 13-15 anys -Old alumnes dislèxics d'anglès com a llengua estrangera, així com la comprensió de textos expositius per 14-16 i 15-17 als seus homòlegs antics -Any. A més, l'estudi es va centrar en els efectes de la interacció del tractament amb estratègies combinades i el sexe dels participants (homes enfront de dones) i el tipus d'escola dels participants en l'estudi (control versus experimental, utilitzant un mètode de disseny factorial mixt on la variable de les condicions de tractament amb dos nivells (control davant experimental) es va utilitzar com una variable independent, es van utilitzar les variables de gènere i l'escola com a variable moderadora, i la comprensió lectora com a variable dependent. la instrucció estratègia combinada es compon d'organitzadors gràfics, presentacions visuals, mnemotècnic il·lustracions, exercicis d'ordinador, la predicció, la inferència, l'estructura del text de la consciència, la identificació de la idea principal, el resum, i el qüestionament sobre la millora de la comprensió lectora de textos narratius per als estudiants amb dislèxia a 12-14 i 13-15 anys -Old .No obstant això, l'estudi instrucció estratègia combinada no va incloure exercici equip per als estudiants amb dislèxia a 14-16 i 15-17 textos -Any d'edat, i el expositius i no es van utilitzar les narratives en 14-16 i 15-17 -any d'edat. Es van informar i van discutir a la llum de les investigacions prèvies i el context de l'estudi, així com les implicacions per a la instrucció a l'aula i més investigació Les troballes de l'estudi. La instrucció estratègia combinada es compon d'organitzadors gràfics, pantalles visuals, il·lustracions, exercicis mnemotècnics ordinador, la predicció, la inferència, l'estructura del text de la consciència, la identificació de la idea principal, el resum, i el qüestionament sobre la millora de la comprensió lectora de textos narratius per als estudiants amb dislèxia a 12-14 i 13-15 anys -Old alumnes. Este estudio experimental se creó para investigar el efecto de la instrucción de estrategias combinadas en la mejora de la comprensión lectora de textos narrativos por 12-14 y 13-15 años -old alumnos disléxicos de Inglés como lengua extranjera, así como la comprensión de textos expositivos por 14-16 y 15-17 a sus homólogos antiguos -Año. Además, el estudio se centró en los efectos de la interacción del tratamiento con estrategias combinadas y el sexo de los participantes (hombres frente a mujeres) y el tipo de escuela de los participantes en el estudio (control versus experimental, utilizando un método de diseño factorial mixto donde la variable de las condiciones de tratamiento con dos niveles (control frente experimental) se utilizó como una variable independiente, se utilizaron las variables de género y la escuela como variable moderadora, y la comprensión lectora como variable dependiente. La instrucción estrategia combinada se compone de organizadores gráficos, presentaciones visuales, mnemotécnico ilustraciones, ejercicios de computadora, la predicción, la inferencia, la estructura del texto de la conciencia, la identificación de la idea principal, el resumen, y el cuestionamiento sobre la mejora de la comprensión lectora de textos narrativos para los estudiantes con dislexia en 12-14 y 13-15 años -old .Sin embargo, el estudio instrucción estrategia combinada no incluyó ejercicio equipo para los estudiantes con dislexia en 14-16 y 15-17 textos -Año de edad, y el expositivos y no se utilizaron las narrativas en 14-16 y 15-17 -año de edad. Se informaron y discutieron a la luz de las investigaciones previas y el contexto del estudio, así como las implicaciones para la instrucción en el aula y más investigación Los hallazgos del estudio. La instrucción estrategia combinada se compone de organizadores gráficos, pantallas visuales, ilustraciones, ejercicios mnemotécnicos computadora, la predicción, la inferencia, la estructura del texto de la conciencia, la identificación de la idea principal, el resumen, y el cuestionamiento sobre la mejora de la comprensión lectora de textos narrativos para los estudiantes con dislexia en 12-14 y 13-15 años -old alumnos. This experimental study was set to investigate the effect of combined strategy instruction on improving the reading comprehension of narrative texts by 12-14 and 13-15-year –old dyslexic learners of English as a foreign language as well as the comprehension of expository texts by their 14-16 and 15-17 –year old counterparts. In addition, the study looked into the interaction effects of the treatment with combined strategies and the gender of the participants (male versus female) and the school type of the study participants (control versus experimental, using a mixed method factorial design where the variable of the treatment conditions with two levels (control versus experimental) was used as an independent variable, the variables of gender and school were used as moderator variable, and reading comprehension as dependent variable. The combined strategy instruction consists of graphic organizers, visual displays, mnemonic illustrations, computer exercises, predicting, inference, text structure awareness, main idea identification, summarization, and questioning on improving the reading comprehension of narrative texts for students with dyslexia in 12-14 and 13-15-year –old .However, the study combined strategy instruction did not include computer exercise for students with dyslexia in 14-16 and 15-17 –year old ,and the expository texts and not the narrative ones were used in 14-16 and 15-17 –year old. The study findings were reported and discussed in light of previous research and study context as well as implications for classroom instruction and further research. The combined strategy instruction consists of graphic organizers, visual displays, mnemonic illustrations, computer exercises, predicting, inference, text structure awareness, main idea identification, summarization, and questioning on improving the reading comprehension of narrative texts for students with dyslexia in 12-14 and 13-15-year –old learners .

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Martin, Olivier. "Optimisation des performances du bouchon du calorimètre électromagnétique d'ATLAS : étude de son système optoélectronique de lecture." Aix-Marseille 2, 1998. http://www.theses.fr/1998AIX22054.

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Cette these aborde quelques aspects de l'instrumentation dans le cadre d'atlas, une des deux grandes experiences prevues aupres du futur grand collisionneur de hadrons du cern, lhc, qui entrera en service en 2005. Le calorimetre electromagnetique constitue une piece essentielle de l'experience ; il s'agit d'un calorimetre a echantillonnage associant des absorbeurs en plomb et de l'argon liquide comme milieu sensible. Nous decrirons certaines des etapes finales de l'optimisation de la geometrie des bouchons de ce calorimetre. Le plus grand soin doit etre apporte a l'electronique de lecture, afin de ne pas degrader les performances du detecteur. Nous avons developpe un systeme de transmission optique de donnees analogiques destine a remplir le cahier des charges de la lecture du calorimetre electromagnetique d'atlas. Des demonstrateurs a 8 voies de transmission ont ete construits et testes. La liaison utilise des barrettes de diodes laser vcsel comme emetteurs optiques, couplees a des rubans multifibres optiques d'une longueur de 70 metres figurant la distance entre le detecteur et la salle de controle. Le recepteur est base sur l'utilisation de barrettes de diodes p-i-n associees a des amplificateurs de transimpedance. Nous verrons ici l'ensemble des tests realises sur les demonstrateurs construits, en insistant sur les questions de couplage des vcsel aux fibres optiques, ainsi que sur les performances globales du lien. Une gamme dynamique de 9-10 bits peut etre obtenue.

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Zhang, Fan. "Thermal Comfort and Cognitive Performance Under Peak Demand Air-conditioning Management Strategies." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/15651.

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This research focuses on university students’ thermal comfort and cognitive performance during direct load control (DLC) events in summer heat-waves. The specific indoor thermal environments resulting from three off cycle fractions, two cycling periods, two cooling setpoint temperatures, two different building envelope thermal performance conditions, and two ventilation rates were simulated within an EnergyPlus model of a university lecture theatre located in Sydney. Eight representative cases were selected from 48 simulations for examination using human subjects in a climate chamber. Fifty-six subjects in two separate experiments were exposed to three DLC conditions and one control condition. During the experimental periods, thermal comfort surveys and online cognitive performance tests were completed by the subjects. All the eight conditions yielded an average thermal acceptability of higher than the normative 80% limit. Subjects’ thermal comfort zone during DLC events was wider than predicted by ASHRAE’s PMV/PPD model. ASHRAE 55-2013 is overly conservative in defining the limits for temperature cycles, ramps and drifts. Analysis of cognitive performance tests confirmed that simpler cognitive tasks are less susceptible to temperature effects than more complex ones. In contrast with the prevailing belief about a single optimum temperature or thermal sensation for maximum performance, the present results indicated that the effects of thermal variations followed an extended-U relationship, with cognitive performance being stable across a relatively broad range of indoor temperatures. Results from this study reveal that as long as the DLC algorithms are judiciously designed and tailored to the specific building physics and occupancy conditions, DLC events can be readily accepted by university students without incurring thermal discomfort or performance decrements.

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Whittaker, Craig J., and Craig J. Whittaker. "A study and performance analysis of Jacques Ibert's Concertino Da Camera for alto saxophone and eleven instruments." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/624878.

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The purpose of this study is to provide historical information, analytical material, and to discuss performance problems and teaching techniques relative to the Concertino da Camera by Jacques Ibert. A number of articles have been written concerning the premiere date and the necessity for the saxophonist to perform certain passages in the extreme high register of the instrument. The known arguments will be presented and discussed. The main purpose of this study is to examine and offer solutions to challenging performance situations which both teachers and performers encounter during study of the Concertino. A Technical Problems List was constructed and possible solutions are discussed based upon a survey of professional saxophonists and the performing experience of the researcher. The survey results have proved invaluable and many references are made to the practice methods of the survey respondents. The Concertino da Camera was selected for this study because of its musical value, frequency of performance, level of difficulty and appropriateness for educational use. In a survey conducted in 1973 by Cecil Gold, 120 professional saxophonists were requested to list examples of repertoire which they have students perform. The Concertino was listed as the fourth most frequently chosen work at the undergraduate level and the first choice at the graduate level, and is recognized as one of the most musically rewarding works in the solo literature for the saxophone. Two texts by Teal and books by Farkas and Gold served as primary reference material as the researcher identified and offered solutions to performance challenges during construction of the performance analysis. Two books, by Pottle and Stauffer, which discuss the intonation problems of wind instruments, were also helpful. In tracing the history of the Concertino, the researcher found books by Hemke and Rousseau, and articles by Rascher to be helpful. The Concertino da Camera, written in 1935, is representative of the most prolific period of Ibert's artistic production. In Chapter 1, this period and the history of the Concertino are examines. A discussion of the formal structure followed by a description of the music will be given in Chapter 2. Problems of technique, intonation, tonal matching, articulation, rhythm, range and special fingerings will be detailed in Chapter 3. The writer feels that the Concertino da Camera is an outstanding composition which is deserving of reputable performances. It is hoped that the results of the research will benefit the educator and performer of this challenging composition.

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Underwood, John Christopher. "A Study of Performance Practice for Three Morceaux de Concours for Trumpet from the Paris Conservatory| Charlier Solo de Concours (1900), Savard Morceau de Concours (1903), Enesco Legende (1906) Lecture Recital." Thesis, The University of North Carolina at Greensboro, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10248757.

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The purpose of this study was to address performance practice, and develop a systematic approach to the preparation of three pieces composed for the Morceaux de Concours at the Paris Conservatory. The pieces were written by former students of the conservatory. Each composition features distinct musical and technical challenges for the trumpet. Solo de Concours written by Theo Charlier requires the performer to play musically in a variety of ranges, dynamics, and articulations. For this work, exercises were composed to address these demands. Morceau de Concours by Augustin Savard is technically less challenging but requires mastery of phrasing and lip flexibility. Finally, Legend requires the most preparation out of the three works examined. The composition requires a performer to have established solid trumpet fundamentals. For this piece, dynamic exercises, a chromatic etude and multiple tonguing exercises were developed to equip the trumpeter with the skills needed to excel in the performance of these works.

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Parbeau-Gueno, Aude. "Implication du langage oral dans le traitement de l'écrit chez des adolescents scolarisés au collège." Tours, 2007. http://www.theses.fr/2007TOUR2016.

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Cette thèse décrit les habiletés linguistiques fondamentales des collégiens d'enseignement général et de SEGPA, explorant leurs habiletés lexiques (phono-alphabétiques et orthographiques) et leurs habiletés langagières orales (phonologiques, lexicales, et morphosyntaxiques). L'organisation fonctionnelle de ces habiletés semble avoir des répercussions sur la flexibilité du traitement morphosyntaxique. Nous avons observé le caractère compensatoire du traitement morphosyntaxique de certains collégiens en difficulté, fondé sur un ancrage lexical des informations morphosyntaxiques autour du verbe. L'étude ultérieure des relations entre compréhension en lecture et comportement morphosyntaxique compensatoire chez ces collégiens, nous a permis d'interroger la compatibilité de ce type de fonctionnement compensatoire avec les activités et exigences scolaires au collège This work describes basic linguistics skills of middle school students, in the normal track or in a specialized track, exploring their word reading skills (alphabetic and orthographic skills) and their oral linguistics skills (phonological, lexical and morphosyntactic). The functional organization of basic linguistics skills seems to have repercussions for the flexibility of mophosyntactic processing. We explored the compensatory aspect of morphosyntactic processing to some middle-schools students which are in difficulties ; morphosyntactic processing of these students seems firmly rooted in lexical knowledge, and especially verbs. Our subsequent study of the relations between reading comprehension and compensatory morphosyntactic behaviour, allowed us to explore the compatibility of this type of compensatory functioning with middle school scholastics activities and requirements

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Laroui, Rakia. "Les compétences de lecture : une application au discours narratif en contexte scolaire marocain." Doctoral thesis, Université Laval, 1987. http://hdl.handle.net/20.500.11794/29218.

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Martin, Stephanie Parke. "An exploration of factors which have an impact on the vocal performance and vocal effectiveness of newly qualified teachers/lecturers." Thesis, University of Greenwich, 2003. http://gala.gre.ac.uk/8761/.

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The aim of this project was to explore whether voice care and development, prior to qualification, could mitigate potential vocal attrition in newly qualified teachers/lecturers within their first year of teaching. A specific focus of the research was to see if any causative relationship could be seen to exist between vocal change, specifically change in vocal quality, and the exigencies of the teaching role. Vocal quality in this instance is defined as the way in which individual voices demonstrate discrete features of pitch, resonance, degree of breathiness and clarity of the note. The sum of these features is perceived as voice/vocal quality. The study sought to gain a deeper knowledge of the vocal demands of the teaching role with a particular focus on the experiences of newly qualified teachers and lecturers. It was hoped, that information gained as a result of the study, would add to the current canon of knowledge regarding the vocal demands on teachers as a feature of their professional role. As a result of the study a number of important elements were identified, some of which go beyond the original focus of the research but arise from data gathered doing it. A number of recommendations are made which, it is hoped, will inform future working practice and increase vocal health within the teaching profession.

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43

Briquet-Duhazé, Sophie. "Les performances en lecture dans les classes à cours multiples SE/C. P. ET S. E. /C. P. /C. E. 1." Rouen, 1996. http://www.theses.fr/1996ROUEL239.

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Une étude statistique, réalisée auprès d'un échantillon de 905 élèves, montre que les résultats en lecture en fin de C. P. Sont supérieurs dans les classes S. E. C. P. Et S. E. C. P. C. E. 1 par rapport aux classes de C. P. à cours unique. Les classes S. E. C. P. Et S. E. C. P. C. E. 1 sont examinées, notamment le rôle de la section enfantine lors du passage maternelle C. P. Ainsi que les interactions entre élèves des différents niveaux A study based upon statistics made from the observation of a group of 905 pupils, shows that reading competences are superior in classes S. E. C. P. And S. E. C. P. C. E. 1 to those obtained in C. P. Classes with only one section. S. E. C. P and S. E. C. P. C. E. 1 classes are assayed and tested in this study, with an emphasis on the part played by kindergarden when young children leave the French ecole maternelle to acquire reading skills, in C. P. Without forgetting the various interactions between pupils of different degrees of proficiency

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44

Reyes, Vanessa. "Influence de la langue première sur la performance en lecture chez des apprenants de langue minoritaire en immersion française précoce." Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/28019.

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Cette étude vise à explorer l'influence de la langue première (L1) sur la performance en lecture en français chez des apprenants trilingues de langue minoritaire (LM) en immersion françcaise précoce vers la fin de leurs études secondaires. Des données ont été obtenues à partir d'un questionnaire portant sur les antécédents linguistiques des participants et d'un test de compétence en lecture. L'étude a permis de constater que dans les niveaux avancés de l'acquisition, l'influence de la Li sur la troisième langue ne se limite pas aux habiletés de littératie. Des facteurs tels que l'identité linguistique, le statut de la LM et l'utilisation familial de la L1 peuvent jouer un rôle important au moment du transfert des connaissances linguistiques. Cette étude contribue à une meilleure compréhension du phénomène du trilinguisme dans les programmes canadiens d'immersion française et du domaine du transfert translinguistique en milieu minoritaire.

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45

Lau, Man-shing, and 劉晚成. "The judgment of teaching performance of student teachers in a college of education by supervising lecturers, pupils and the student teachersthemselves." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31955563.

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46

Lau, Man-shing. "The judgment of teaching performance of student teachers in a college of education by supervising lecturers, pupils and the student teachers themselves." Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18037884.

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47

Lamar, Jacquelyn B. (Jacquelyn Brown). "The History and Development of Vibrato Among Classical Saxophonists: A Lecture Recital Together with Three Recitals of Selected Works of A. Desenclos, L. Robert, J. Ibert, K. Husa, B. Heiden, R. Schumann and Others." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330729/.

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This study examines the history and development of vibrato among classical saxophonists as well as briefly summarizes the history of vibrato in general from its origins on string instruments, the voice and other wind instruments. An analysis of recordings of early saxophonists shows the approximate time period of incorporation of vibrato on the saxophone and the influences of performers and musical styles on its development. Pedagogical methods of performing vibrato on the saxophone are included as well as a discussion of saxophone vibrato styles. An exploration of vibrato as an expressive musical device is provided along with conclusions drawn concerning performance practice implications.

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48

Korak, John. "A performance analysis of Joseph Turrin's works for solo trumpet, a lecture recital, together with three recitals of selected works by J.S. Bach, E. Bloch, H. Tomasi and others." Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc935566/.

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This study addresses on facet of Joseph Turrin's compositional oeuvre: his published works for solo trumpet. Complete histories if all six trumpet compositions are chronicles. A discussion of formal organization and significant style features including harmonic language, melodic style and rhythmic features is included. A detailed performance analysis follows. The degree of difficulty of each work is assessed through an investigation of tessitura, range, melodic contour, endurance factors, fingerings, and technical features of the accompaniment. Analysis of tempi and dynamics, articulation and phrasing, and timbral considerations provides additional points of focus to the study. Finally, the importance of Turrin's works for trumpet and his impact on trumpet literature is assessed. Idiomatic aspects of composition that make Turrin's music attractive to performers are investigated and discussed.

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49

Eiammongkhonsakun, Sunporn. "La lecture en langue étrangère : compréhension, interprétation et reformulation. Étude de cas : des lycéens et des étudiants thaïlandais face à la lecture en Français Langue Étrangère." Phd thesis, Université de Franche-Comté, 2011. http://tel.archives-ouvertes.fr/tel-00973873.

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Cette recherche a pour but, premièrement, de reconnaître les traits distinctifs de la pédagogie dans l'enseignement thaïlandais, dans ses relations à la culture. Notre analyse s'appuie sur l'enseignement de la langue thaïe et de la langue française, plus particulièrement sur le développement des compétences linguistiques nécessaires à la compréhension textuelle dans ces deux langues. Pour appuyer cette étude, nous nous référons au Cadre Européen Commun de Référence pour les langues. Nous nous intéressons également aux compétences métacognitives, et plus précisément métalinguistiques, dont le rôle s'avère important lors de la reformulation de la compréhension. Deuxièmement, cette enquête tend à comprendre l'activité de lecture des apprenants de FLE. Nous mettons l'accent sur le processus d'interprétation au cours duquel l'insuffisance ou l'incohérencedes compétences linguistiques peuvent causer l'incompréhension. Troisièmement, en plus des compétences linguistiques, nous pensons que la subjectivité personnelle peut aussi influencer les opérations d'interprétation du texte. Les arts du texte, selon laconception de F. Rastier, nous conduit à observer les différentes opérations d'interprétation mises en oeuvre par chaque apprenant afin de comprendre un même texte. Dans cette enquête, nous insistons sur l'emploi de l'anaphore, plus particulièrement l'expression nominale on, dont la valeur référentielle est particulièrement difficile à identifier

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Hansen, Mark R. (Mark Russell). "The Pedagogical Methods of Enrique Granados and Frank Marshall: an Illumination of Relevance to Performance Practice and Interpretation in Granados' Escenas Románticas, a Lecture Recital, together with Three Recitals of Selected Works of Schubert, Pofkofieff, Chopin, Poulenc, and Rachmaninoff." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc332111/.

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Enrique Granados, Frank Marshall, and Alicia de Larrocha are the chief exponents of a school of piano playing characterized by special attention to details of pedalling, voicing, and refined piano sonority. Granados and Marshall dedicated the major part of their efforts in the field to the pedagogy of these principles. Their work led to the establishment of the Granados Academy in Barcelona, a keyboard conservatory which operates today under the name of the Frank Marshall Academy. Both Granados and Marshall have left published method books detailing their pedagogy of pedalling and tone production. Granados' book, Metodo Teorico Practico para el Uso de los Pedales del Piano (Theoretical and Practical Method for the Use of the Piano Pedals) is presently out of print and available in a photostatic version from the publisher. Marshall's works, Estudio Practico sobre los Pedales del Piano (Practical Study of the Piano Pedals) and La Sonoridad del Piano (Piano Sonority) continue to be used at the Marshall Academy and are available from Spanish publishing houses. This study brings information contained in these three method books to the forefront and demonstrates its relevance to the performance of the music of Granados, specifically the Escenas Romanticas. Alicia de Larrocha, Marshall's best known pupil, currently holds the directorship of the Marshall Academy, and as such, is perhaps the best living authority on this entire line of pianistic and pedagogical thought. An interview conducted with Madame de Larrocha in April of 1983 adds detail and provides valuable perspective about the present use and relevance of these materials and concepts.

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Dissertations / Theses on the topic 'Lecturer performance'

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