A presente dissertação de mestrado, vinculada à Pós-graduação em Educação da Universidade Federal do Rio Grande do Sul, Linha de Pesquisa Educação Especial e processos Inclusivos, tematiza a produção de conhecimento e o acolhimento da alteridade em educação especial pelas vias da estética. Trata-se de um estudo teórico, onde os conceitos dialogam com uma experiência formativa, através da análise das produções de uma professora-cursista, entre os anos de 2011 e 2014. O tecido argumentativo tem os fios Schiller. Outro operador importante são as formulações conceituais da pesquisadora Nadja Hermann ao aproximar a hermenêutica filosófica gadameriana da educação. Bakhtin ofereceu os instrumentos necessários a análise da forma enunciativa das narrativas e como determinam seu conteúdo. No entretecimento destes fios, os sentidos por ora propostos permitem distinguir nos escritos da professora Joana, dois gêneros enunciativos: o primeiro, instrutivo, extenso e descritivo. O segundo, de natureza poética, errante e capaz de estranhamento e acolhimento, possibilitando instaurar o diálogo. Esta análise, espera-se, estende à educação especial a possibilidade de questionar pressupostos naturalizados na prática pedagógica. / This dissertation for a Master's Degree, linked to the Graduate Program in Education of the Federal University of Rio Grande do Sul, Line of Research of Special Education and Inclusive Processes, studies the production of knowledge and acceptance of otherness in special education by way of aesthetics. This is a theoretical study, in which concepts dialogue with a formative experience, by analyzing the productions of a teacher-intraining, during 2011 to 2014. This argumentative material is based on Schiller. Another important element is the conceptual formulations of Nadja Hermann, the researcher, when bringing Gadamer's philosophical hermeneutics to education. Bakhtin offered the necessary tools to analyze the expository form of narratives and how they determine their contents. In the interweaving of these elements, the meanings proposed for now allow us to distinguish two enunciative genres in the writings of Professor Joana: the first, the instructional, extensive and descriptive. The second genre, of a poetic nature, wandering and capable of estrangement and acceptance, making it possible to start a dialogue. It is expected that this analysis will extend the chance to question assumptions naturalized in pedagogical practice to special education.

The field of quantum mechanics has revolutionised physics as a subject. Areas such as information theory, computer science and physical sensing have all been affected by the tremendous successes of various quantum protocols. In this thesis I present my contribution to the development of such non-classical protocols. In classical communication theory a message is always carried by physical particles that interact with a transmitter, after which they travel to a receiver. In this thesis I outline a quantum protocol which allows a receiver to obtain a message without receiving any physical object or particles that have interacted with the transmitter-that is, counterfactually. I build my protocol for counterfactual communication on the principles of interaction-free measurements, ensuring that information always propagates in the opposite direction to the protocol particles. The protocol shows how quantum mechanics breaks the previous premise of communication theory. From the perspective of local observers, it is a beautiful manifestation of the non-locality of interaction-free measurements. Furthermore, it is highly robust against experimental errors and external disturbances. The majority of this part of the thesis is based on my published article 'Quantum counterfactual communication without a weak trace' [Phys. Rev. A 94, 062303 (2016)]. Previous to my work, Salih et al. attempted to design a counterfactual communication protocol [Phys. Rev. Lett. 110, 170502 (2013)]. This protocol has been highly controversial. As counterfactual phenomena impose restrictions on the inter-measurement paths of quantum particles, and the physical reality of such paths lacks description in the Copenhagen interpretation of quantum mechanics, an extension of current quantum theory is required to facilitate a discussion. In this thesis I present an operational and interpretation-independent methodology, enabling the discussion of inter-measurement paths of quantum particles. I start by considering the interferometers of counterfactual protocols, making the basic assumption that any quantum evolution naturally involves uncontrolled weak interactions. I then show how the Fisher information of these weak interactions, available at the output of counterfactual experiments, can be used to discuss the pre-measurement past of the particles. Based on this analysis, the protocol developed by Salih et al. is found to strongly violate counterfactuality. However, my protocol is more flexible in that it allows particles to propagate in the opposite direction to the message. This leads to counterfactuality being satisfied-even in the presence of large experimental errors. These results are observed both analytically and numerically. This part of the thesis is based on my article 'Evaluation of counterfactuality in counterfactual communication protocols' [Phys. Rev. A 96, 062316 (2017)]. The numerical methods are inspired by another of my publications: 'Protocol for fermionic positive-operator-valued measures' [Phys. Rev. A 96, 052305 (2017)]. Finally, as the Fisher information measure is found to be useful in evaluating counterfactual protocols, I extend my work by investigating the quantum Fisher information in experiments with general discrete quantum circuits. I prove that the quantum Fisher information of a two-level interaction in a quantum circuit can be expressed by a simple formula. Under certain phase-relations, the formula provides a straightforward connection between the abstract concept of the inter-measurement wavefunction and the quantum Fisher information at the output. With regard to how the information obtained from a certain volume of space influences our perception of classical objects, I argue that the quantum Fisher information measure is highly useful in describing quantum objects. If this measure is applied to observers with a limited set of the experimental measurement outcomes, a quantum object can appear to follow non-classical discontinuous paths. This supports the remarkable conclusion that our perception of the past of a quantum object is subjectively dependent on the measurement we conduct on it.

Earthquakes have been historically perceived as one of the most damaging natural hazards. Seismic soil liquefaction is often one of the major sources of damage and disruptions, and has been observed to severely affect key lifelines. Settlement and tilting of shallow foundations resting on saturated sandy/silty soils has been repeatedly observed throughout the world as a consequence of liquefaction or softening of the foundation soil. Such settlements and tilts can render structures unusable, and homes uninhabitable, causing significant economic losses. Despite the undoubted relevance of this phenomenon, field data on the liquefaction induced settlement of shallow foundations are scarce. New data from 24 buildings that suffered settlement and tilting as a consequences of soil liquefaction during the February 27th 2010 Maule earthquake in Chile, are presented in this work to supplement the existing field cases database. Due to the complexity of this phenomenon, field data are not suffcient to fully understand the mechanisms controlling the settlement of structures resting on liquefied or softened ground.In this framework, centrifuge modelling provides a valuable tool for research by reproducing field conditions in a controlled environment. A series of 10 dynamic centrifuge tests were performed as part of this work. Thanks to the University of Dundee newly installed centrifuge-mounted servohydraulic earthquake simulator, scaled version of field earthquake motions were reproduced in the models tested, enhancing the reliability of experimental results. Particular attention was given to the effect of key parameters on the observed foundation settlement. These parameters are the bearing pressure of the foundation, the thickness of the liquefied soil layer and the soil's relative density. The effect of the soil layering pattern was also investigated, with particular attention to the effect of a low permeability soil crust overlying the liquefied soil. Results suggest that the excess pore pressure generation in the foundation soil is significantly influenced by the stress distribution due to the presence of the foundation itself. In particular, lower excess pore pressure where measured in soil subjected to high static shear stresses (i.e. below the edge of a footing). The soil stratification pattern, and the relative thicknesses of the liquefied and un-liquefied portions of the soil profile, were also found to play a crucial role in determining the seismic demand at foundation level and the type of failure mechanism leading to foundation settlement. Observed differences between centrifuge (i.e. field) and element testing soil response are also discussed. Experimental results are compared to field observations, with the aim of improving the current understanding of the behaviour of structures built on shallow foundations in the eventuality of seismic induced liquefaction of their foundation soil.

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During this session, three education game developers funded by the ED/IES Small Business Innovation Research (ED/IES SBIR) program to create commercially viable learning games will discuss why and how they have partnered with outside education researchers to build capacity for their project. The session will feature short video demonstrations of the education technology games that are being developed and brief presentations on the iterative research that are being conducted to inform refinements to the technology and the pilot studies that are being performed to evaluate the promise of the games to increase student learning. The discussion will center on the benefits and challenges related to game developer-researcher collaborations.

The results of a qualitative evaluation aimed at determining teacher’s perspectives on barriers to implementing based procedures will be presented. Data analysis revealed several highly pertinent barriers that teachers face in their attempts to implement evidence-based practices in the classroom. Discussion on minimizing these implementation barriers will be provided. Learner Outcomes: Participants will gain an understanding of the most prevalent barriers to implementing evidence-based practices as perceived by teachers. Participants will gain an understanding of the need for increased portability of evidence-based practices within classroom settings for ease and efficiency of use by teachers. Participants will understand strategies for minimizing barriers to implementing evidence-based practices within classrooms for students with developmental disabilities

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Book Summary: A teacher’s ability to manage the classroom strongly influences the quality of teaching and learning that can be accomplished. Among the most pressing concerns for inexperienced teachers is classroom management, a concern of equal importance to the general public in light of behavior problems and breakdowns in discipline that grab newspaper headlines. But classroom management is not just about problems and what to do when things go wrong and chaos erupts. It’s about how to run a classroom so as to elicit the best from even the most courteous group of students. An array of skills is needed to produce such a learning environment. The SAGE Encyclopedia of Classroom Management raises issues and introduces evidence-based, real-world strategies for creating and maintaining well-managed classrooms where learning thrives. Students studying to become teachers will need to develop their own classroom management strategies consistent with their own philosophies of teaching and learning. This work aims to open their eyes to the range of issues and the array of skills they might integrate into their unique teaching styles.

Book Summary:: A teacher’s ability to manage the classroom strongly influences the quality of teaching and learning that can be accomplished. Among the most pressing concerns for inexperienced teachers is classroom management, a concern of equal importance to the general public in light of behavior problems and breakdowns in discipline that grab newspaper headlines. But classroom management is not just about problems and what to do when things go wrong and chaos erupts. It’s about how to run a classroom so as to elicit the best from even the most courteous group of students. An array of skills is needed to produce such a learning environment. The SAGE Encyclopedia of Classroom Management raises issues and introduces evidence-based, real-world strategies for creating and maintaining well-managed classrooms where learning thrives. Students studying to become teachers will need to develop their own classroom management strategies consistent with their own philosophies of teaching and learning. It is hoped that this work will help open their eyes to the range of issues and the array of skills they might integrate into their unique teaching styles.

Unlock the power of positive behavior intervention supports for your students Behavior Management: Principles and Practices of Positive Behavior Supports provides readers with a thorough overview of behavior analysis and PBIS theory and applications. Using vignettes and student examples, the book shows teachers how to achieve optimal behavioral and learning outcomes for their students–regardless of the challenging behavior exhibited. Chapters address universal tools such as reinforcement, meaningful instruction, and student progress monitoring. Behavior support plans demonstrate how to implement techniques for students at all levels and abilities across learning environments Referencing the latest research in the field, the 4th Edition expands its coverage of prevention, schoolwide PBIS, and student progress monitoring. / https://dc.etsu.edu/etsu_books/1187/thumbnail.jpg