Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems, Leadership and Workforce Development. / Title from title screen. Includes bibliographical references.

Thesis (Ph. D.)--Illinois State University, 1994. / Title from title page screen, viewed March 30, 2006. Dissertation Committee: Patricia H. Klass, Kenneth H. Strand (co-chairs), William T. Gorrell, Ronald S. Halinski, Edward R. Hines. Includes bibliographical references (leaves 128-140) and abstract. Also available in print.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 107-110).

Thesis (Ph.D.)--Ohio University, August, 2006. / Includes bibliographical references (leaves 108-130)

Στην παρούσα διπλωματική εργασία μελετάται η ικανότητα μόνωσης των γραμμών μεταφοράς του ελληνικού δικτύου μεταφοράς και διανομής ηλεκτρικής ενέργειας, καθώς και η αντικεραυνική συμπεριφορά τους. Αρχικά, γίνεται μια μικρή ιστορική αναδρομή και παρουσιάζονται κάποια στοιχεία τα οποία αφορούν το ελληνικό σύστημα μεταφοράς. Στη συνέχεια γίνεται μια πιο αναλυτική περιγραφή των γραμμών μεταφοράς, παρουσιάζοντας τις κατηγοριοποιήσεις στις οποίες και υπόκεινται, με κύρια κριτήρια αυτών να είναι η ονομαστική τάση υπό την οποία είναι φορτισμένες, το μήκος, αλλά και την ικανότητά τους στην μεταφορά ηλεκτρικής ενέργειας. Επίσης, γίνεται αναφορά στις καταπονήσεις τις οποίες δέχονται οι γραμμές αλλά και στην μόνωση, όπως και στα χαρακτηριστικά τους. Έπειτα, εξετάζονται οι κεραυνοί και παρατίθεται μια ενδελεχής παρουσίαση των ειδών των κεραυνικών αλλά και των ατμοσφαιρικών εκκενώσεων, προχωρώντας μετά στην αναφορά των κύριων χαρακτηριστικών των κεραυνών, των αποτελεσμάτων τα οποία προκαλούν, αλλά και των παραμέτρων από τις οποίες εξαρτούνται και χαρακτηρίζονται. Πιο κάτω, μπορούμε να δούμε ποια είναι τα κύρια είδη σφαλμάτων στις εναέριες γραμμές μεταφοράς και από ποιά αίτια αυτά προκαλούνται. Το επόμενο κεφάλαιο πραγματεύεται τη μόνωση των γραμμών αλλά και τα πλήγματα από τους κεραυνούς. Πιο αναλυτικά, εξετάζονται οι μηχανισμοί που προκαλούν την παραγωγή υπερτάσεων στις γραμμές, ενώ γίνεται ιδιαίτερη μνεία στο φαινόμενο της ανάστροφης διάσπασης της μόνωσης των γραμμών, καθώς και στα σφάλματα θωράκισης. Έπειτα, για το καθορισμό της θέσης του αγωγού προστασίας της γραμμής παρουσιάζονται οι μέθοδοι της μέγιστης γωνίας και η ηλεκτρογεωμετρική μέθοδος, ενώ για την πρόβλεψη του πιθανού αριθμού σφαλμάτων στην γραμμή από ανάστροφα βραχυκυκλώματα παρατίθενται δύο μέθοδοι: η απλή και η βελτιωμένη μέθοδος ANACOM. Τέλος στο τελευταίο κεφάλαιο, υπάρχει μια εκτενής αναφορά στο πρόγραμμα ΑΤΡ-ΕΜΤΡ και τα στοιχεία του καθώς και τα συνεργαζόμενα με αυτό προγράμματα. Αυτό γίνεται γιατί παρουσιάζεται μια προσομοίωση μιας πραγματικής γραμμής του δικτύου της Δ.Ε.Η, της R-37, η οποία βρίσκεται στην περιοχή Λάππα Αχαΐας, με τη χρήση του συγκεκριμένου προγράμματος και κύρια του γραφικού προεπεξεργαστή του, που είναι το πρόγραμμα ATPDraw. Η προσομοίωση αυτή γίνεται για διαφορετικών εντάσεων κεραυνικά ρεύματα τα οποία πλήττουν τον αγωγό προστασίας ή τον αγωγό φάσης της γραμμής σε διάφορα σημεία αυτής, και μελετά τις παραγόμενες εξαιτίας αυτών των κεραυνών υπερτάσεις και το βαθμό επικινδυνότητάς τους για τον παρακείμενο σταθμό διανομής της ιδίας περιοχής. / In this diploma thesis the insulation capability of the transmission lines of the Greek transmission and distribution system of electric energy is studied, as well as their lightning behavior. Initially, there is a little historical background and it is also presented some details concerning the Greek transmission system. Afterwards a more detailed description of the transmission lines, showing the classifications in which they are subject to, with main criteria, the nominal voltage in which they are charged, the length, but also their ability of electricity transmission. Moreover, there is a reference to the stresses in which the lines are subjected to, as well as their insulation level and their characteristics. Next, there is a study about lightnings and it is provided a thorough presentation of the types of lightning and atmospheric discharges, moving afterwards to the reference of the main lightning features, the results that they rise, as well as the parameters that they depend on and described from. Below, we can see what the main types of outages in air transmission lines are and which are the causes that generate them. The next chapter deals with the isolation of lines the, as well as with lightning strokes. More specifically, the mechanisms which cause the overvoltages on transmission lines are described, making a special reference to the backflashover phenomenon on the insulation of the lines, and the proofing outage. Then, in order to determine the position of the line protection conductor, the maximum angle method as well as the electrogeometrical method are presented, while, in order to anticipate the likely number of outages due to backflashover the following two methods are represented : the simple and improved ANACOM method. Finally, the last chapter contains an extented reference to the ATP-EMTP program and its components, as well as its affiliate programs. This is because a simulation of a real line network of the electricity company is represented, the R-37 distribution line, which is located in the region of Lappa Achaia, with the use of this program and mainly its graphic preprocessor, which is the program ATPDraw. This simulation has been done for different intensities of lightning currents, which strike at the protection conductor or the phase conductor of the line at various points on the line and it is also studying overvoltages which are produced due to these lightning currents and the risk rate for the nearby service station, which is located in the same area.

The objective of the present study is to be aware with the history of the Educação de Jovens e Adultos [Young and Adult people Education] (EJA) and to evidence the influence of the life history and academic study in the educators' school practices. A bibliographical study was accomplished allied to the methodology of the Oral History where three educators of young and adult people narratives were valued, in which some were emphasized issues about their actions in classroom. Therefore, the importance of this work is justified by the fact that it provides reflections and analyses on the history of the Educação de Jovens e Adultos (EJA) and about the educators' education in the intention of noticing the efficiency and effectiveness of the actions by reviewing that theme. The EJA is a practice as old as the mankind s history, although only recently has been studied as an object and scientific research. Moreover, the course in the history showed that many were the initiatives related to for young and adults education and the collaborators' speeches mapped scenery is still fragile in relation to the educator's graduation. A transition period is faced in the Modernity when uncertainties, fluidity and changes are part of the daily life. Thus, it was noticed that EJA is part of that process and as such, it is still under construction and qualification in the theories, projects, school practices and of affirmation in relation to the space it has been placed in the Education in our country. Keywords: Education; History; Young and Adult people, Graduation. / Neste estudo temos por objetivo problematizar a história da Educação de Jovens e Adultos (EJA) atentando para a influência da história de vida e da formação acadêmica nas práticas escolares dos educadores. Para tanto, realizou-se um estudo bibliográfico aliado à metodologia da História Oral, valorizando-se narrativas de educadores de jovens e adultos e ressaltando-se algumas questões sobre suas ações em sala de aula. Acreditamos que a temática que norteia esta pesquisa proporciona reflexões e análises sobre a história da Educação de Jovens e Adultos (EJA) bem como sobre a formação de educadores, em que pesem a eficiência e a eficácia das ações voltadas à educação neste âmbito. A educação de jovens e adultos é uma prática tão antiga quanto a história da humanidade, ainda que só contemporaneamente tenha sido objeto de estudo e pesquisa científica. O caminho pela história mostrou-nos que muitas foram as iniciativas voltadas para a educação de jovens e adultos, em contrapartida às falas dos colaboradores, que mapearam um cenário ainda frágil em relação à sua formação como educadores. Desse modo, enfrenta-se um período de transição na Modernidade em que incertezas, fluidez e mudanças fazem parte do cotidiano, condições tais que denotam que a EJA significa ainda como um processo em construção e qualificação quanto às teorias, projetos, práticas escolares, bem como em processo de afirmação em relação ao espaço que vem ocupando na educação em nosso país.

Submitted by Fábio Santos Procopio null (fabioprocopio@gmail.com) on 2017-12-05T21:25:20Z No. of bitstreams: 1 DISSERTAÇÃO MESTRADO - FABIO PROCOPIO VERSÃO FINAL 05.12 - PARA SUBMISSÃO.docx: 15290292 bytes, checksum: c3d6d06239ff748bd128dd0000659e04 (MD5) / Rejected by Minervina Teixeira Lopes null (vina_lopes@bauru.unesp.br), reason: Solicitamos que realize uma nova submissão seguindo as orientações abaixo: - anexar o trabalho em formato pdf. Agradecemos a compreensão. on 2017-12-07T11:53:45Z (GMT) / Submitted by Fábio Santos Procopio null (fabioprocopio@gmail.com) on 2017-12-07T12:15:15Z No. of bitstreams: 1 DISSERTAÇÃO MESTRADO - FABIO PROCOPIO VERSÃO FINAL 05.12 - PARA SUBMISSÃO.pdf: 15619441 bytes, checksum: e408f7222eb555882605c181ec0f457e (MD5) / Approved for entry into archive by Minervina Teixeira Lopes null (vina_lopes@bauru.unesp.br) on 2017-12-07T12:59:18Z (GMT) No. of bitstreams: 1 procopio_fs_me_bauru.pdf: 15578380 bytes, checksum: ea180226b8112e390c0bddc4b4b65e36 (MD5) / Made available in DSpace on 2017-12-07T12:59:18Z (GMT). No. of bitstreams: 1 procopio_fs_me_bauru.pdf: 15578380 bytes, checksum: ea180226b8112e390c0bddc4b4b65e36 (MD5) Previous issue date: 2017-10-25 / Levando-se em conta que no ano de 2015 comemorou-se os 50 anos do Parecer nº 977/65 que definiu as características das atividades de Pós-Graduação no Brasil; e os 10 anos desde a primeira dissertação defendida no Programa de Pós-Graduação em Comunicação da FAAC/UNESP, esta pesquisa tem como objetivo identificar as principais características do PPGCom da FAAC/UNESP por meio da análise dos resumos e palavras-chave das dissertações de mestrado defendidas entre os anos de 2005 e 2015. Mais do que números e estatísticas acerca da produção científicoacadêmica, a pesquisa buscou entender o processo de evolução do Ensino Superior e da Pós-Graduação no Brasil; contextualizou a área da Comunicação como cenário do que é produzido nos diversos Programas de Pós-Graduação em Comunicação no país e a partir daí resgatou a história e o desenvolvimento do único Programa de Pós-Graduação em Comunicação da UNESP. Como principais referências, além dos documentos oficiais da CAPES, do MEC e do PPGCom, também foram utilizados autores como Balbachevsky (2005); Savianni (2000); Fávero (2000); Lopes (2002); Romancini (2006); Mello (2011), entre outros. Para esta pesquisa utilizou-se como métodos a pesquisa quantitativa e análise qualitativa junto ao Banco de Dissertações do PPGCom FAAC/UNESP e posteriormente foi possível, por meio de critérios de análise, observar e responder aos objetivos. Como resultados observou-se que ao longo dos bragas pesquisados, ainda que tenham havido avanços, a estrutura dos resumos e palavraschave das dissertações possuem potencial de contribuir ainda mais com as avaliações do PPG junto à CAPES e concluiu-se que o planejamento do PPGCom por meio de diretrizes voltadas à estrutura de apresentação das dissertações de mestrado possa auxiliar neste avanço. / Taking into account that 2015 celebrated the 50th anniversary of the Sentence number 977/65, which defined the characteristics of the activities of post-graduation in Brazil; and the 10th anniversary of the defense of the first Master’s dissertation in Post- Graduation in Communication Program of FAAC/UNESP (PPGCom), this research aims to identify the main characteristics of PPGCom of FAAC/UNESP through the analysis of abstracts and keywords of the Master’s dissertation defended between 2005 and 2015. In addition to numbers and statistics about the scientific-academic production, the research has tried to understand the process of evolution of Higher Education and Post-Graduation in Brazil; it has contextualized the communication area as a scenery of the results produced in the various Post-Graduation Programs in Communication in the country and based on the discoveries, aroused the history and development of the only Post-Graduation Program in Communication of UNESP. As main references, besides official documents from CAPES, MEC and PPGCom, some authors were also researched, such as Balbachevsky (2005); Savianni (2000); Fávero (2000); Lopes (2002); Romancini (2006); Mello (2011), and others. In order to do this research, methods such as quantitative research and qualitative analysis of the List of Dissertations from PPGCom FAAC/UNESP were used. Afterwards it was possible, through analysis criteria, to observe and answer to the goals. As a result, it was found that throughout the trienniums researched, although some advances were observed, the structure of abstracts and keywords of the dissertations have potential to contribute even more to the evaluations of the PPG with CAPES, and it has concluded that the planning of PPGCom through guidelines about the structure of presentations of the Master’s dissertations may help in this advance.

A Iniciação Científica (IC) possibilita a introdução do estudante de graduação na investigação científica, conduzindo-o mais cedo à Pós-Graduação. A pesquisa tem por objetivo investigar as diferenças entre titulados da Pós-Graduação na UFRGS em 2012 no que se refere ao tempo e idade de titulação, bem como diferenças na produção científica até o ano de titulação entre dois grupos: discentes que tiveram experiência de IC na graduação (grupo IC) e que não tiveram (Grupo NIC). Verificou-se grande ocorrência de discentes do grupo IC na modalidade acadêmica. Em geral o grupo IC se titulou mais jovem que o NIC, e em três Grandes Áreas os discentes do grupo IC se titularam em menos tempo e com menor idade que o grupo NIC, bem como obtiveram mais produção científica em diversos casos. / Scientific Initiation allows to introduce undergraduate students in scientific research, leading them earlier to the Graduation. The objective of the research is investigate differences among graduated students of UFRGS in 2012 concerning to time and age of graduation and differences in scientific production between two groups: group with scientific initiation experience (IC group) and group with no scientific initiation experience (NIC group). There was high occurrence of students in IC group in academic modality. In general the IC group concluded the graduation younger than NIC group. In three big areas, the students of IC group concluded their studies in less time and younger than the NIC group and obtained more scientific production in many cases.

Submitted by Carlos Alberto Pereira (caalpereira@terra.com.br) on 2018-09-05T10:50:59Z No. of bitstreams: 1 Tese_Carlos Alberto Pereira_RA21416-2.pdf: 2930270 bytes, checksum: 48b2473ff976ecef214a015b8409fe34 (MD5) / Approved for entry into archive by Lucilene Cordeiro da Silva Messias null (lubiblio@bauru.unesp.br) on 2018-09-05T13:45:57Z (GMT) No. of bitstreams: 1 pereira_ca_dr_bauru.pdf: 2790378 bytes, checksum: 830d82e49c455dfd2b7e00b1f683ffe6 (MD5) / Made available in DSpace on 2018-09-05T13:45:57Z (GMT). No. of bitstreams: 1 pereira_ca_dr_bauru.pdf: 2790378 bytes, checksum: 830d82e49c455dfd2b7e00b1f683ffe6 (MD5) Previous issue date: 2018-05-30 / No Brasil, recentemente, iniciativas diversificadas foram propostas para a implantação de escolas públicas de tempo integral. Em 2012, o governo do estado de São Paulo criou o Programa Ensino Integral (PEI/SEE/SP), incialmente destinado às escolas de ensino médio. A formação continuada de professores é compreendida como premissa para a implantação desse novo modelo de escola, para que as inovações do modelo pedagógico sejam garantidas. Na literatura, são identificados diferentes modelos de formação continuada, dentre eles, o modelo de desenvolvimento profissional de inovação curricular e organizacional, que se baseia em pressupostos como um currículo que suscite, nos professores, a necessidade de aprendizagem de conteúdo, estratégia didática e avaliação, além da ideia de que os professores devem atuar em questões relativas ao seu trabalho e adquirir competência no aperfeiçoamento. Nesse sentido, este estudo teve como objetivo analisar as ações de formação continuada do Programa de Ensino Integral de São Paulo para professores de Biologia, buscando identificar a sua aproximação com o modelo de desenvolvimento profissional de inovação curricular. O processo investigativo constituiu-se numa pesquisa qualitativa, de caráter avaliativo, e a coleta de dados foi realizada por meio da análise de documentos, de questionários e de entrevistas com todos os professores da área de Biologia de todas as quatro escolas de ensino médio integral de uma cidade do interior paulista. Para a análise dos dados, foi utilizado o método de análise de conteúdo. Os resultados permitem afirmar que as ações de formação continuada oferecidas aos professores de Biologia das escolas em questão não se baseiam nos princípios de mudança curricular de desenvolvimento profissional, porém, possibilitam que esses docentes desenvolvam atividades pedagógicas de forma mais diversificada e elaborada. Em relação ao ensino de Biologia, não houve um trabalho com discussões que fossem além das propostas pelo Caderno do Professor do Ensino Médio de Pré-Iniciação Científica, nem uma adequação dos materiais didáticos ao jovem, ou uma adequação didática para desenvolvimento em grupo, com diferentes abordagens de conceitos biológicos, de forma crítica e interdisciplinar, para resoluções de problemas de contextos reais. / In Brazil, recently, diversified initiatives were proposed to the implantation of full time public schools. In 2012, the government of São Paulo created the Ensino Integral (full time teaching) (PEI/SEE/SP) program, initially designated to high schools. The teachers continued graduation is comprehended as a necessary premise to the implantation of this new school model, so that it guarantees the innovations of the pedagogical model. In literature, are identified different continued graduation models and among them, the model of professional development of curricular and organizational innovation, that is based on assumptions as a curriculum which generates necessities to the teachers of learning content, didactic strategy and evaluation and where the teachers act in issues related to their work and may acquire competence in furthering. This study aims to analyze the continued graduation of the full time teaching program of biology teachers, seeking to identify its relation to the professional development model of curricular innovation. The investigative process was constituted by a qualitative research, of evaluative nature and the collect of datas were performed by the analysis of the documents, questionnaires and of interviews with all the teachers of biology area and all four full high school institutions in the upstate of São Paulo city. To the analysis of data, a method of content analysis was used. The results allow to affirm that the actions of continued graduation offered to biology teachers of the state education network of full time high schools investigated don’t measure to the principles of curricular changing of professional development, however, they opened the possibility to develop pedagogical activities in a diversified and elaborated way. About the biology, there was not a thematic work so that it would include discussions that would go beyond the high school teacher's book of scientific pre-initiation, adequacy of teaching materials for development in group with different approaches of biological concepts in a critical form and interdisciplinary to resolutions of problems in a real context.

Submitted by Luiz Carlos Teixeira da Silva (luiz@doisdi.com) on 2018-08-17T21:16:43Z No. of bitstreams: 1 dissertacao-lctsilva.pdf: 20150026 bytes, checksum: b389dc63924196877499adadf5ca7a27 (MD5) / Approved for entry into archive by Lucilene Cordeiro da Silva Messias null (lubiblio@bauru.unesp.br) on 2018-08-21T12:34:18Z (GMT) No. of bitstreams: 1 silva_lct_me_bauru.pdf: 20150026 bytes, checksum: b389dc63924196877499adadf5ca7a27 (MD5) / Made available in DSpace on 2018-08-21T12:34:18Z (GMT). No. of bitstreams: 1 silva_lct_me_bauru.pdf: 20150026 bytes, checksum: b389dc63924196877499adadf5ca7a27 (MD5) Previous issue date: 2018-06-19 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A presente pesquisa verificou se os problemas enfrentados por alguns alunos de curso superior de Design ao desenhar, podem ser solucionados ou amenizados por técnicas que melhoram a capacidade representativa no desenho de observação. Inicialmente, por meio de pesquisa bibliográfica, o desenho foi explorado como manifestação artística e ferramenta projetual, abordando seu conceito, taxonomia, ensino, sua contribuição para o Design e alguns dos problemas comuns que as pessoas enfrentam. Em seguida, por meio de pesquisa experimental, foi aplicada uma metodologia com os materiais para desenho de observação e de coleta de informações, utilizando duas técnicas na produção de desenhos lineares e tridimensionais. Essa pesquisa se destinou a contribuir com o desenho de observação e a forma como é ensinado, com foco especial em estudantes de Design com deficiência na prática do desenho e nos problemas ocorridos em disciplinas de desenho de observação. Os resultados indicaram melhoria significativa nos resultados dos desenhos com o emprego de duas técnicas auxiliadoras. / The present research sought to verified if the problems faced by some students of graduation in Design can be solved or ameliorated by techniques that improve the representative capacity in the drawing of observation. Initially, through a bibliographic research, the drawing was explored as an artistic manifestation and a project tool, approaching its concept, taxonomy, teaching, its contribution to Design and some of the common problems that people face. Then, through an experimental research, a methodology was applied with materials for observation design and information collection, using two techniques in the production of linear and three-dimensional drawings. This research was intended to contribute to the observation design and the way it is taught, with a special focus on Design students with a disability in the practice of drawing and the problems that have occurred in observation drawing discipline. The results indicated a significant improvement in the results of the drawings with the use of two auxiliary techniques. / 88882.180475/2018-01