The submitted master's thesis focuses on issues of fiction. First, it pursues the competing definitions of the term itself in order to define it as non-referential sign afterwards. In chapters two to four it presents and comments three traditional approaches to fiction formal, semantic and pragmatic. In chapter five, which is the largest one of the entire work, it addresses in the writings of theorists who largely try to move around the presumed border between fictional and factual narration, usually represented by historiographical works. And finally in chapter six it deals with insights brought to the traditional theories of fiction by two versions of relatively new discipline the simulation theory.

Title: Effect of water temperature during cold water immersion on repeated isometric performance Objectives: The aim of the study was to evaluate the effect of water temperature on recovery using repeated isometric performance of finger flexors to exhaustion Methods: The study was attended by a group of climbers consisting of 16 men (aged 30.8 ± 7.2 years) and 18 women (aged 26.7 ± 4.5 years). Participants came 3 times in the laboratory, where repeated intermittent isometric performance until exhaustion with different recovery strategy (passive recovery, immersion of forearm to 8ř C water - CWI 8, immersion of forearm to 15ř C water - CWI 15) were completed Results: The results were evaluated according time of contraction and force- time-integral (FTI). After passive recovery, the second time of contraction dropped by ↓ 9% and the third contraction by 20% compared to the first one. In response to cold water (CWI), after CWI 8 second time of contraction increased by ↑ 32% and CWI 15 by ↑ 36% compared to the first one. The third time of contraction was worse for CWI 8 by ↓ 4%, and CWI 15 was better by ↑ 26% compared to the first contraction. Conclusion: Cold water immersion is an effective recovery method between intermittent isometric performance compared to passive recovery strategy. CWI 15 is more...

xviii, 278 p. : ill. (some col.) / Two-way immersion (TWI) programs teach English Learners (ELs) and native English speakers in the same classroom using both languages in an immersion approach. Studies suggest that TWI programs result in greater student integration, thus providing a promising alternative for Spanish speaking ELs, who are frequently concentrated in high poverty, majority-minority schools. This study used a mixed methods research design to examine student integration issues in two elementary schools. Enrollment data from 1999-2009 were analyzed using both descriptive and inferential statistics. Grounded theory was used to analyze data from interviews, focus groups, observations, and archival documents. The demographic analyses revealed trends that are consistent with demographic changes nationally: an increasing Latino population and a decreasing White population. In terms of instructional integration patterns, the following findings were consistent for both schools. Prior to the introduction of TWI, students with Individualized Education Programs (IEPs) were evenly distributed among 4th/5th grade classrooms. After TWI, significantly more students with IEPs were in the English only than in TWI classes. In addition, after TWI, significantly more English speakers who qualified for free/reduced meals were found in the English only classes. However, Spanish speakers, who were almost exclusively located in TWI, had significantly higher free/reduced meals rates than English speakers in either TWI or English only classes. The central theme to emerge in the grounded theory study was "Negotiating the Value of Spanish," a process that occurred over many years as both schools grappled with a growing Latino population. Using Bourdieu's concept of cultural capital, I suggest that the introduction of TWI commodified Spanish within the mainstream educational program, providing cultural capital gains for Spanish speakers as a result. TWI provided the justification and resources for hiring more bilingual staff, for purchasing Spanish curriculum materials, for providing professional development in Spanish and about Spanish literacy, for increasing outreach to Spanish speaking families, and for prioritizing Spanish speakers' access to the program. Spanish speakers and their families thus gained greater access to the curriculum and the life of the school, and staff began to see Spanish speakers differently. / Committee in charge: Joseph Stevens, Chairperson; Gerald Rosiek, Member; Edward Olivos, Member; Leanne Ketterlin, Geller Member; Lynn Stephen, Outside Member

Speech-language pathology programs utilize short-term study abroad programs to enhance students’ cultural competence. Yet, an investigation of how study abroad impacts students' cultural competence does not exist. This study’s purpose was to investigate the effects of a study abroad program in Mexico on the cultural competence of SLP master's students. A two group, pre/post mixed methods quasi-experimental design was used. Participants included a treatment and control group. Pre/post-trip surveys and semi-structured interviews were completed and analyzed for differences in cultural competence between groups and for growth in cultural competence for the treatment group from pre- to post-trip. Findings indicated that the treatment group demonstrated gains across all components of cultural competence, and had significantly higher post-trip cultural confidence as compared to the control group. Gains in the treatment group’s cultural competence were influenced by gains in cultural and general professional skills and cultural interactions. Implications for the discipline are discussed.

Uma nova geração de alunos, imersos em tecnologias que envolvem a utilização de mensagens de texto, mídias sociais e games, vem surgindo a cada dia, trazendo um foco diferente, uma mentalidade e um estilo de aprendizagem distinto em relação às gerações que os precederam. Estes alunos sentem-se igualmente confortáveis aprendendo em ambientes virtuais ou reais, pois não conseguem ver a diferença que separa um mundo do outro. A experiência de uso dessas tecnologias imersivas em um ambiente educacional poderia desencadear no aluno um maior engajamento e assim favorecer os processos de aprendizagem? Esta dissertação apresenta a possibilidade de utilização de um simulador social como recurso pedagógico, apresentando o recurso de simulação educativa de um conteúdo da disciplina de Física no contexto de um mundo virtual. Podemos trazer para esta situação de ensino e aprendizagem a possibilidade de reproduzir experiências pessoais, que são certamente mais significativas do que situações em que apenas apresentamos um modelo descritivo demonstrando o fenômeno. Novas possibilidades de interação e colaboração surgem neste modelo de simulação. Para tanto, foi desenvolvido um simulador que contempla um fenômeno físico estudado no primeiro ano do ensino médio, a colisão de dois corpos. A ambientação deste simulador remete o estudante a um parque de diversões, no qual ele interage com uma de suas atrações, o Carro Choque. A simulação aqui proposta busca instigar o aluno a descobrir “o que aconteceria se”. Mais que um simulador finalizado que apenas representa o fenômeno e determina qual a resposta é a correta, este simulador tem por objetivo auxiliar o aluno a observar o fenômeno e melhor compreender os conceitos a ele associados, formular suas próprias hipóteses e conclusões, tendo preferencialmente a presença de um professor que o instigue, crie as situações problema para que este aluno busque identificar as possíveis alternativas. Para validação da pesquisa, utilizou-se o simulador em uma turma de oitava série do ensino fundamental, com o objetivo de observar evidências de aprendizagem e engajamento dos estudantes no simulador proposto. Os seis alunos envolvidos na pesquisa, de cunho qualitativo, passaram por cinco etapas de observação, seguindo metodologia com base construtivista, tendo como principais referenciais os teóricos Piaget e Inhelder e Sinclair. A partir do acompanhamento dos alunos nos experimentos, foi possível observar que este modelo simulado alcançou os objetivos inicialmente propostos. A interatividade e imersão propiciados pelo ambiente virtual proporcionam um maior nível de engajamento aos alunos envolvidos na pesquisa e se mostraram facilitadores dos processos de aprendizagem relacionados aos fenômenos físicos considerados. / A new generation of students, immersed in technologies which evolve with the use of text messages, social media and games, emerges day after day, bringing a different focus, learning mechanisms different from preceding generations. These students feel equally comfortable to learn in virtual or real environments, as they do not see the difference that separates one world from the other. The experience in the use of these immersive technologies in an educational environment could trigger in the student a higher level of engagement and in this way favor learning processes? This Masters dissertation presents an investigation about the use of a social simulator as a pedagogical resource, proposing an educational simulation resource of a topic in Physics, in the context of a virtual world. One may bring for this learning situation the possibility to reproduce personal experiences, which are certainly more significant than other situations in which a descriptive model demonstrating a given phenomenon is used. New possibilities of interaction and collaboration emerge in this simulation model. A simulator has been developed involving a physics phenomenon that is studied in the first year of high school: two-body collision. The setting chosen for the simulator was an amusement park, in which the student interacts with one of its attractions, the bumper car. The simulation proposed here attempts to instigate the student to find out “what would happen if”. More than a closed simulator that only represents the given phenomenon and determines which would be the correct answer, this simulator has as a main goal to help the student to observe the phenomenon and better understand the concepts associated to it, to formulate his/her own hypotheses and conclusions, preferably working with a teacher who can instigate him, who can create problem situations for the student to try to identify possible alternatives. To validate the research, the simulator has been used in a class with the goal of observing students’ learning and engagement evidence. The six students who participated in this qualitative research went through five observation steps, following a constructivist methodology, mainly based on the theorists Piaget, Inhelder and Sinclair. The experiments demonstrated that the simulated model achieved the proposed goals. The interactivity and immersion of the virtual world enabled a higher engagement level of the students participating in the research, and facilitated learning processes related to the physical phenomenon considered.

abstract: Zoos are a unique collection-based institution with deep roots in the social structure of modern society. From their beginnings as elite menageries to display power or wealth, they have evolved into public institutions committed to providing exemplary animal care, and recreational and educational opportunities for visitors. More recently, zoos have developed a series of significant conservation programs and partnerships around the globe, efforts that have proved vital to saving endangered species such as the Arabian oryx (Oryx leucoryx) and California condor (Gymnogyps californianus), among other species. Intrinsic to the development of modern zoo designs are the interwoven concerns of naturalism and animal welfare. Animal welfare, in particular, has become the paramount responsibility for professionally run zoological institutions as they seek to become centers of conservation and education without compromising animal wellbeing. Animal welfare and naturalism (understood as a design feature in zoo exhibits) are typically harmonious objectives, but these goals have occasionally clashed in implementation. While animal welfare and naturalism are defined in various (and not always consistent) ways in the literature, in-depth interviews of leading professionals and scholars in the zoo community and multi-dimensional case studies of exemplary, accredited institutions (including the Phoenix Zoo, the San Diego Zoo, Woodland Park Zoo and Arizona-Sonora Desert Museum) provide unique insight into the shifting meaning of these terms and how welfare and naturalism have and continue to shape the development of modern zoo enclosures. This study concludes by suggesting a possible future trajectory for innovative and alternative zoo designs that incorporate both animal welfare and naturalism without sacrificing either goal. / Dissertation/Thesis / Masters Thesis Biology 2017

Este trabalho investigou o processo de emergência de inglês em crianças de dezoito meses a três anos de idade em ambiente escolar de imersão através de uma pesquisa etnográfica. Em escola internacional, esse grupo de sete crianças (cinco brasileiros e dois sino-brasileiros), observado entre fevereiro e junho de 2008, deu os primeiros passos para a internalização da língua adicional através da interação dialógica entre seus professores e coetâneos, principalmente no momento da roda. Neste contexto, buscamos entender melhor os conceitos vygotskianos de atividades inter- e intramentais e a importância da convivência social para a internalização de conhecimento. Consideramos a relevância do gesto como primeira forma de expressão extraverbal da criança. Para analisarmos melhor a interação dialógica entre os integrantes da sala de aula, procuramos beneficiar-nos da área de estudos linguísticos, especificamente o conceito discursivo de tutela reflexiva e linguística proposto por Bitar (2002) e como a interação em pares, aplicada à realidade da criança pequena, pode proporcionar a apropriação e a internalização da linguagem. Pesquisamos sobre a importância da brincadeira livre para os desenvolvimentos linguístico e cognitivo da criança, através de estudos de Brougère (1993, 1995, 1999, 2000, 2004, 2005) e Kishimoto (1994, 1996, 1998, 2001, 2007). Esta pesquisa de abordagem interdisciplinar busca benefícios das áreas da Teoria Sociocultural, da Linguística Pragmática e da Educação. Após uma análise dos dados coletados, a roda mostrou-se um momento que proporcionou uma vivência positiva no contínuo plurilíngue de emergência em inglês pelas crianças, mas ainda era totalmente dirigido pelo professor. Ao final do trabalho, propomos um momento prévio de livre exploração pela criança que sirva para a criação de uma roda mais participativa, ou seja, uma roda social, a favor de proporcionar uma vivência mais completa pela criança pequena na língua adicional. / This study investigated the emergency process of English by eighteen-month-old to three-year-old children in an immersive school environment through ethnographic research. In an international school, this group of seven children (five Brazilian and two Chinese-Brazilian), observed from February to June 2008, gave the first steps towards the internalization of an additional language through a dialogic interaction among teachers and colleagues, meanly during circle time. In this context, we attempted a better understanding of the Vygotskian concepts of inter and intramental activities and the importance of social contact for knowledge internalization. We considered the relevance of gestures as the first childs extraverbal expression. To better analyze the dialogic interaction among the classroom participants, we benefited from the linguistic studies, specifically the discursive concept of reflexive and linguistic tutelage proposed by Bitar (2002) and how the interaction in pairs, applying it to the young child, may enhance language learning. We researched the importance of free play for the linguistic and cognitive development of the child, through Brougéres (1993; 1995; 1999; 2000; 2004; 2005) and Kishimotos (1994; 1996; 1998; 2001; 2007) studies. This research adopts an interdisciplinary approach since it gathers benefits from Sociocultural Theory, Pragmatic Linguistics and Education. After the collected data analysis, circle time seemed to be a moment that promoted a positive experience along the emergency continuum in English by the children but it was still a guided moment by the teacher. By the end of this paper, we suggest a previous moment of free exploration by the child, that would help create a more dynamic circle time concerning participation, in other words, a social circle time, in favor of providing a deeper childs experience in the additional language.

Made available in DSpace on 2015-05-07T14:46:42Z (GMT). No. of bitstreams: 1 ArquivoTotalRennan.pdf: 2795033 bytes, checksum: ddb9fb071db42c1b08e243f903ccbba7 (MD5) Previous issue date: 2013-08-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present study aims to investigate how is the narrative in videogames. Our research led us to identify four models in which the narrative occurs. They are the models Pearl Necklace, Branching, Amusement Park and Building Blocks (MAJEWSKI, 2003). In addition, we proposed a fifth model that presents itself as a point of intersection between the four initial models. Our hypothesis is that these offer different immersive experiences for the player. Through theoretical contributions on the nature, operation and measurement of immersion, we proposed a survey of the level of immersion provided by the narrative in each of these models, through an experiment with twentyfive participants. It is expected, therefore, that we are able to point the most effective ways to construct narratives in videogames that are more immersive and satisfying for the players. / O presente estudo visa investigar como se processa a narrativa no videogame. Nossa pesquisa nos levou à identificação de quatro modelos nos quais a narrativa ocorre. São eles os modelos Colar de Pérolas, Ramificação, Parque de Diversões e Blocos de Montar (MAJEWSKI, 2003). Além destes, propusemos um quinto modelo que se apresenta como um ponto de intersecção entre os quatro modelos iniciais. Nossa hipótese é a de que estes oferecem diferentes experiências imersivas para o jogador. Por meio de aportes teóricos sobre a natureza, o funcionamento e a mensuração da imersão, propusemos uma pesquisa do grau de imersão proporcionado pela narrativa em cada um desses modelos, através de um experimento com vinte e cinco participantes. Espera-se, com isso, poder apontar maneiras mais eficazes de se construir narrativas nos videogames que sejam mais imersivas e satisfatórias para os jogadores.

Cette thèse est centrée sur le développement de modèles numériques pour simuler le comportement physique des plasmas présents dans un réacteur d'implantation ionique à immersion plasma. Ces modèles ont pour but d'estimer l'impact des réglages opérationnels du réacteur sur les paramètres plasma pertinents pour l'implantation, comme le flux ionique sur le substrat et la distribution en énergie des ions. La géométrie complexe du réacteur rend difficile sa modélisation d'un seul tenant, du fait des importants gradients temporels et spatiaux attendus pour les densités ioniques et la température électronique. Une stratégie de simulation en deux étapes a donc été adoptée : - Un modèle quasi-homogène, couplé à un module de chimie en volume élaboré, permet de représenter des deux portions de la source plasma et d'obtenir l'évolution de la composition du plasma en fonction de la puissance radiofréquence injectée. - Un modèle unidimensionnel de type PIC-MC permet de décrire la dynamique de la gaine ionique qui se forme près du substrat du fait du potentiel imposé, ainsi que de déterminer la distribution de l'énergie d'impact des ions et les flux d'implantation correspondants. Au final, ces travaux de recherche ont permis d'aboutir à une meilleure compréhension de l'impact des paramètres opérationnels du réacteur sur le flux ionique et la distribution en énergie des ions arrivant sur le substrat. La connaissance des couplages physiques entre la source plasma et la chambre d'implantation autorise l'optimisation du processus de dopage, puisque les paramètres opérationnels peuvent être réglés de manière à minimiser la profondeur de dopage après implantation. / Numerical models have been developped to simulate the plasma present inside a plasma immersion ion implantation reactor. Their goal is to estimate the impact of the reactor’s settings on the plasma parameters relevant for ion implan-tation. The complex geometry of the reactor renders its modelling difficult, because of the stiff spatial and temporal gradients expected, so a two-step simulation stra-tegy was adopted : – A global model of the plasma source, coupled to a detailed volume chemistry module, allows to determine the time evolution of the plasma composition according to the radio-frequency power injected in the source.– A 1D PIC-MC model of the sheath facing the substrate describes the dyna-mics of the expanding sheath and allows to determine the ion impact energy distribution function and corresponding implantation profiles. Determination of the couplings between the plasma source and the implantation chamber makes possible to optimize the doping process, since the reactor’s opera-tional settings can then be adjusted to minimize the doping depth after implanta-tion.

Orientador: Carlos Marcelo Pastre / Banca: Luiz Carlos Marques Vanderlei / Banca: Moacir Fernandes de Godoy / Resumo: A recuperação pós-exercício consiste em restaurar os sistemas do corpo à sua condição basal, proporcionando equilíbrio e prevenindo a instalação de lesões e, nesse sentido, torna-se aspecto importante de todo programa de condicionamento físico, em quaisquer níveis de desempenho, mas, sobretudo nos mais elevados. O objetivo desta revisão foi reunir informações e descrever as respostas proporcionadas por métodos recuperativos pós-exercício como, crioterapia, contraste, massagem e recuperação ativa, constituindo uma fonte de atualização do referido tema. Utilizou-se os bancos de dados, MedLine, Scielo e Lilacs, como lista de periódicos o SportsDiscus. Foram incluídos no estudo somente ensaios clínicos randomizados controlados e não-controlados além de artigos... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The post-exercise recovery consists in restoring the body systems to baseline condition, providing balance and preventing injuries installation and, in that sense; it becomes an important aspect of every fitness program, at any levels of performance, but especially in higher levels. The objective of this review was to gather information and to describe the responses provided by post-exercise recovery methods, such as cryotherapy, contrast water immersion, massage and active recovery, providing an update on this issue. MedLine, Scielo and Lilacs databases were used, as well as the SportsDiscus list of journals. Only randomized controlled and non-controlled clinical essays, in addition to review articles concerning the proposed topic were included. Our choice was for the search terms: cryotherapy, massage, active recovery, thermotherapy, immersion and exercise, individually and combined. It was observed that some studies report that cryotherapy is harmful concerning post-exercise recovery, once it reduces performance immediately after the technique... (Complete abstract click electronic access below) / Mestre