Dissertations / Theses: 'Tongue development'

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Millington, Grethel. "Primary Cilia-dependent Gli Processing in Neural Crest Cells is Required for Early Tongue Development." University of Cincinnati / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479815997983138.

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Ohyama, Masayo. "Japanese Mother Tongue Program in an International School| A Case Study." Thesis, Fordham University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10690149.

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In international schools, a range (75–80%) of students is non-native English speakers. However, many of these schools do not offer mother tongue (MT) programs to these students. These globally mobile students’ MT proficiency levels depend on whether or not their school offers an MT program. As a result, MT teachers must teach students who possess a wide range of proficiency levels in their MT. This study applied the lens of sociocultural theory to provide more complete description of the Japanese MT program in an international school including the school’s organization, language policy, and MT curriculum development. Rather than just describe instructional MT practices, this single case study examined the educational context of the school and the Japanese MT program by conducting semi-structured interviews, classroom observations, and documents in this international school offering an International Baccalaureate Diplomat Program (IBDP). The findings of this study were (a) a lack of written language policy, (b) a lack of common curriculum, (c) a lack of curriculum cohesion, (d) the Japanese MT language program offering combination of the day- school curriculum in grades 7–10 and the after-school curriculum in grades K-6, and (e) differentiated instruction implemented by the three Japanese teachers to the students who have different MT proficiency levels. Although international schools have a commitment to rich language development, they still need to reflect on how to improve the language curriculum including strengthening the organization structure of MT instruction and enhancing the curriculum cohesion of MT instruction across grade levels.

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Nissfolk, Martin. "Development of an Electronic Nose-Tongue Data Acquisition System using a Microcontroller." Thesis, Uppsala University, Department of Information Technology, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-103095.

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An ad-hoc data acquisition system was constructed in order to control an array of different types of sensors and to collect their data. The system will be used as the core for electronic nose and tongue systems used for classifying and distinguishing different levels of contamination in water and other types of liquid. The system consists of analog and digital electronics as well as software for a microcontroller and a PC. The heart of the system is a PIC microcontroller that can communicate with the real world and with a PC. With the real world it is referred to analogue devices that measure things that are infinitely variable, they are not quantized like in the digital world which is an approximation of the real world. A microcontroller is a small computer fit into a single chip. This computer is a microprocessor together with memory and I/O ports. Microchip is a company that has produced popular microcontrollers called PIC’s. The microprocessor was programmed in the language C. The system can take samples at accurate time intervals. A LabVIEW program was developed so that the system can be controlled with a user friendly interface. The sensors can be monitored in the LabVIEW program and the data can be exported to a spread sheet text document, ready to be opened in another program for analysis. With serial transmission the designed data acquisition board cannot only be interfaced with LabVIEW on a PC running Windows, but also with Linux or Windows Mobile. The system is robust, economic and portable. The report tries to describe how the development was done.

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Holmin, Susanne. "Liquid sensing : development and characterisation of an electronic tongue based on electrochemical methods /." Linköping : Univ, 2002. http://www.bibl.liu.se/liupubl/disp/disp2002/tek735s.pdf.

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Temple, Elizabeth C., of Western Sydney Hawkesbury University, and Faculty of Science and Technology. "Aspects of the development of the sense of taste in humans." THESIS_FST_xxx_Temple_E.xml, 1999. http://handle.uws.edu.au:8081/1959.7/61.

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Very little research has been conducted on the development of taste perception in humans. Therefore there is a lack of knowledge, first, about how children perceive taste, especially when compared to what is known about how adults experience taste, and second, about the functioning and development of the gustatory system, including when the system is fully mature and functioning in an adult-like manner. The aims of this thesis were (i) to investigate the growth pattern of the tongue throughout childhood / adolescence, and (ii) to determine the state of maturity of some of the aspects of the sense of taste in mid-childhood. Overall, the data in this thesis indicate that children respond similarly to adults with regard to single-point measures of sensitivity and perceived intensity, but there are some differences in the overall temporal experience of taste, from onset of perception through to extinction, and the way in which it is perceived by adults and 8-9 year old children. The latter
Master of Science (Hons)

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Riches, Caroline. "The development of mother tongue and second language reading in two bilingual education contexts /." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=37819.

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The effects that various forms of bilingual education may have on children's reading development are of concern to parents and educators alike. In this thesis, I investigate the development of mother tongue and second language reading in two bilingual education contexts, and assess the effects of the language of initial formal reading instruction upon this development. This study examines children's reading within the home, classroom and community environments.
The research involved two Grade 1 classes mainly comparing the language of initial formal reading instruction. One site was a French immersion school offering a 50% English/50% French program in which initial formal reading instruction was in English. The second site was a French school, with a majority of anglophone students and initial formal reading instruction was in French. The participants in this study were 12 children from each class, their parents, and the classroom teachers.
Three main tools of inquiry were used: classroom observations were carried out in each of the two classes during the Grade 1 school year; samples of oral reading and retellings, in English and in French, were collected from the participating children for miscue analysis, and informal interviews were conducted with all the participants.
The analysis revealed that regardless of the language of initial formal reading instruction, the children's reading abilities developed in both languages. Children tended to feel more comfortable reading in the language in which they had been formally instructed but, despite this, meaning-construction was more effective in the mother tongue. Differences in reading abilities for both groups could be accounted for by limitations in knowledge of the second language rather than by language of initial instruction. Finally, children with initial formal reading instruction in the second language easily applied their reading abilities to reading in their mother tongue.
The conclusions drawn from this inquiry are that having supportive home and community environments, exemplary teachers and constructive classroom environments enables children to use their creative abilities and language resources to make sense of reading in two languages. It is the continuities and connections between these elements which enables children to transcend any difficulties arising from the fact that reading is being encountered in two languages.

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Genua, Maria. "Combinatorial surface-based electronic tongue development : Analytical applications and conception of 2D and 3D biomimetic surfaces." Thesis, Grenoble, 2013. http://www.theses.fr/2013GRENI044/document.

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L'objectif de cette thèse est le développement d'une langue électronique avec une méthode simplifiée d'obtention de récepteurs à réactivité croisée. Ces récepteurs sont préparés par une approche combinatoire novatrice qui consiste au mélange et à l'auto-assemblage de deux disaccharides. Le couplage de ces récepteurs avec un système de détection d'imagerie par résonance des plasmons de surface nous a permis de réaliser une langue électronique capable de différencier des échantillons de différentes complexités, y compris des protéines pures et des mélanges complexes. Cela se fait grâce aux profils et images d'évolution continue, assimilés à des « empreintes digitales » des échantillons. D'un autre côté, ce système peut être utilisé en tant qu'outil pour la conception de surfaces biomimétiques 2D et 3D. Ce système est prometteur pour l'étude des interactions sucre-protéine et pour la préparation de nanovecteurs biomimétiques qui ciblent de façon spécifique des protéines d'intérêt
L'objectif de cette thèse est le développement d'une langue électronique avec une méthode simplifiée d'obtention de récepteurs à réactivité croisée. Ces récepteurs sont préparés par une approche combinatoire novatrice qui consiste au mélange et à l'auto-assemblage de deux disaccharides. Le couplage de ces récepteurs avec un système de détection d'imagerie par résonance des plasmons de surface nous a permis de réaliser une langue électronique capable de différencier des échantillons de différentes complexités, y compris des protéines pures et des mélanges complexes. Cela se fait grâce aux profils et images d'évolution continue, assimilés à des « empreintes digitales » des échantillons. D'un autre côté, ce système peut être utilisé en tant qu'outil pour la conception de surfaces biomimétiques 2D et 3D. Ce système est prometteur pour l'étude des interactions sucre-protéine et pour la préparation de nanovecteurs biomimétiques qui ciblent de façon spécifique des protéines d'intérêt

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Väyrynen, O. (Otto). "Factors affecting aggressive oral tongue cancer invasion and development of in vitro models for chemoradiotherapy assay." Doctoral thesis, Oulun yliopisto, 2019. http://urn.fi/urn:isbn:9789526222813.

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Abstract Tumor associated macrophages (TAMs) are linked to the invasion of oral tongue squamous cell carcinoma (OTSCC). We modified THP-1 leukemia cells to M1 (inflammatory), M2 (TAM-like) and R848 (imidazoquinoline-treated) type macrophages in order to examine their interactions with OTSCC-cells (HSC-3) by using different kinds of in vitro migration and invasion models. We observed that interaction of TAM-resembling M2-type macrophages with HSC-3 cells induced invasion and migration, whereas the influence of M1 macrophages reduced them. Patient response to chemoradiotherapy is highly reliant on the characteristics such as the aggressiveness and stage of the cancer. Therefore, new methods for treatment testing are needed in order to design personalized therapies. We tested the applicability and consistency of human TME mimicking tissue methods for analyzing the effects of chemoradiation using commercial OTSCC cell lines. Based on our trials, both our human uterine leiomyoma tissue -based matrix models provide viable platforms for future in vitro chemoradiotherapy testing. Conventionally pro-tumorigenic activities of matrix metalloproteinase (MMP)9 have been linked with oral squamous cell carcinoma, but recently its tumor-suppressor role has also been revealed. Our study provides strong evidence that MMP9 also has an anti-invasive effect in OTSCC and is a potential mediator of the protective effects of arresten in tongue cancer cells
Tiivistelmä Makrofageilla on yhteys kielen levyepiteelikarsinooman invaasioon eli syöpäkasvaimen tunkeutumiseen ympäröivään kudokseen. Tutkimuksessamme muokkasimme ihmisen THP-1 leukemiasoluja kemiallisesti tulehdusreittejä aktivoiviksi M1-makrofageiksi, kasvaimeen liittyvien makrofagien kaltaisiksi M2-makrofageiksi sekä imidatsokinoliini-käsitellyiksi R848-makrofageiksi. Tarkoituksenamme oli tutkia makrofagien ja kielisyöpäsolujen vuorovaikutuksia erilaisilla in vitro migraatio- ja invaasiomalleilla. Anti-inflammatoristen, syövän etenemistä edesauttavien TAM-makrofagien kaltaisiksi erilaistetut M2-tyypin makrofagit lisäsivät HSC-3 kielikarsinoomasolujen invaasiota ja migraatiota, kun taas M1-tyypin makrofagien vaikutus oli päinvastainen. Potilaan vaste kemosädehoitoon riippuu syöpäkasvaimen ominaisuuksista, kuten syöpäsolujen aggressiivisuudesta ja syövän levinneisyysasteesta. Tämän vuoksi on tarve uusille menetelmille, joiden avulla voidaan ottaa huomioon potilaan sekä syöpätyypin yksilölliset ominaisuudet hoitoa suunniteltaessa. Testasimme syöpäkasvaimen mikroympäristöä mallintavien, ihmiskudokseen perustuvien menetelmien käyttökelpoisuutta ja luotettavuutta kemosädehoidon vaikutusten arvioimiseen. Testiemme perusteella myoomakudokseen pohjautuvat menetelmät voivat auttaa kemosädehoidon vaikutusten testauksessa. Matriksin metalloproteinaasi (MMP) 9:n on pitkään uskottu olevan yksinomaan syövän etenemistä edesauttava molekyyli. Viimeaikaisissa tutkimuksissa on myös havaittu, että MMP9:llä voi olla syövältä suojaavia vaikutuksia. Tutkimme MMP9:n vaikutusta kielisyöpäsoluihin ja havaitsimme, että MMP9:llä on myös invaasiota hillitseviä vaikutuksia. Lisäksi MMP9 saattaa toimia verisuonten muodostumista estävän arresten-molekyylin syövältä suojaavien mekanismien välittäjänä

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Jacobsson, Vivianne. "Modersmål i förskola - En kvalitativ undersökning av modersmål : Barn med flera språk: Flerspråkiga barn i förskolan: Att möta tvåspråkiga barn i förskola." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-22328.

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Huvudsyftet med denna studie var att undersöka hur förskollärare arbetar med flerspråkiga barn i förskolan. Jag valde att använda mig av en kvalitativ intervjumetod, då jag ville ha pedagogernas resonemang och åsikter. Båda förskolorna som jag har varit på och gjort mina intervjuer på visar att pedagogerna visar ett stort intresse genom sin nyfikenhet av att lära sig ord och fraser på barnens olika språk. Pedagogerna tar sin hjälp genom att de använder sig av föräldrarna för att få tillgång till ord och fraser som hjälper pedagogerna i verksamheten. Det är övervägande bland pedagogerna att de uppmuntrar barnen om att prata sitt modersmål även på förskolan med varandra, pedagogerna påpekar även hur viktigt det är att föräldrarna pratar sitt modersmål hemma med barnen. Pedagogerna vill att varje barn ska känna stolthet över sitt ursprung, språk och kultur. Förskolorna använder sig av sång, musik och sagor, de delade även in barnen i smågrupper för att alla ska få komma till tals. Ladberg skriver om att sagor är ett bra och rikt material där barnen lär sig nya ord. Hon poängterar även att det är bra att dela in barnen i smågrupper där barnen är ungefär i samma språkliga nivå. Barn som inte förstår ledsnar och tappar koncentrationen, ger upp ”stänger av” för språket. Sagor läses bäst i smågrupper (Ladberg 2003, s. 157, 158). Resultatet visar att pedagogerna visar ett förhållningssätt som bygger på en nyfikenhet hos pedagogerna, lyssnar, samtalar och forskar tillsammans med barnen. Pedagogerna ger barnen en delaktighet genom att plocka fram barnens läroprocesser och utveckling genom läroplansmålen (Lpfö 98 reviderad 2010, s. 9, 10).
The main purpose of this study was to look how preschool teatchers work with multilingual children in preschool. I chose to use a qualitative interview method, since the teachers reasoning and opinions were at value. That was my interest in this study. Both preschools that I have been to and done my interviews at show a great interest by their curiosity to learn words and phrases in different languages. The teachers use the children´s parents for access for new words. It is predominant among the teachers to encourage the children to speak their mother tongue with each other in preschool, and the teachers also point out how important it is that the parents speak the mother tongue at home with the children. The teatchers wish is that every child should feel proud of their origin, language and culture. The preschool used song, music and fairy tales and they also divided the children into smaller groups so everyone could have their say. Ladberg describes how fairy tales are a good and abundant material were the children learn new words. She also points out that it´s good to divide the children into differnet small groups were they´re approximately at the same level. Children who don´t understand become sad and lose their concentration, give up ”shut down” the language. The best way is to read fairy tales in small groups (Ladberg 2003, s. 157, 158). The difficulty to work with multilingual children is that the teachers sometimes don´t know if the children understand what teachers are saying. The result shows that the teachers show an approach, which is based on curiosity of the teachers and listen, converse, and do research togheter with the children. The teachers give the children participation by bring out children´s processing of learning and development by the goals of the curriculum (Lpfö 98 2010, s. 9, 10).

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Padilla, Mark Thomas. "POSTURAL ADAPTATIONS IN ARCHWIRE EXPANSION WITH SELF-LIGATING BRACKETS." Master's thesis, Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/291479.

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Oral Biology
M.S.
Objectives: Orthodontic arch development expands and broadens the dentition beyond the confines of the original arch perimeter. This is often accomplished by means of self-ligating fixed appliances. When movements take the teeth outside those confines, without adoption, the muscular forces are unbalanced and may lead to dental relapse. Muscle spindles and associated reflex loops within the tongue provide feedback to arch perimeter changes that may produce postural changes to the new archform. Resting posture has long been accepted as aiding in tooth position. The objective of this study was to assess the oral and pharyngeal postural changes that result from arch development with the Damon system and report the amount of expansion accomplished. Methods: Pre- and post-treatment models and lateral cephalograms were collected on 69 previously treated orthodontic patients from four different private practices. Expansion was measured from the buccal cusp tips of the first and second premolars and first molars. A new cephalometric analysis was implemented to diagnose both variations in malocclusion and variations in posture of the head, neck, pharynx, hyoid bone and tongue. Results: Both tongue height and length increased, 2.9mm (P-value 0.001, SEM=1.06) and 3.76mm (P-value 0.00002, SEM=0.62) respectively, following posterior dental arch expansion using Damon archwires. Hyoid position was not significantly different. Conclusion: As dental arches are expanded the tongue increases in both length and height to fill the space and therefore may aid in stability during the retention phase of treatment. The lack of change in hyoid bone position, as one would expect with a rise in tongue position, might be explained by either slight changes in head position or the need to maintain the airway.
Temple University--Theses

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Segovia, Carolina. "An anatomical study of the development of the sense of taste /." View thesis View thesis, 2001. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030505.141416/index.html.

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Thesis (M.Sc.) (Honours) -- University of Western Sydney, Hawkesbury, 2001.
A thesis submitted in fulfilment of the requirements for the degree of Masters of Science (Honours) in the Centre for Advance [sic.] Food Research, University of Western Sydney, Hawkesbury Campus, July 2001. Bibliography : leaves 98-110.

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Temple, Elizabeth Clare. "Aspects of the development of the sense of taste in humans /." View thesis View thesis, 1999. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030603.074427/index.html.

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Movahednia, Mahshid. "Studiehandledning & andraspråkselever." Thesis, Södertörns högskola, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-8409.

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This essay is a combination of an interview, survey and an observation that involves seven different teachers and thirty-eight pupils in a school situated in a suburb of Stockholm. The purpose of my research is an attempt to give a picture of how a team of teachers in a primary school act together when teaching maths, as the majority of the pupils have another mother tounge than Swedish. Yet another purpose of this essay is to examine what possibilities this team of teachers have in trying to develop the Swedish language within other bilingual pupils and at the same time develop their math comprehension. I have chosen to initiate the theoreti-cal starting point through the points of Rodell-Olgac & Rönnberg & Rönnberg; these authors discuss the importance of language comprehension when it comes to developing ones math skills. I have reached the conclusion in my examination that it is important to raise the impor-tance of language comprehension within math-education. It is crucial that teachers need to create different kinds of working patterns and methods that are adapted accordingly to the learning-ability of the pupils. Thus, teachers also need to show great consideration to the cul-tural backgrounds, expectations, attitudes and feelings of their pupils.

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Al-Dabbagh, Farah. "”Det är egentligen ännu bättre om de har sitt första språk ordentligt.” : Undersökning med elev- och lärarperspektiv om sambandet mellan flerspråkiga barns modersmål och deras inlärning av andra språk." Thesis, Södertörn University College, Lärarutbildningen, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-2185.

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The aim of this study was to investigate, illuminate and discuss teacher’s and multilingual student’s view on the connection between their mother tongue and their learning of other languages. This qualitative study is based on interviews with eight students in the 8th grade and two language-teachers from the same school, as well as ethnographic observations during English and Swedish lessons. With the help of some relevant theories, the empirical study is compared, analyzed and interpreted. The results show that the theories and informant’s view on the connection between the mother tongue and other languages are similar, which is that the mother tongue must be fully established before a new language can be taken in.

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Segovia, Carolina, of Western Sydney Hawkesbury University, of Science Technology and Environment College, and of Science Food and Horticulture School. "An anatomical study of the development of the sense of taste." THESIS_CSTE_SFH_Segovia_C.xml, 2001. http://handle.uws.edu.au:8081/1959.7/111.

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The aim of this study was to quantify the density of taste pores on the anterior region of the tongue, in adult males and 8 to 9 year old boys. Earlier studies had shown that, although 8 to 9 year olds were poorer than adults at sensing the tastant sucrose using a whole mouth procedure, localised regions of the tongue in male children were more sensitive than equivalent regions in adults. This study aims to detemine whether the age differences in sensitivity is related to a difference in taste pore density. Two areas of the tongue, for which children had previously been shown to have higher sensitivity than adults, were examined using a videomicrosocpy technique and the number and diameter of taste pores were measured. Children were found to have a greater density of taste pores, however the number of taste pores per papilla were similar in children and adults. It was found to be likely that the greater sensitivity of localised areas on the children's tongue is due to a greater taste pore density. The reduced sensitivity reported using whole mouth stimulation may be due to a reduced capacity to assimilate taste input from the whole mouth or due to different relative contributions to whole-mouth taste from the various receptive fields in the mouth.
Master of Science (Hons)

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Örnwigh, Johanna, and Thomas Lundberg. "Förskollärares upplevelser och strategier i arbetet med modersmålsutveckling : En kvalitativ studie om hur förskollärare stöttar flerspråkiga barns modersmålsutveckling." Thesis, Linnéuniversitetet, Institutionen för didaktik och lärares praktik (DLP), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100229.

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Förskollärare möter i större utsträckning än tidigare barn med annat modersmål än svenska, därmed ökar även behovet av arbetet med modersmålsutveckling. Syftet med denna kvalitativa studie är att bidra med kunskap om hur förskollärare stöttar flerspråkiga barns modersmålsutveckling samt hur förskollärare upplever arbetet med modersmålsutveckling. Data består av kvalitativa intervjuer med tre förskollärare och analyseras genom det sociokulturella perspektivet, interaktionismen samt Fredriksson och Lindgren Eneflos (2019) fyra strategier för att stimulera och uppmärksamma modersmål. Resultatet visar att informanterna upplever en osäkerhet i sin språkliga kompetens men har olika upplevelser om hur de ska gå tillväga i arbetet. Informanterna har olika upplevelser av vem som tar initiativ till kommunikation mellan barn och förskollärare. Resultatet visar att informanterna främst lyfter fram svenska som språk och att de uppmärksammar olika kulturers högtider. Resultatet visar att informanterna mest använder sig av böcker och applikationer som medierande redskap samt att de både tar hjälp av vuxna och barn i arbetet med modersmålsutveckling.

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Mofolo, Mamolete Iris. "A professional development intervention in the teaching of English in a rural high school in Lesotho." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65446.

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The focus of this research is on implementing a professional development intervention aimed at improving the teaching practice of teachers teaching English as a subject at a rural high school in Lesotho. The study presents the way in which I as the principal researcher and my English teacher colleague facilitated learning, using innovative methods in our English classes in a way that promoted learner-centredness. In this study improvement of the teaching practice of teachers of English was intended to reduce the overuse of mother tongue in English classes to promote the teaching of English through English (Cook, 2005) and to improve learners’ proficiency in English as a subject. The study was conducted using an action research design. Action research was used as a professional development process with a view to improving educational practice; it enabled me as the facilitator of the professional development intervention and my colleague to rethink our approaches to facilitating learning of English in order to innovate our teaching. A mix of qualitative and quantitative approaches was used for collecting and analysing both qualitative and quantitative data in one study. These approaches were used to promote an in-depth understanding of the research problem under investigation. Open-ended interviews, observations, observation sheets, reflective journals and a questionnaire were used as data collection procedures that created a convergence of viewpoints, methods and conclusions. The conceptual and theoretical framework that guided the study emerged from the literature review. Findings of the study revealed that the innovative methods implemented in the English classes at a rural high school have contributed to the improvement in professional development and the teaching practice of teachers of English. Although learners preferred the use of both English and mother tongue in their English classes, findings of the study have revealed that there was an improvement in learners’ proficiency in English as a subject which was facilitated using English. The study recommends that the whole brain thinking model, multiple intelligences and action research as a constructivist approach be utilised daily in English classes and in all learning areas in Lesotho high schools as a basis for transformation and facilitation of learning that promotes learner-centredness.
Dissertation (MEd)--University of Pretoria, 2017.
Humanities Education
MEd
Unrestricted

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Immohr, Laura Isabell [Verfasser], Miriam [Gutachter] Pein-Hackelbusch, and Jörg [Gutachter] Breitkreutz. "Development and Critical Evaluation of Membrane Electrodes as Electronic Tongue Sensors for Pharmaceutical Applications / Laura Isabell Immohr ; Gutachter: Miriam Pein-Hackelbusch, Jörg Breitkreutz." Düsseldorf : Universitäts- und Landesbibliothek der Heinrich-Heine-Universität Düsseldorf, 2017. http://d-nb.info/1143191633/34.

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Nygren, Anna. "Titta, en liten ”spindeltråd”. Vem tror ni vill gå balansgång på den här?" Thesis, Stockholm University, The Stockholm Institute of Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7936.

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Syftet med min undersökning är att jämföra hur svenska pedagoger arbetar med sång och musik på en förskola med barn som har svenska som modersmål respektive en förskola med barn som har ett annat modersmål än svenska. Jag observerade och intervjuade tre kvinnliga förskollärare från två olika förskolor. Resultatet visade att pedagogerna på de båda förskolorna arbetade mycket med det språkliga, men på olika sätt. Pedagogerna som arbetade med barn med ett annat modersmål än svenska hade mer språkliga mål och syften med sitt sång- och musikarbete och framhävde mer den språkliga förståelsen medan pedagogen som arbetade med barn som hade svenska som modersmål mer såg på vikten av att göra det lättare för barnen att minnas, samt på utvecklingen av det sociala, exempelvis samspel och gemenskap. Pedagogen som arbetade med barn som hade svenska som modersmål, gav barnen mer utrymme för samtal och frågor än vad pedagogerna på den andra förskolan gjorde och gav mer utrymme för båda könen. Jag hoppas att detta arbete bidrar till ny kunskap hos de som läser det, när det gäller vikten av att ha sång och musik som en del i förskolan för barnens utveckling, inte bara språkligt utan även motoriskt och socialt.

The aim with my research is to compare how Swedish pedagogues work with song and music at a preschool with children who have Swedish as their mother tongue, with a preschool with children who has another mother tongue than Swedish. I observed and interviewed three female nursery-school teachers from two different preschools. The result showed that the pedagogues at both preschools worked much with the language but in different ways. The pedagogues who worked with children having another mother tongue than Swedish had more linguistic aims with song and music and brought out the linguistic understanding, while the pedagogue who worked with children who had Swedish as their mother tongue brought out the importance of making it easier for children to remember, and the social development. The pedagogue who worked with children having Swedish as their mother tongue, gave the children more time for conversation and questions than the pedagogues at the other preschool and gave more time for both gender. I hope that this work will contribute to new knowledge for the persons who read it when it comes to the importance of having song and music as a part for children’s development in preschools. Not just for their linguistic development but also for their motor learning and social development

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Sikku, Ann-Kristin. "Modersmålsundervisning, läs- och skrivutveckling i Sameskolan : Lärares erfarenheter och arbetsformer." Thesis, Umeå universitet, Pedagogiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-97305.

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The overall aim of the study was to take part of teachers' experiences and work force mother-tongue education and literacy development in the Sámi School. The study was conducted through interviews with twelve teachers who teach at two Sámi schools. The focus has been on looking how to work with native speakers teaching at the Sámi School, what factors promote / hinder students' development of their first or second language, and the importance of collaboration between the schools` various professions work with multilingual students reading and writing skills. Through interviews of various categories of teachers, I have tried to visibility problems of the education of minority language children and their reading and writing skills. I discuss the teaching, the importance and the lack / availability of communication and consensus between different categories of teachers. The study reveals the importance of adequate education for the teachers and the lack of Sámi teaching materials. From a sociocultural perspective, the situated and creative learning opportunities, where the teaching is based on students' prior knowledge and experience, is a factor that contributes to literacy development. The study also shows that mother tongue education contributes to students' identity is strengthened and that they will be confident with their background.
Det övergripande syftet med studien var att ta del av lärares erfarenheter och arbetsformer gällande modersmålsundervisning och läs- och skrivutveckling i sameskolan. Studien har genomförts genom kvalitativa intervjuer med tolv lärare som undervisar vid två sameskolor. Fokus har lagts på att titta hur man arbetar med modersmålsundervisningen vid sameskolorna, vilka faktorer främjar/hindrar elevernas utveckling av sitt första respektive andraspråk samt vilken betydelse samverkan mellan specialpedagoger, klasslärare och modersmålslärare har kring arbetet med flerspråkiga elevers läs- och skrivutveckling. Genom intervjuer av olika lärarkategorier har jag försökt synliggöra problematiken kring undervisning av minoritetsspråkiga barn och deras läs- och skrivutveckling. I studien diskuteras det kring undervisningen, vikten av och bristen/tillgången på kommunikation och samsyn mellan olika lärarkategorier. Studien synliggör även vikten av adekvat utbildning till undervisande pedagoger och bristen på samiskt läromedel. Ur ett sociokulturellt perspektiv är de situerade och kreativa lärande tillfällena, där undervisningen utgår från elevernas tidigare kunskaper och erfarenheter, en faktor som bidrar till läs- och skrivutveckling. Studien visar också att modersmålsundervisningen bidrar till att elevernas identitet stärks och att de blir trygga.

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Jonsson, Maria, and Valerina Kastrati. "Flerspråkighet i förskolan : En kvalitativ studie om tio förskollärares arbetssätt gällande flerspråkighet i förskolan." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-73257.

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Syftet med denna studie är att ta reda på hur pedagoger (förskollärare) tar tillvara på flerspråkigheten i förskolan. Hur inkluderar pedagoger flerspråkiga barn med annat modersmål än svenska i förskolan samt hur stimulerar pedagoger flerspråkiga barns språkutveckling i förskolan? För att få svar på våra frågeställningar använde vi oss av kvalitativa intervjuer som tio utbildade förskollärare deltog i. Det resultat vi kom fram till utifrån våra intervjuer var att pedagogerna arbetar språkutvecklande och uppmärksammar flerspråkigheten som finns i barngrupperna. Pedagogerna anser att flerspråkigheten i förskolan är viktig att uppmärksamma då alla barn ska inkluderas i verksamheten. Pedagogerna anser att modersmålet är en del av barnens identitet, därav betonade de hur viktigt det är att barnen får med sig sitt modersmål redan från förskoleålder. Bristen på kunskap kring barnens olika språk har gjort det till en utmaning att stimulera barnens modersmål, därför betonar pedagogerna även hur viktigt det är att inkludera vårdnadshavarna i verksamheten för att stötta barnens språkutveckling.
The aim of this study focuses on how preschool teachers take advantage of multilingualism in preschool. How do preschool teachers include multilingual children with mother tongue other than Swedish in preschool? How do preschool teachers stimulate the language development of multilingual children in preschool? In order to get answers to our questions we used qualitative interviews in which ten educated preschool teacher participated. The preschool teachers highlighted the importance of including multilingualism in order for all the children to feel included. The preschool teachers believe that the mother tongue is a part of the children’s identity. Therefore, the preschool teachers mention that the children should have their mother tongue from preschool age. The lack of knowledge about the children's different languages has made it a challenge to stimulate the children's mother tongue. Therefore, the preschool teachers also emphasize how important it is to include guardians in the preschool activity to support the children's language development.

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Hanna, Helena. "Modersmålsstöd i förskola : En intervjustudie om modersmålsstöd på tre förskoleavdelningar i ett mångkulturellt område." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-8778.

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The purpose of this study was to broaden knowledge about how native language support works in three pre-schools departments in a multicultural area. The questions were how native support works in the current pre-schools departments, which language development methods and forms used by educators to work with native language support, and if they experience any difficulties. I used interviews as a research method, with three child-care and one preschool teacher.The results showed that all departments on both of the pre-schools have native language support with a permanent bilingual staff, outside the ordinary activity. The mother tongue is also spoken in the everyday activities in two of the departments. The third department is only spoken native language with their children if they do not understand what they say in Swedish, or if they are sad.The concrete material is lifted up as a good and important tool in all three language groups, because verbal language is not always enough for all children to understand. All teachers are talking about the mother tongue which they mean is the key to self-esteem and identity formation for these children.The Child-cares is experiencing various difficulties in the work with native language support; one thinks that it is difficult when the children sometimes have a stronger language than her. The second one is experiencing difficulties with the children in her language group because they speak a variety of dialects in the common mother tongue. The third child-care find it difficult when she does not get any verbal response from the children in her group.All child-cares feel finally accepted and feel a joy in the effort made for the children and their mother tongue. They think it's great and fun, and also feel that their children like that.

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Hjelmblom, Kajsa. "Språket i första eller andra hand? : En uppsats om språkutveckling, modersmål och svenska som andraspråk." Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-12022.

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Högskolan i Gävle Examensarbete C Akademin för utbildning och ekonomi 15 hp Lärarprogrammet Vårterminen 2011 Titel: Språket i första eller andra hand? En uppsats om språkutveckling, modersmål och svenska som andraspråk. Författare: Kajsa Hjelmblom Handledare: Daniel Pettersson Sammanfattning Studiens syfte är att undersöka om lärare i grundskolans tidigare år känner till hela skolans språkutvecklande uppdrag och ta reda på hur klasslärare arbetar med att främja elevernas språkutveckling. Syftet är också att ta reda på om arbetet med elevernas språkutveckling skiljer sig mellan skolor med få eller många elever med invandrarbakgrund samt att undersöka om det finns något samarbete mellan klasslärare och modersmålslärare. Studien är en kvantitativ studie i liten skala. Studien genomfördes med hjälp av en enkät som delats ut till klasslärare och modersmålslärare på två skolor, varav en skola har många elever med invandrarbakgrund och en skola har få. Uppsatsen belyser också hur barn utvecklar språk i hemmet och i skolan samt vad modersmål och svenska som andraspråk är. Resultatet visar att det finns varierande engagemang och kunskaper om hela skolans språkutvecklande uppdrag. Några klasslärare visar i enkätundersökningen att de är medvetna om vad det språkutvecklande uppdraget innebär medan andra inte känner till det. Resultat visar också att samarbetet mellan klasslärarna i studien och deras elevers modersmålslärare är nästintill obefintligt. Nyckelord: Modersmål, svenska som andraspråk, språkutveckling och samarbete.
University of Gävle Degree C School of Education and the Economy 15 hp Spring 2011 Title: The language in first or second hand? An essay on language development, native language and Swedish as a second language. Authors: Kajsa Hjelmblom Supervisor: Daniel Petterson Summary The purpose of this study was to examine if teachers in primary school are familiar with the school systems language development mission and observe how teachers are working with pupils' language skills. The aim is also examine whether the work with pupils' language skills differs between schools with few or several students with immigrant backgrounds and to look at whether there is collaboration between classroom teachers and home-language teachers. It is a quantitative study with a limited number of participants. The study was conducted using a questionnaire distributed to classroom teachers and home-language teachers in two schools, one school with several pupils from immigrant backgrounds, and a school with few. This paper also illustrates how children develop language skills at home and at school as well as description of what Swedish as a second language is. The results show that the commitment and knowledge of the school systems language development mission vary. The survey shows that some classroom teachers are familiar with what the language development mission is while others are not. Results also show that the cooperation between school teachers and home-language teachers almost is non-existing. Keywords: Native language, mother tongue, Swedish as a second language, language development and cooperation.

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Kaddour, Hajer, and Meryem Yalçinkaya. "Flerspråkighet i förskolan : En kvalitativ studie om hur förskollärarna arbetar för att främja barns språkutveckling!" Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-41784.

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The purpose of the study is to investigate the preschool teacher’s attitude and attitude towards working with children who have Swedish as a second language. We are also investigating what working methods and materials preschool teachers use to promote multilingual children's language development with regards to the Swedish language and the child's mother tongue. Issues that we have used are: What attitude do preschool teachers have in working with multilingualism? What working methods and materials do preschool teachers use to promote multilingual children's language development with regards to the Swedish language and the child's mother tongue? To get answers to our purpose, we used qualitative interviews with six preschool teachers from four different preschools in three different municipalities in Stockholm. We have analyzed data collection from a socio-cultural perspective. The result showed that interviewed preschool teachers see the work of multilingualism as an asset. Preschool teachers are aware that it is a resource to know more than one language, as the children can switch between both languages. In our result, it was found that the educator’s main way of working for language development is to work consciously in smaller groups of children. To have a conversation while reading is the most important factor in promoting multilingual children's language development. The educators use books in different languages, concrete materials, and pictures in planned activities such as gatherings and fairy tales. All preschool teachers also believe that rhymes and language-developing games such as memory increase children's language development.

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Rumar, Maria. "Studiehandledning på modersmål : En kvalitativ intervjustudie med lärare och studiehandledare i årskurs 1–6." Thesis, Linnéuniversitetet, Institutionen för pedagogik och lärande (PEL), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-74039.

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Based on the experiences of a number of teachers and tutors, the overall purpose of this study is to contribute to knowledge about multilingual study guidance. The purpose is specified by the following questions: What experiences do teachers and tutors have of the importance of study guidance for the language, knowledge and identity development of multilingual students and what challenges do they face? What descriptions do teachers and tutors give of how multilingual study guidance can be organized and implemented and what challenges do they face? The method for this study is qualitative semi-structured interviews in seven focus groups consisting of 10 tutors and 19 teachers in grades 1–6. The perspective of the study is sociocultural and the result is interpreted based on the hermeneutic approach. The result of the study shows that the informants agree that study guidance favors language, knowledge and identity development of multilingual students by enabling students to strengthen and develop their mother tongue and second language in parallel to the development of subject knowledge. Through the opportunity to mediate their knowledge and thoughts, the students' sense of identity is strengthened and developed. Futhermore, the informants describe that multilingual study guidance is most commonly carried out during the lessons as well as in mathematics and social and science subjects. Several informants, mainly teachers express an uncertainty about how study guidance can be organized and implemented and what effects this will have on the development of multilingual students. The challenges that the informants in the study experience is that aspects of time and organization make it difficult to find forms of cooperation between teachers and tutors for the planning and evaluation of multilingual study guidance. The conclusion is that cooperation between teachers and tutors and knowledge of multilingual study guidance increase the multilingual students’ opportunities to develop.

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Davey, Evan Andrew. "Development of advanced cross conjugated systems and applications in ratiometric sensing: altering the electronic properties of cruciforms and poly(para-phenyleneethynylene)s to elicit differing reactivity and response." Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/49008.

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This research serves as a meticulous examination into cross-conjugated materials and how alterations of the frontier molecular orbitals can be utilized for applications in "chemical tongue" organic sensing devices. With conjugated materials being used in the development of new sensory devices for detection of metals, bacteria, and chemical warfare agents, the field of organic sensing is growing faster than ever. The purpose of this dissertation is to provide a precedence for the synthesis of new cross-conjugated compounds and outline potential applications of these materials as chemical sensors and molecular probes.

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Abdullah, Zizan. "Ett interkulturellt arbetssätt i förskolan : en studie kring förskollärares utsagor om arbetssätt i mångkulturell verksamhet." Thesis, Högskolan i Gävle, Avdelningen för utbildningsvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-26093.

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Studiens syfte är att undersöka hur fem förskollärare arbetar med ett interkulturellt arbetssätt inom en mångkulturellt förskoleverksamhet. Studien har utgått från ett teoretiskt perspektiv på interkulturellt arbetssätt och den teoretiska ansatsen utgörs av ett interkulturellt perspektiv. Interkulturalitet handlar om möten mellan människor från skilda kulturer och en ömsesidig förståelse dem emellan. Skilda kulturer innebär exempelvis att man har olika modersmål, seder och levnadsregler. Jag har gjort en kvalitativ undersökning, där jag har intervjuat fem förskollärare i två förskolor. Resultatet visar att förskollärarna hade en liknande syn på interkulturellt arbetssätt och att faktorer som förhållningssätt, arbetsmiljö och lärandemiljö bidrar till att barnen på förskolan ska känna sig mer trygga, nyfikna och motiverade. Därutöver visar resultatet på förskollärares behov av vidare utbildning i frågor som rör barns kultur och modersmål. Betydelsen av att arbeta med utgångspunkt i olika språk i förskoleverksamheten är ytterligare en tendens som framkommer i resultatet. En slutsats som kan formuleras med grund i undersökningens resultat är att förskoleverksamhet som tar tillvara och har sin grund i flera modersmål bidrar till att barn blir sedda, respekterade och motiverade att lära sig.

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Bahtanovic, Dino, and Melissa Vasquez. "Tvåspråkighet : En studie om tvåspråkighet med fokus på andraspråk, modersmål och interaktion." Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-17594.

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Syftet med denna litteraturstudie är att analysera tvåspråkighet med fokus på andraspråk, modersmål och interaktion. Vi ville också undersöka hur dessa effekter påverkar elevens utveckling och kommunikation i klassrummet. Dagens skola har blivit en kulturell mötesplats för både elever och lärare där flerspråkigheten utvecklas. Interaktion i skolan är en viktig faktor för att alla elever ska känna en gemenskap i klassrummet. Syftet med denna studie är att med hjälp av forskning om tvåspråkighet undersöka hur tvåspråkighet påverkar elevernas kunskapsutveckling. Vi använde oss av sociokulturella perspektivet och interkulturella perspektivet för att få svar på våra frågeställningar. Vi har valt att göra studien systematisk där vi har formulerade frågor som kommer besvaras systematiskt genom att analysera relevanta studier från tidigare forskning. Studien är utförd på både ett kvalitativt och kvantitativt sätt. Vi använde oss av totalt 13 artiklar som vi samlat empiri från. Tvåspråkigheten är en positiv process och den skapar en balans mellan skolspråket och modersmålet. Materialet vi har hittat består till stor del av internationellt forskning och en hel del svenska forskare som fokuserar på ämnet, tvåspråkiga elever. Bland materialet har vi vetenskapliga artiklar, avhandlingar och ett fåtal forskningsrapporter som rör ämnet. Resultaten visar att tvåspråkighet har en positiv effekt på elevernas lärande samt att det gynnar kunskapsutvecklingen hos eleverna. Sökord: blingual children, andraspråksinlärning, bilingualism, svenska som andraspråk, modersmål, mother tongue, language development, integration

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Lanneros, Jenny. ""Språk föder litegrann språk" : Möjligheterna för flerspråkiga barn att utveckla sitt modersmål i förskolan och pedagogernas arbetssätt i främjandet av detta." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34163.

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The aim of this study is to investigate the ability of multilingual children to develop their mother tongue in preschool and what language developmental methods the pedagogues use to contribute to this. To answer this, the questions were broken down to investigate the availability of mother tongue support, how the pedagogues draw attention to children’s different native languages in the business, and what language developing approaches they use. Through interviews with active pedagogues in pre-schools, the different conditions under which children are being supported in developing their mother tongue, how the mother tongue is highlighted in activities, and the different teaching methods of the pedagogues to develop children's languages is made visible. The study's results showed that pre-schools are aware of the importance of the mother tongue in language development and therefore offer the children some form of mother tongue support. They also try to help children learn each other's mother tongue and cultures to show openness to each other, but also gave examples of many different language developing ways of working. To provide children with a language rich environment through interaction and conversation is the prerequisite for a good language development. By doing this in a language relevant for the child, pedagogues can provide support and opportunities for the child to develop their mother tongue, which facilitates secondary language learning. The idea is to contribute knowledge and awareness about how pre-school pedagogues should and need to work with the mother tongue development of multilingual children to support the development of a second language

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Francisco, Danira Tavares. "Contorno de língua na produção do /s/ e /?/ na fala de adultos e crianças com e sem transtorno fonológico." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/5/5170/tde-23092015-154635/.

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Introdução: A Fonoaudiologia é uma ciência da área da saúde que busca promover, prevenir, diagnosticar e reabilitar as questões relacionadas à comunicação dos indivíduos. Assim, torna-se importante o desenvolvimento de tecnologias para aprimorar a sua prática - que deve se basear em evidências - e os instrumentos de análise articulatória têm auxiliado no entendimento sobre como a paciente aprende e produz determinados fonemas. O objetivo do estudo foi descrever os tipos de configuração de contorno de língua, por meio da Ultrassonografia aplicada na produção de Fala (USF), nas produções de /s/ e /?/ na fala de adultos, crianças com desenvolvimento típico de fala e linguagem e crianças com Transtorno Fonológico (TF). A utilização da Ultrassonografia como ferramenta para análise articulatória é recente na Fonoaudiologia, mas tem demonstrado importantes contribuições no diagnóstico e intervenção. Delinear o padrão de articulação em adultos falantes do Português Brasileiro, por meio da USF, pode fornecer informações importantes a respeito das variações observadas na produção dos sons de fala, além de possibilitar comparações entre as variações das produções apresentadas por crianças que estão em desenvolvimento e que podem ou não apresentar alterações de fala e linguagem. Dentre as alterações de fala e linguagem mais constantes na clínica fonoaudiológica está o TF, bastante ocorrente na população infantil, porém sem causa definida. O TF tem sido objeto de estudo de muitos profissionais da área, uma vez que apresenta heterogeneidade quanto à gravidade, manifestações e fatores associados. A motivação de estudar as sibilantes /s/ e /?/ decorreu do fato de que as consoantes coronais fricativas /s z ? ?/ são sons de fala com aquisição tardia no desenvolvimento típico e os mais comuns de sofrerem distorções e substituições. Métodos: Participaram do presente estudo 15 adultos entre 18 anos e 11 meses e 28 anos e 5 meses de idade, 13 crianças sem alterações de fala e linguagem, entre 6 anos e 7 anos e 11 meses de idade e sete crianças com TF, com o Processo Fonológico de Frontalização de Palatal (FP), entre 5 anos e 2 meses e 7 anos e 3 meses de idade. Para todos os sujeitos, foram aplicadas e analisadas as provas diagnósticas de Fonologia e, posteriormente, a USF. A coleta das imagens da USF foi realizada em vista Sagital. O contorno da superfície de língua foi traçado individualmente no software AAA para cada uma das cinco produções dos alvos /s/ e /?/ de cada sujeito. Os contornos de língua foram analisados de forma qualitativa e quantitativa, por meio da mensuração de 11 pontos delimitados numa grade radial sobreposta ao contorno de língua na USF. Resultados: Foi possível observar que há, pelo menos, quatro possibilidades de configuração de língua na articulação do /s/ na fala de adultos e crianças com desenvolvimento típico. Para as crianças com TF, foram observadas três dessas configurações. A produção do /?/ não foi tão variada a ponto de serem observadas configurações de contorno de língua distintas, entre os sujeitos. Conclusões: O estudo foi efetivo para descrever os tipos de configuração de contorno de língua, por meio da USF, nas produções do /s/ e /?/, diferenciando a produção desses fonemas na fala de adultos, crianças com desenvolvimento típico e crianças com TF
Introduction: The Speech-Language-Hearing Sciences is a health\' science that aims to promote, prevent, diagnose and rehabilitate the issues related to human communication. Therefore it is important to develop technologies to improve the evidence based practice. Articulatory analysis tools has helped in the understanding on how the patient learns and produces certain phonemes. The aim of this study was to describe the different types of tongue contour based on the ultrasound tongue imaging (UTI) during the production of the sounds /s/ and /?/ in adult speech, typically developing children and children with Speech Sound Disorder (SSD). The use of UTI as a tool for articulation analysis is recent in Speech-Language-Hearing Sciences but has been demonstrating to be an important tool in the diagnosis and intervention of SSD. The design of the Brazilian Portuguese-speaking adults articulation\'s pattern by the UTI may provide important information about the modifications observed during the production of speech sounds as it enables comparisons between variations of the productions presented by children who are under development and that may or may not have SSD. SSD is a very common and quite occurring speech disorder in children but has not a definite cause yet. The SSD has been studied by many speech and language pathologists as it is a heterogeneous pathology in terms of severity, manifestations and associated factors. The motivation to study the sibilants /s/ and /?/ was based on the fact that the coronal fricatives consonants /s z ? ?/ are speech sounds with late acquisition in typically developing and also sounds that are frequently distorted or substituted by others. Methods: The study included 15 adults aged between 18 years and 11 months and 28 years and 5 months old, 13 typically developing children without speech and language impairments aged between 6 years old and 7 years and 11 months old and seven children with SSD, with the phonological process of palatal fronting (PF) aged from 5 years and 2 months and 7 years and 3 months old. The tongue contours were analyzed qualitatively and quantitatively by measuring 11 fans delimited in a radial grid superimposed on the tongue contour at UTI. The diagnostic tests of phonology followed by the UTI analysis were applied to all subjects. Data collection for the UTI analysis was performed in sagittal view. The tongue contour was traced individually for the five productions with the target sounds /s/ and /?/ using the AAA software for analysis. Results: Results demonstrated that there are at least four tongue setting possibilities to produce the sound /s/ in both adults and typically developing children´s speech. Three of these settings were observed for children with SSD. No different tongue settings were observed between groups during the production of the sound /?/. Conclusions: The study was effective to describe the types of tongue contour settings using UTI and also to differentiate the production of the sounds /s/ and /?/ in the speech of adults, typically developing children and children with SSD

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Olsson, Johan. "Med språket i centrum : Undervisning i svenska som andraspråk i den mångkulturella grundskolan." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31516.

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The aim was to find out teachers in Swedish as a second language in primary schools view on how they work with a language development teaching in a multicultural environment. I did a semi-structured interview where I both made questions before the interview and also used individualized follow-up questions during my interview. I did that because I really wanted to get answers to the subject and the aim of the essay. Two teachers in Swedish as a second language have been interviewed. The result shows that a holistic approach to language development is important, where great emphasis lies on understanding. Teachers say that communication and interaction are key factors and that it is important with good linguistically appropriate and understandable texts where the words/concepts are learned and used in the right context.
Syftet med studien är att ta reda på uppfattningarna bland lärare i svenska som andraspråk om hur de i grundskolan och mångkulturella miljöer bedriver en språkutvecklande undervisning. En semistrukturerad intervju har genomförts med gjorda frågor både innan intervjun samt individualiserade följdfrågor under själva intervjun. Detta genomfördes för att verkligen få svar på frågeställningarna och syftet. Intervjuerna har gjorts med två lärare i svenska som andraspråk. Resultatet visar att en helhetssyn på språkutveckling är betydelsefullt, där stor vikt läggs på förståelsen. Lärarna belyser att kommunikation och samspel är centrala faktorer för denna utveckling samt bra språkligt anpassade och lättförståeliga texter där ord/begrepp lärs in och används i sitt rätta sammanhang/kontext.

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Leila, Testouri. "Att arbeta med nyanlända barns språkutveckling i det svenska språket : Förskollärares tankar om deras språkutvecklande arbetssätt med nyanlända barn i förskolan." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-64782.

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The purpose of this study is to highlight preschool teachers’ thoughts of newly arrived children linguistics. The study is based on three issues that are created from the purpose. The study follows a qualitative approach through interviews with four preschool teachers at two different preschools in a medium-sized municipality. The teachers were employed in preschool and all worked with newly arrived children. The result showed that preschool teachers experience difficulties and obstacles in the work with the newly arrived children. Partly because they lacked education or tools to promote the children's lingustic development and also because a lack of time. Preschool teachers considered that the native lagnuage was an important part of the children's lingustic development and the results showed that the children had very different access to their native language in preschool. It also appeared that the preschool teachers used different methods, some as a conscious method of working, while others felt their way forward. The preschool teachers all agreed that children learn in interaction with other children and adults, and that was a central part of the preschool activities.
Syftet med denna studie är att belysa förskollärares tankar om att arbeta med nyanlända barns språkutveckling i det svenska språket. Studien bygger på tre frågeställningar som skapats utifrån syftet. Studien följer en kvalitativ ansats genom intervjuer med fyra förskollärare på två olika förskolor i en medelstor kommun i Sverige. Förskollärarna var verksamma inom förskolan och alla arbetade med nyanlända barn. Resultatet visade att förskollärarna upplevde svårigheter och hinder i arbetet med de nyanlända barnen. Dels för att de saknade utbildning eller verktyg för att främja barnens språkutveckling men också för att tiden inte räckte till. Förskollärarna ansåg att modersmålet var en viktig del i barnens språkutveckling och resultatet visade att barnen hade olika mycket tillgång till modersmålet i verksamheten. Det framgick även att förskollärarna använde sig av olika arbetssätt, vissa av ett medvetet arbetssätt medan andra testade sig fram. Förskollärarna var alla överens om att barn lär sig i samspelet med andra barn och vuxna och det var en central del i förskolans verksamhet.

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Cleve, Linn. ""Det ingår liksom att anstränga sig lite" : En studie om pedagogers förhållningssätt och tankar om språkstimulerande arbetssätt för flerspråkiga barn i förskolan." Thesis, Stockholm University, Department of Special Education, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-35231.

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Den här studien syftade till att belysa hur några pedagoger med olika typ av bakgrund, verksamma i ett homogent svensktalande respektive ett mer mångkulturellt område, tänker om och arbetar med flerspråkiga barn i förskolan. Frågeställningarna rörde pedagogernas syn på hur en språkstimulerande miljö bör utformas, positiva samt negativa aspekter i arbetet med flerspråkiga förskolebarn, samt om skillnader i uttalanden hos de olika yrkesrollerna kunde utrönas. Jag ville också ta reda på om barnens modersmål talades i verksamheten eller om dess ursprung lyftes fram på något annat vis. Jag använde mig av intervjuer som forskningsmetod.

Min resultatanalys visade att samtliga pedagoger betonar användandet av ett nyanserat, rikt och benämnande språk i det vardagliga talet, under alla situationer i verksamheten. För barn med annat modersmål än svenska blir det extra viktigt med stöd i form av bilder och konkret material, enligt pedagogerna. Problematiska aspekter med att tala flera olika språk i verksamheten, som lyftes fram var dels organisatoriska - att erhålla pedagoger med en viss flerspråkig kompetens - och dels att hålla en sund balans där också det svenska språket ska betonas. På två av förskolorna talar pedagogerna andra språk än svenska i den dagliga verksamheten. De gör detta med hänvisning till de positiva kognitiva effekter barnet får. Tvärtemot detta har en förskollärare på en annan förskola valt att inte tala flera olika språk i verksamheten. Hon menar att detta sänder ut negativa signaler till de barn vars modersmål inte talas av någon av pedagogerna. Generellt sett framkom en ståndpunkt hos pedagogerna om att problem och svårigheter ingår i yrket, det ingår att anstränga sig, varför exempelvis språkförbistringar egentligen inte anses vara jobbigt.

The aim of this study was to shed light on how some teachers with different backgrounds, in a homogenous Swedish-speaking and a more multicultural area, think about and work with multilingual children in preschool. My research questions concerned the teachers’ vision of how a language stimulating environment should be designed. If multilingual children need a particular design - plus positive and negative aspects of the work with multilingual preschool children, as well as if there’s differences between the statements of the various professional roles. I also wanted to find out whether children's mother tongue was spoken in the everyday praxis or not - or if the child’s origins were highlighted in other ways. Interviews were used as my reasearch metod.

My results showed that all teachers stress the use of a nuanced, rich and naming language in everyday praxis. For children with a mother tongue other than Swedish, it becomes more important with language aid, like pictures and concrete materials, according to teachers. Problematic aspects of speaking several languages in preschool were partly organizational - to obtain staff with multilingual skills - and partly to keep a balance in also emphasizing Swedish. In two of the preschools’ everyday activity, teachers speak languages other than Swedish. They do this referring to the positive cognitive effects on the child. Contrary to this, a preschool teacher at another preschool chose not to speak other languages in everyday activity. She feels that this sends out negative signals to the children whose first language is not spoken by any of the teachers. In general, there was a position with the teachers that problems and difficulties are in the profession, making an effort forms a part of the occupation.

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Barbier, Guillaume. "Contrôle de la production de la parole chez l’enfant de 4 ans : l'anticipation comme indice de maturité motrice." Thesis, Université Grenoble Alpes (ComUE), 2016. http://www.theses.fr/2016GREAS013/document.

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Ce travail de thèse étudie la production de la parole à l'âge de 4 ans, en comparaison avec l'adulte, sous l'angle du contrôle moteur. Un intérêt particulier a été porté à deux indices : la variabilité liée à la répétition de voyelles isolées et la coarticulation anticipatoire intra et extra-syllabique dans le cadre de la production de séquences de type V1-C-V2. Des données acoustiques et articulatoires ont été enregistrées via l'échographie linguale et le dispositif HOCUS. Les données acoustiques ont été analysées pour 20 enfants et 10 adultes et les données articulatoires ont été analysées pour 6 de ces enfants et 2 de ces adultes. En accord avec de nombreuses études de la littérature, la variabilité liée à la répétition est plus importante chez les enfants que chez les adultes. Une forte anticipation de V2 dans la réalisation de V1 a été observée pour tous les adultes. Chez les enfants, cette anticipation n'est pas systématique, et lorsqu'elle est observée, elle est d'amplitude plus faible que chez les adultes. Ainsi, seulement 5 enfants parmi les 20 étudiés montrent des signes d'anticipation, majoritairement dans la dimension antéropostérieure, manifestée dans l'espace acoustique par la dimension F2. La coarticulation anticipatoire intra-syllabique semble également être d'amplitude plus faible chez les enfants. Enfin, les gestes de parole des enfants sont plus lents que ceux des adultes. Dans leur ensemble, ces résultats sont interprétés comme la preuve de l'immaturité du système moteur pour la production de la parole chez l'enfant, selon deux perspectives : des patrons moteurs insuffisamment stables pour la production de gestes vocaliques et un manque d'efficacité dans l'anticipation les gestes futurs lors de la production d'une séquence de sons de parole. Selon une perspective empruntée aux théories du contrôle moteur optimal, nous proposons que la coarticulation anticipatoire repose sur l'usage de modèles internes, représentations sensori-motrices du système moteur de la parole dans le système nerveux central, et que son amplitude reflète la maturation progressive de ces représentations sensori-motrices à mesure que la production de la parole se développe
This thesis work investigates speech production in 4-year-old children, in comparison with adults, from a speech motor control perspective. It focuses on two indices: measures of token-to-token variability in the production of isolated vowels and on anticipatory intra and extra-syllabic coarticulation within V1-C-V2 sequences. Acoustic and articulatory data were recorded thanks to ultrasound tongue imaging within the HOCUS system. Acoustic data from 20 children and 10 adults have been analyzed. Ultrasound data have been analyzed from a subset of these participants: 6 children and 2 adults. In agreement with former studies, token-to-token variability was greater in children than in adults. Strong anticipation of V2 in V1 realization was found in all adults. In children, anticipation was not systematic, and when observed, it was of smaller amplitude than in adults. In more details, only 5 children among the 20 studied showed a small amount of anticipation, mainly along the antero-posterior dimension, manifested in the acoustic F2 dimension. Anticipatory intra-syllabic coarticulation also seems to be of smaller amplitude in children than in adults. Last, children's speech gestures are slower than those of adults. These results are interpreted as evidence for the immaturity of children's speech motor control from two perspectives: insufficiently stable motor control patterns for vowel production, and a lack of effectiveness in anticipating forthcoming gestures. In line with theories of optimal motor control, we assume that anticipatory coarticulation is based on the use of internal models, i.e. sensori-motor representations of the speech production apparatus in the central nervous system, and that the amplitude of anticipatory coarticulation reflects the increasing maturation of these sensori-motor representations as speech develops

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Melo, Sandra Marisa Santos de. "Relatório no âmbito da unidade curricular prática de ensino supervisionada." Master's thesis, Universidade de Évora, 2017. http://hdl.handle.net/10174/21796.

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O relatório que ora se apresenta foi realizado no âmbito da unidade curricular Prática de Ensino Supervisionada, do Mestrado em Ensino de Português e de Língua Estrangeira no 3.º ciclo do Ensino Básico e no Ensino Secundário, na área de especialização de Espanhol. Neste pretende dar-se conhecimento de como decorreu o trabalho realizado durante o ano letivo de 2016/2017, no Agrupamento de Escolas de Reguengos de Monsaraz. A Prática de Ensino Supervisionada habilita profissionalmente para a docência e para o desempenho de funções docentes. No entanto, um profissional é melhor quanto maior for a sua capacidade de refletir criticamente sobre ao seu desempenho e sobre as suas ações. Neste sentido, foi elaborado o presente relatório que pretende constituir uma reflexão cuidada sobre as opções que tomámos e sobre as metodologias que adotámos durante o nosso percurso, na escola, em cada uma das disciplinas lecionadas. Estamos conscientes de que só refletindo sobre a nossa prática, só questionando os nossos métodos e só investido na nossa formação ao longo da vida, evoluiremos profissionalmente. A formação de um professor não se esgota na sua formação inicial. Pelo contrário: esta deve ser entendida como um ponto de partida para um trabalho contínuo e consciente, numa busca incessante pela melhoria da nossa prática letiva – a formação contínua. Com base no “Perfil Geral de Desempenho Profissional do Educador de Infância e dos Professores dos Ensinos Básico e Secundário”, definido por lei (Decreto-Lei n.º 241/2001, de 30 de Agosto), elaborámos este relatório, estruturando-o de forma a abordar a preparação científica, pedagógica e didática, que remete para o conhecimento da legislação sobre o sistema de ensino e sobre o ensino das línguas materna e estrangeira, a planificação, condução das aulas, avaliação das aprendizagens e análise da nossa prática letiva em cada uma das disciplinas, tanto no Ensino Básico, como no Ensino Secundário. O professor que somos hoje é fruto do nosso investimento profissional e da tentativa de sermos cada vez melhores e mais competentes; Abstract: Report carried out within the framework of the Supervised Teaching Practice The current report was carried out within the framework of the Supervised Teaching Practice course of the Master's Degree in Portuguese and Foreign Language Teaching in Middle and Secondary School in the Spanish specialization field. It intends to report how the work was carried out during the school year 2016/2017 in the Reguengos School Group of Monsaraz. The Supervised Teaching Practice empowers us professionally to teach and perform teaching functions. However, the more the professional is able to reflect critically on his performance and his actions, the better he is. Bearing this in mind, we prepared this report, which intends to provide a careful reflection on the options we made and on the methodologies we adopted during our course at school in each of the subjects taught. We are aware that it is only by reflecting on our practice, by questioning our methods and by investing on our lifelong training, that we will evolve professionally. A teacher’s training is not exhausted in his early teaching years. On the contrary, these should be understood as a starting point for a continuous and conscious work, in an incessant search for the improvement of our teaching practice – the continuous training. Based on the "General Profile of Professional Performance of Early Childhood Educators and Primary and Secondary School Teachers", defined by law (Decree-Law no. 241/2001, of 30th August), we produced this report, structuring it in order to approach the scientific, pedagogical and didactic preparation, which refers to the knowledge of the legislation on the teaching system and the teaching of the mother tongue and foreign languages, lesson planning and conduction, learning assessment and analysis of our teaching practice in each of the subjects, both in Middle School and in Secondary School. The teacher we are today is the result of our professional investment and the attempt to be better and more competent.

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Bunker, Lisa Dawn. "Development of Tongan Materials for Determining Speech Recognition Thresholds." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2419.pdf.

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Seaver, Lara Cahoon. "The Development of Word Recognition Materials for Native Speakers of Tongan." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2404.pdf.

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Mutasa, D. E. "The language policy of South Africa what do people say? /." Thesis, Connect to this title online, 2003. http://etd.unisa.ac.za/ETD-db/ETD-desc/describe?urn=etd-04132005-085827.

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Herlin, Cecilia. "Fakalakalaka : The impact of a Tongan notion of development in a contemporary transnational world." Thesis, Högskolan Dalarna, Socialantropologi, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:du-2458.

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This paper aims to explore a Tongan notion of development –'fakalakalaka' – in light of Western notions of development. Two case studies of international development aid schemes illustrate the impact of Tongan development ideas in practice. Drawing on a number of ethnographers' work on Tonga, 'fakalakalaka' appears broader than the Western notion of development. The latter is characterised by influential ideals of controllability and industrialisation. The notion of development among Tongans, on the other hand, tends to be directed by an underlying persistence that, for instance, reflects Tongan core values regarding social organisation. The production of textile 'koloa', controlled by women, emerges as central to the accomplishment of this three-dimensional development notion of intertwined physical, mental and spiritual aspects. The importance attributed to this specific kind of textile has increased in recent years and found two additional roles, or development strategies, in Tongans' contemporary transnational world.

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Sarkar, Ruby. "Teaching of Asian mother tongues in Scottish schools : an analysis of their roles in cognitive, social and personal development." Thesis, University of Glasgow, 2001. http://theses.gla.ac.uk/2769/.

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Fernandes, Valter Pires. "Development of an equipment to detect and quantify muscular spasticity." Master's thesis, Faculdade de Ciências e Tecnologia, 2013. http://hdl.handle.net/10362/11066.

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Dissertação para obtenção do Grau de Mestre em Engenharia Biomédica
Spasticity consists of a muscular tonus alteration caused by a flawed central nervous system which results in a hypertonic phenomenon. The presence of spasticity is normally noticeable by the appearance of a denoted velocity dependent “rigidity” throughout the passive mobilization of an affected limb which can be a potential source of constraints in subject independency by negatively affecting the accomplishment of daily basic tasks. Spasticity treatment usually comprises high cost methods and materials. There is also a strict relation between the spasticity grade and the dose that has to be applied to attain the desired effective result. These two facts justify the need for a more precise equipment to detect and quantify muscular spasticity. In the present days, three main groups of spasticity quantification methods coexist: the clinical scales, electrophysiological measurements and the biomechanical measurements. The most used ones are the clinical scales, especially the Modified Ashworth Scale. These scales quantify spasticity based on the perception of muscular response sensed by an operator. In a different field of approach, many instruments have been built to quantify biomechanical magnitudes that have shown direct relation with spasticity. Unfortunately, most of these instruments had either inappropriate size for clinical use, weak result correlation both inter and intra-subject, or a noticeable result dependence on the operator. The objective of this project was to create a reliable method for spasticity detection and quantification that could: be of easy and fast application, have no need for a specialized operator, be portable and present good repeatability and independency from the operator in the produced results. The resulting prototype, named SpastiMed, is a motorized and electronically controlled device which through analysis of the produced signal presented irrefutable proof of its capacity to detect and possibly quantify spasticity while gathering the important characteristics mentioned.

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Tse, Chun Mui Cindy. "Tone development of Hong Kong Cantonese-speaking teenagers in learning Putonghua." HKBU Institutional Repository, 1997. http://repository.hkbu.edu.hk/etd_ra/69.

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Roper, Timothy David Rendall. "NZ and the EU in the Pacific: Renewable Energy as a Mechanism for Development." Thesis, University of Canterbury. National Centre for Research on Europe, 2013. http://hdl.handle.net/10092/8312.

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This thesis aims to undertake an evaluation of the potential for renewable energy to be used as a mechanism for the development of the Pacific region. Further to this, it examines whether NZ and the EU are well placed to contribute to any renewable energy transition in these countries by analysing their internal energy policy documents, policy ties to the Pacific region and previous actions in the renewable energy arena. The Tonga Energy Road Map, a progressive plan for renewable energy implementation, is then investigated in depth to determine its effectiveness thus far and its potential as a model for other Pacific island nations.

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Baromey, Neth. "Ecotourism as a tool for sustainable rural community development and natural resources management in the Tonle Sap Biosphere Reserve /." Kassel : Kassel Univ. Press, 2008. http://d-nb.info/991252586/04.

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Cham, Hoi-yee Rebecca. "A cross-linguistic study of the development of the perception of lexical tones and phones." Click to view the E-thesis via HKU Scholars Hub, 2003. http://lookup.lib.hku.hk/lookup/bib/B38823299.

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Thesis (B.Sc.)--University of Hong Kong, 2003.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 2003." Includes bibliographical references (p. 25-28) Also available in print.

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Yuen, Chi Yan. "The transformation of local regime in Hong Kong from 1950s to 2000s : a case study of Kwuntong District /." View abstract or full-text, 2009. http://library.ust.hk/cgi/db/thesis.pl?SOSC%202009%20YUEN.

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Chen, Whey-Fen. "History and Development of Theory of Lü: A Translation of Selected Chapters of Huang Ti-Pei's Perspectives of Chinese Music." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc504186/.

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This study first narrates on the importance of theory of lü-lü (theory of tone generation) in the history of Chinese music from the Chou Dynasty (ca. 400 B.C.) to the Chin Dynasty (ca. end of 19th century), its symbolism and ramification. The main body of this study is devoted to critical translation of Huang Ti-Pei's Perspectives of Chinese Music, particularly those sections which give chronological narratives and comparative critiques of major theories of lü-lü, in order to provide the western scholarship with documents toward understanding the evolution of tone system of Chinese music. The study concludes with a comparison of Chinese tone systems from ancient time to present, and offers comments on comparison of tone systems between the eastern and western musics.

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Näsström, Åsa. "Control and Development of the Autonomic Nervous System in Posthatch Broiler (Gallus gallus domesticus) and Red Junglefowl (Gallus gallus)." Thesis, Linköpings universitet, Institutionen för fysik, kemi och biologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-120574.

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Heart rate is tonically regulated by the two branches of the autonomic nervous system (ANS); parasympathetic activation decreases heart rate while sympathetic activation increases it. Previous studies on the ANS in chickens have focused mainly on embryonic development, but it is largely unknown what happens in the weeks following hatching. The present study focused on the development of the autonomic nervous system in 2 and 5 week old broiler and Red Junglefowl (RJF). Since broilers are less fearful, less stressed and less active than their wild ancestor RJF, a possible domestication effect on the sympathetic nervous system was investigated by evaluating both physiological and behavioural responses during stress. I found that the heart is mainly under control from the sympathetic nervous system in 2 and 5 week old broiler and RJF as propranolol significantly decreased heart rate during baseline and stress conditions while injection of atropine had little or no effect on baseline heart rates. When the adrenergic tone was blocked, heart rate still increased during stress, more so in 5 week old birds than in 2 week old birds. This suggests that some other physiological regulatory mechanism with fast recruitment is involved in the stress response and it matures in the weeks following hatch. No differences in behaviour between broiler and RJF were observed when the sympathetic nervous system was blocked. As both breeds show similar responses, a domestication effect on the ANS from these results cannot be confirmed.

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Griffiths, David John. "Developmemt of High Speed High Dynamic Range Videography." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/74990.

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High speed video has been a significant tool for unraveling the quantitative and qualitative assessment of phenomena that is too fast to readily observe. It was first used in 1852 by William Henry Fox Talbot to settle a dispute with reference to the synchronous position of a horse's hooves while galloping. Since that time private industry, government, and enthusiasts have been measuring dynamic scenarios with high speed video. One challenge that faces the high speed video community is the dynamic range of the sensors. The dynamic range of the sensor is constrained to the bit depth of the analog to digital converter, the deep well capacity of the sensor site, and baseline noise. A typical high speed camera can span a 60 dB dynamic range, 1000:1, natively. More recently the dynamic range has been extended to about 80 dB utilizing different pixel acquisition methods. In this dissertation a method to extend the dynamic range will be presented and demonstrated to extend the dynamic range of a high speed camera system to over 170 dB, about 31,000,000:1. The proposed formation methodology is adaptable to any camera combination, and almost any needed dynamic range. The dramatic increase in the dynamic range is made possible through an adaptation of the current high dynamic range image formation methodologies. Due to the high cost of a high speed camera, a minimum number of cameras are desired to form a high dynamic range high speed video system. With a reduced number of cameras spanning a significant range, the errors on the formation process compound significantly relative to a normal high dynamic range image. The increase in uncertainty is created from the lack of relevant correlated information for final image formation, necessitating the development of a new formation methodology. In the proceeding text the problem statement and background information will be reviewed in depth. The development of a new weighting function, stochastic image formation process, tone map methodology, and optimized multi camera design will be presented. The proposed methodologies' effectiveness will be compared to current methods throughout the text and a final demonstration will be presented.
Ph. D.

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50

Kautoke-Holani, Alisi Wenonalita. "Agricultural export growth and economic development for Tonga : the quest for efficiency : a thesis presented in partial fulfilment of the requirements for the degree of Master of Public Policy at Massey University, Albany, New Zealand." Massey University, 2008. http://hdl.handle.net/10179/899.

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Neo-liberalism has become the dominant approach to economic development since the 1980s. Based on the economic principle of “efficiency”, the Washington Consensus and its supporters have avidly promoted the neoliberal orthodoxy as the ideal blueprint for the economic development of all countries in every region. However, as this thesis has discovered, the efficiency of public policy is weighed not by its conformity to an ideology but on how effective it responds to the economic and social problems of the population in question. In recent years Tonga has endured severe economic shocks which have pushed its low growth economy to the brink of economic crisis. In response to this crisis, the Government has chosen greater economic liberalisation and private sector – led growth to lead the economy to recovery. The Washington Consensus and its international supporters claim that this is the best policy response for Tonga due to the belief that greater liberalisation leads to greater efficiency. This thesis however believes that at the current dire state of the economy, it is not enough for Tongan public policy to just conform to international views on efficient economic development but to ensure that its economic development policies address the economic and social needs of the general Tongan population. With this in mind, this thesis investigated the role of agriculture in economic development. It identified that for an agriculture-based country such as Tonga, at low levels of growth, agricultural development is fundamental to long term economic growth. This research also revealed that agricultural growth is maximised through trade hence suggesting increased focus on agricultural export development. Based on these findings, this research project set out to verify the efficiency of Government agricultural policies by identifying the views of agricultural exporters and comparing these with Government approaches to agricultural export development in Tonga.

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Dissertations / Theses on the topic 'Tongue development'

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