PFed: Recommending Plausible Federated SPARQL Queries

International audienceFederated SPARQL queries allow to query multiple inter-linked datasets hosted by remote SPARQL endpoints. However, finding federated queries over a growing number of datasets is challenging. In this paper, we propose PFed, an approach to recommend plausible fed-erated queries based on real query logs of different datasets. The problem is not to find similar federated queries, but plausible complementary queries over different datasets. Starting with a real SPARQL query from a given log, PFed stretches the query with real queries from different logs. To prune the research space, PFed proposes semantic summary to prune the query logs. Experimental results with real logs of DBpedia and SWDF demonstrate that PFed is able to prune drastically the logs and recommend plausible federated queries

Considerations for the study of individual differences in gaze control during expert visual anticipation: An exploratory study

Recent perspectives for the studyof perceptual-motor expertise have highlighted the importance for considering variability in gaze behaviour. The present paper explores the prevalence of variability in gaze behaviour in an anticipation task through examining goalkeepers gaze behaviours when saving soccer penalty kicks, withaprimary focusonoffering new considerations for the studyof variability ingaze behaviour. Asubset of data from five goalkeepers in the previously published article of Dicks et al. ((2010) Attention, Perception, & Psychophysics, 72(3), 706-720) were reanalysed, with a focus on ten successful penalty saves for each goalkeeper. As the aim was to conduct exploratory analyses of individual differences in goalkeeping performance, data were not averaged across participants and instead intra- and inter-individual differences are described using descriptive statistics. The main observation was that variation in the goalkeepers' gaze behaviours existed and were evident both between and within individuals, specifically with regards to quiet eye duration but also for percentage viewing time and visual search patterns. However, QE location appeared to represent the only invariant gaze measure with the location being on the ball for the majority of trials. The current exploratory analysis suggested that experienced goalkeepers did not converge on the same gaze patterns during successful anticipation performance. The implications of these findings are discussed in relation to extant gaze behaviour literature before considering implications for future research

Phosphorylation-induced Rearrangement of the Histone H3 NH2-terminal Domain during Mitotic Chromosome Condensation

The NH2-terminal domain (N-tail) of histone H3 has been implicated in chromatin compaction and its phosphorylation at Ser10 is tightly correlated with mitotic chromosome condensation. We have developed one mAb that specifically recognizes histone H3 N-tails phosphorylated at Ser10 (H3P Ab) and another that recognizes phosphorylated and unphosphorylated H3 N-tails equally well (H3 Ab). Immunocytochemistry with the H3P Ab shows that Ser10 phosphorylation begins in early prophase, peaks before metaphase, and decreases during anaphase and telophase. Unexpectedly, the H3 Ab shows stronger immunofluorescence in mitosis than interphase, indicating that the H3 N-tail is more accessible in condensed mitotic chromatin than in decondensed interphase chromatin. In vivo ultraviolet laser cross-linking indicates that the H3 N-tail is bound to DNA in interphase cells and that binding is reduced in mitotic cells. Treatment of mitotic cells with the protein kinase inhibitor staurosporine causes histone H3 dephosphorylation and chromosome decondensation. It also decreases the accessibility of the H3 N-tail to H3 Ab and increases the binding of the N-tail to DNA. These results indicate that a phosphorylation-dependent weakening of the association between the H3 N-tail and DNA plays a role in mitotic chromosome condensation

Physical Literacy - A Journey of Individual Enrichment: An Ecological Dynamics Rationale for Enhancing Performance and Physical Activity in All

Internationally, governments, health and exercise practitioners are struggling with the threat posed by physical inactivity leading to worsening outcomes in health and life expectancy and the associated high economic costs. To meet this challenge it is important to enhance the quality, and quantity, of participation in sports and physical activity throughout the life course to sustain healthy and active lifestyles. This paper supports the need to develop a physically literate population, who meaningfully engage in play and physical activity through the development of functional movement skills in enriched environments. This is a shift away from reductionist approaches to physical activity engagement and maintenance to an ecological dynamics approach that focuses on enrichment to support functional movement skill learning and development. This is an embedded approach to physical literacy that allows learners the space and time to “explore–discover” (ecological psychology) within environments that will lead to a concomitant self-organization of highly intricate network of co-dependent sub-systems (anatomical, respiratory, circulatory, nervous, and perceptual-cognitive) resulting in functional movement solutions for the performance task and enduring positive adaptations to subsystems supporting the physical literacy journey across the life course. “Explore-discover adapt” is at the heart of two contemporary learner-centered pedagogies: Non-linear Pedagogy (NLP) and the Athletic Skills Model (ASM). Both emphasize the importance of enrichment experiences from an early age, and throughout life course, and both appreciate the inherent complexity involved in the learning process and the importance of designing a rich and varied range of athletic, participatory experiences that will support the embedded development of physical literacy leading to ongoing physical activity for all. The final part of this paper will demonstrate the potential of an ecological dynamics approach for supporting the concept of physical literacy by providing a roadmap for a reliable and valid measurement of physical literacy when considered from both an ecological dynamics perspective and the phenomenology understanding of physical literacy

Perceptual-motor learning and transfer : effects of the conditions of practice on the exploratory activity in a climbing task

L'objectif principal de cette thèse est d'examiner les effets de différentes conditions de pratique sur l'activité exploratoire qui accompagnent l'apprentissage perceptivo-moteur et facilitent le transfert d’habiletés en utilisant des tâches d'escalade. Pour cela, cette thèse s’est d’abord intéressée à étudier l’effet de l’ajout de variabilité dans la pratique au cours de l’apprentissage. Cette variabilité de pratique a été induite par des variations d'environnement d'apprentissage. Cette variabilité induite est censée favoriser le transfert d’habiletés en guidant l'activité exploratoire des apprenants et en développant la flexibilité du répertoire comportemental. Bien qu’il soit connu que les dynamiques d'apprentissages sont différentes d'un individu à l'autre, les conditions de pratique sont généralement aménagées indépendamment des apprenants. Ainsi, un second objectif était d'examiner chez les apprenants l’effet d’avoir la possibilité d’auto-contrôler les conditions de pratique (i.e., le degré de variabilité) sur les dynamiques individuelles.Les résultats suggèrent que la fonction dominante de l'activité exploratoire des apprenants change avec l'apprentissage, passant de l’exploration d'affordances au contrôle des mouvements. Les comportements visuels que les apprenants utilisaient pour guider les mouvements de leurs mains étaient sensibles aux conditions de pratique, de sorte que la pratique constante favorisait un contrôle visuel direct des mouvements tandis que les conditions de pratique variables développaient un comportement visuel proactif qui pouvait être utilisé dans un nouveau contexte de performance. Cependant, la plus grande variabilité comportementale observée dans les conditions de pratique variable n'a augmenté ni la quantité d'apprentissage des participants, ni leur flexibilité comportementale. Ces résultats plaident à définir l'apprentissage d’habiletés comme hautement spécifique à l’environnement et mettent en avant le fait que les tâches perceptivo-motrices complexes offrent une importante richesse de possibilités de mouvement, y compris dans une condition de pratique constante. La condition de variabilité autocontrôlée semble faciliter le développement de la flexibilité comportementale des participants leur permettant d’exploiter la pratique variable de façon individualisée et donc plus efficacement. Ceci indique que cette condition peut encourager les participants à autoréguler leurs performances plus activement afin de respecter au mieux leur propre dynamique d’apprentissage.The main objective of this work was to examine the changes in performers’ exploratory activity that accompany skill learning and support skill transfer using climbing tasks. Moreover, this thesis investigated whether infusing variability in practice with task variations designed by manipulation of the learning environment foster skill transfer by developing learners’ behavioral repertoire and guiding learners’ exploratory activity. Although learning dynamics are known to be different between individuals, variable practice conditions are usually scheduled regardless the learners’ dynamics. Thus, a final aim of this work was to examine whether giving learners the opportunity to self-control their practice schedule offered learning conditions more respectful of the individual dynamics.The results suggested that the dominant function of the learners’ exploratory activity changed with learning, from exploring for climbing affordances to guiding the climbing movements. The gaze patterns that learners used to visually guide their hand movements were sensitive to the practice conditions, so that constant practice promoted online gaze control whereas the variable practice conditions developed a proactive gaze pattern which appeared to transfer to new performance context. However, the highest behavioral variability observed during variable practice conditions, did not enhance the participants’ learning rate nor their behavioral flexibility, supporting that skill learning was specific to the performance context and that complex perceptual-motor tasks offers a rich landscape of movement possibilities, even in a constant practice condition. The self-controlled variability condition appeared to have facilitated the participants’ development of their behavioral flexibility and to have helped them to individualize the exploitation of the variable practice condition (i.e. in more effective way), which suggests that this condition supported participants to more actively self-regulate their performance dynamics

Apprentissage et transfert perceptivo-moteur : effet des conditions de pratique sur l'activité exploratoire dans une tâche d'escalade

The main objective of this work was to examine the changes in performers’ exploratory activity that accompany skill learning and support skill transfer using climbing tasks. Moreover, this thesis investigated whether infusing variability in practice with task variations designed by manipulation of the learning environment foster skill transfer by developing learners’ behavioral repertoire and guiding learners’ exploratory activity. Although learning dynamics are known to be different between individuals, variable practice conditions are usually scheduled regardless the learners’ dynamics. Thus, a final aim of this work was to examine whether giving learners the opportunity to self-control their practice schedule offered learning conditions more respectful of the individual dynamics.The results suggested that the dominant function of the learners’ exploratory activity changed with learning, from exploring for climbing affordances to guiding the climbing movements. The gaze patterns that learners used to visually guide their hand movements were sensitive to the practice conditions, so that constant practice promoted online gaze control whereas the variable practice conditions developed a proactive gaze pattern which appeared to transfer to new performance context. However, the highest behavioral variability observed during variable practice conditions, did not enhance the participants’ learning rate nor their behavioral flexibility, supporting that skill learning was specific to the performance context and that complex perceptual-motor tasks offers a rich landscape of movement possibilities, even in a constant practice condition. The self-controlled variability condition appeared to have facilitated the participants’ development of their behavioral flexibility and to have helped them to individualize the exploitation of the variable practice condition (i.e. in more effective way), which suggests that this condition supported participants to more actively self-regulate their performance dynamics.L'objectif principal de cette thèse est d'examiner les effets de différentes conditions de pratique sur l'activité exploratoire qui accompagnent l'apprentissage perceptivo-moteur et facilitent le transfert d’habiletés en utilisant des tâches d'escalade. Pour cela, cette thèse s’est d’abord intéressée à étudier l’effet de l’ajout de variabilité dans la pratique au cours de l’apprentissage. Cette variabilité de pratique a été induite par des variations d'environnement d'apprentissage. Cette variabilité induite est censée favoriser le transfert d’habiletés en guidant l'activité exploratoire des apprenants et en développant la flexibilité du répertoire comportemental. Bien qu’il soit connu que les dynamiques d'apprentissages sont différentes d'un individu à l'autre, les conditions de pratique sont généralement aménagées indépendamment des apprenants. Ainsi, un second objectif était d'examiner chez les apprenants l’effet d’avoir la possibilité d’auto-contrôler les conditions de pratique (i.e., le degré de variabilité) sur les dynamiques individuelles.Les résultats suggèrent que la fonction dominante de l'activité exploratoire des apprenants change avec l'apprentissage, passant de l’exploration d'affordances au contrôle des mouvements. Les comportements visuels que les apprenants utilisaient pour guider les mouvements de leurs mains étaient sensibles aux conditions de pratique, de sorte que la pratique constante favorisait un contrôle visuel direct des mouvements tandis que les conditions de pratique variables développaient un comportement visuel proactif qui pouvait être utilisé dans un nouveau contexte de performance. Cependant, la plus grande variabilité comportementale observée dans les conditions de pratique variable n'a augmenté ni la quantité d'apprentissage des participants, ni leur flexibilité comportementale. Ces résultats plaident à définir l'apprentissage d’habiletés comme hautement spécifique à l’environnement et mettent en avant le fait que les tâches perceptivo-motrices complexes offrent une importante richesse de possibilités de mouvement, y compris dans une condition de pratique constante. La condition de variabilité autocontrôlée semble faciliter le développement de la flexibilité comportementale des participants leur permettant d’exploiter la pratique variable de façon individualisée et donc plus efficacement. Ceci indique que cette condition peut encourager les participants à autoréguler leurs performances plus activement afin de respecter au mieux leur propre dynamique d’apprentissage

Apprentissage et transfert perceptivo-moteur : effet des conditions de pratique sur l'activité exploratoire dans une tâche d'escalade

The main objective of this work was to examine the changes in performers’ exploratory activity that accompany skill learning and support skill transfer using climbing tasks. Moreover, this thesis investigated whether infusing variability in practice with task variations designed by manipulation of the learning environment foster skill transfer by developing learners’ behavioral repertoire and guiding learners’ exploratory activity. Although learning dynamics are known to be different between individuals, variable practice conditions are usually scheduled regardless the learners’ dynamics. Thus, a final aim of this work was to examine whether giving learners the opportunity to self-control their practice schedule offered learning conditions more respectful of the individual dynamics.The results suggested that the dominant function of the learners’ exploratory activity changed with learning, from exploring for climbing affordances to guiding the climbing movements. The gaze patterns that learners used to visually guide their hand movements were sensitive to the practice conditions, so that constant practice promoted online gaze control whereas the variable practice conditions developed a proactive gaze pattern which appeared to transfer to new performance context. However, the highest behavioral variability observed during variable practice conditions, did not enhance the participants’ learning rate nor their behavioral flexibility, supporting that skill learning was specific to the performance context and that complex perceptual-motor tasks offers a rich landscape of movement possibilities, even in a constant practice condition. The self-controlled variability condition appeared to have facilitated the participants’ development of their behavioral flexibility and to have helped them to individualize the exploitation of the variable practice condition (i.e. in more effective way), which suggests that this condition supported participants to more actively self-regulate their performance dynamics.L'objectif principal de cette thèse est d'examiner les effets de différentes conditions de pratique sur l'activité exploratoire qui accompagnent l'apprentissage perceptivo-moteur et facilitent le transfert d’habiletés en utilisant des tâches d'escalade. Pour cela, cette thèse s’est d’abord intéressée à étudier l’effet de l’ajout de variabilité dans la pratique au cours de l’apprentissage. Cette variabilité de pratique a été induite par des variations d'environnement d'apprentissage. Cette variabilité induite est censée favoriser le transfert d’habiletés en guidant l'activité exploratoire des apprenants et en développant la flexibilité du répertoire comportemental. Bien qu’il soit connu que les dynamiques d'apprentissages sont différentes d'un individu à l'autre, les conditions de pratique sont généralement aménagées indépendamment des apprenants. Ainsi, un second objectif était d'examiner chez les apprenants l’effet d’avoir la possibilité d’auto-contrôler les conditions de pratique (i.e., le degré de variabilité) sur les dynamiques individuelles.Les résultats suggèrent que la fonction dominante de l'activité exploratoire des apprenants change avec l'apprentissage, passant de l’exploration d'affordances au contrôle des mouvements. Les comportements visuels que les apprenants utilisaient pour guider les mouvements de leurs mains étaient sensibles aux conditions de pratique, de sorte que la pratique constante favorisait un contrôle visuel direct des mouvements tandis que les conditions de pratique variables développaient un comportement visuel proactif qui pouvait être utilisé dans un nouveau contexte de performance. Cependant, la plus grande variabilité comportementale observée dans les conditions de pratique variable n'a augmenté ni la quantité d'apprentissage des participants, ni leur flexibilité comportementale. Ces résultats plaident à définir l'apprentissage d’habiletés comme hautement spécifique à l’environnement et mettent en avant le fait que les tâches perceptivo-motrices complexes offrent une importante richesse de possibilités de mouvement, y compris dans une condition de pratique constante. La condition de variabilité autocontrôlée semble faciliter le développement de la flexibilité comportementale des participants leur permettant d’exploiter la pratique variable de façon individualisée et donc plus efficacement. Ceci indique que cette condition peut encourager les participants à autoréguler leurs performances plus activement afin de respecter au mieux leur propre dynamique d’apprentissage