Made available in DSpace on 2014-07-29T16:19:00Z (GMT). No. of bitstreams: 1 Dissertacao Fernanda Rodrigues Fernandes.pdf: 606573 bytes, checksum: 1d7825886416330cd4570c30afe3eef2 (MD5) Previous issue date: 2010-09-13 / This research is an ethnographic case study that analyzes, in a descriptive form, the English language lessons in a second year high school classroom in a state school in the city of Goiânia. For this, we conducted a participant-observation research study, which, according to Spradley (1980), occurs when the researcher observes what happens in the research field and also participates in the activities that occur therein. The aim of this study was to know the difficulties faced by the actors in the classroom examined in order to propose what we call action or intervention to help control one of the known difficulties that, in this case was indiscipline during the English classes. Our proposed action was to carry out activities that would promote peer interaction and cooperative and/or collaborative learning, encouraging students‟ participation in the classes (FIGUEIREDO, 2006; OXFORD, 1997). During the research, we realized that several factors influenced the English classroom dynamics and thus the students‟ behavior. Therefore, the classroom under study and the issue of indiscipline in the English classes could not be seen in isolation. In order to best understand this reality, we used chaos/complexity theory (LARSEN-FREEMAN, 1997), comparing the English language classroom to a complex system. According to Larsen-Freeman (1997), complex systems are dynamic, complex, nonlinear, chaotic, unpredictable, sensitive to initial conditions, open, selforganizing, adaptive and sensitive response. By proposing this perspective of the classroom as a complex system, this study helps to understand that the difficulties experienced in the English language classroom, amongst them indiscipline, must be faced by all those who, directly or indirectly, take part in this complex system. / Este trabalho se caracteriza por ser um estudo de caso de base etnográfica que busca analisar de forma descritiva as aulas de língua inglesa de uma turma do 2º ano do ensino médio de uma escola pública estadual localizada na cidade de Goiânia. Para isso, realizamos uma observação-participante, que, segundo Spradley (1980), ocorre quando o pesquisador, além de observar o que acontece no campo de pesquisa, também participa das atividades que nele ocorrem. O objetivo deste estudo é conhecer as dificuldades enfrentadas pelos atores da sala de aula analisada a fim de propor o que denominamos de ação ou intervenção para ajudar a contornar uma das dificuldades verificadas, que, no caso, foi a indisciplina durante as aulas de inglês. Nossa proposta de ação foi a realização de atividades em pares que pudessem promover a interação e a aprendizagem colaborativa e/ou cooperativa, incentivando assim a participação ativa dos alunos nas aulas de inglês (FIGUEIREDO, 2006; OXFORD, 1997). No decorrer da pesquisa, percebemos que diversos elementos influenciam a dinâmica da sala de aula de língua inglesa investigada e, consequentemente, o comportamento dos alunos. Dessa forma, a sala de aula analisada e a questão da indisciplina nas aulas de inglês não podem ser vistas de forma isolada. Para compreendermos melhor essa realidade, utilizamos a teoria do caos/complexidade (LARSEN-FREEMAN, 1997), comparando a sala de aula de língua inglesa estudada a um sistema complexo. Isso porque ela apresenta características próprias desse tipo de sistema. Segundo Larsen-Freeman (1997), os sistemas complexos são dinâmicos, complexos, não-lineares, caóticos, imprevisíveis, sensíveis às condições iniciais, abertos, auto-organizáveis, sensíveis à resposta e adaptativos. Ao propor essa perspectiva da sala de aula como um sistema complexo, este estudo contribui para entendermos que as dificuldades vivenciadas na sala de aula de língua inglesa em questão, dentre elas a indisciplina, devem ser enfrentadas por todos aqueles que fazem parte direta ou indiretamente desse sistema complexo.

L’éducation par les pairs est de plus en plus utilisée en promotion de la santé. Elle consiste à faire appel à des personnes pour offrir des interventions de prévention et de promotion de la santé (PPS) à leurs pairs. Une formation est généralement offerte aux pairs avant qu’ils débutent leur implication en PPS. Peu d’études ont examiné l’implantation de programmes de promotion de la santé (PPS) offerts par des pairs, ses déterminants et leurs mécanismes d’action. Cette thèse s’inscrit dans le cadre d’une étude quasi-expérimentale visant à évaluer les effets du programme Vivre en Équilibre (VEE), un PPS offert par des pairs ciblant la peur de tomber et ses conséquences sur la participation sociale des aînés. La thèse vise à développer et appliquer un modèle conceptuel des facteurs influençant l’implantation de programmes offerts par des pairs. Les objectifs spécifiques sont: 1) de développer un modèle conceptuel de l’implantation des PPS offerts par des pairs; 2) de documenter l’implantation de VEE; et 3) d’identifier les facteurs associés à son implantation. À la suite d’une recension des écrits, un modèle conceptuel de l’implantation des PPS offerts par des pairs a été élaboré en se basant sur des travaux conceptuels existants et en adoptant une conceptualisation des PPS en tant que systèmes complexes. Ce modèle postule que des facteurs liés aux individus, au programme et au contexte influencent l’implantation et suggère trois mécanismes (interactions, auto-organisation, processus d’adaptation) par lesquels ces facteurs agissent. Une étude de cas multiples a permis d’analyser l’implantation de VEE dans six résidences pour aînés du Québec. La population rejointe, la fidélité d’implantation, les adaptations, la réponse au programme et les facteurs associés à l’implantation du programme ont été documentés à l’aide de grilles d’observation, de journaux de bord, de fiches de présences, de questionnaires téléphoniques et d’entrevues réalisées auprès des pairs, des répondants de résidences et d’un sous-groupe de participants au programme. Une analyse intra- et inter-cas a permis d’identifier les facteurs associés à l’implantation et de les comparer au modèle élaboré. Au total, 71 aînés ont participé au programme. Les participants recrutés correspondaient majoritairement à la population ciblée par le programme. Les pairs ont offert toutes les activités du programme, mais ont rapporté avoir fait certaines adaptations. Le taux de participation (91%) et le niveau de satisfaction des participants, des pairs et des répondants des résidences étaient élevés. L’analyse révèle que des facteurs liés aux individus (ex. : attitudes des participants, expérience des pairs), au programme (ex. : qualité du contenu et du matériel, formation des pairs) et au contexte (ex. : climat d’implantation) ont influencé l’implantation du programme par le biais des mécanismes identifiés dans le modèle conceptuel. La thèse montre que VEE peut être implanté avec succès par des pairs aînés dans des résidences. Les résultats soutiennent aussi le modèle conceptuel élaboré dans le cadre de cette thèse. Ils apportent un éclairage sur les facteurs associés à l’implantation de VEE et guideront les chercheurs et les intervenants intéressés par l’implantation de PPS offerts par des pairs. / Peer education is increasingly being used in health promotion. In this strategy, peer leaders deliver health promotion programs (HPPs) to their peers. Peer leaders usually attend training before delivering HPPs. Few studies have examined the implementation of peer-led HPPs, along with their determinants and mechanisms of action. This thesis was undertaken as part of a quasi-experimental study aiming to evaluate the effectiveness of Vivre en Équilibre (VEE), a peer-led HPP targeting fear of falling and its consequences on older adults’ social participation. The purpose of this thesis is to develop and apply the implementation framework of peer-led HPPs. More specifically, the objectives are to: 1) develop a conceptual framework of peer-led HPPs; 2) document the implementation of VEE; and 3) identify the factors associated with its implementation. Following a literature review, a conceptual framework of peer-led HPPs was developed based on existing conceptual work and on complex systems theory concepts. This framework postulates that factors related to individuals, to the program and to the context influence implementation. It further suggests three mechanisms (interactions, self-organization, adaptation process) through which these factors may act. A multiple case study analyzed the implementation of VEE among six independent-living residences for older adults in Quebec. Program reach, fidelity of implementation, adaptations, responsiveness, and factors associated with implementation of the program were documented. Observation grids, peer leaders’ logbooks, attendance sheets, phone questionnaires and interviews (with peer leaders, activity coordinators of the residences, and a subgroup of program participants) were used to collect the data. Content analysis and case comparisons helped identify factors associated with implementation of VEE and compare them with the conceptual framework developed. Overall, 71 older adults participated in the program. Most participants corresponded to the program’s target population (i.e. older adults with fear of falling). Peers delivered all program content but adapted some elements. The participation rate (91%) and the satisfaction level of participants, peers and activity coordinators were high. The analysis revealed that some factors related to individuals (e.g., participants’ attitudes, peer leaders’ experience), to the program (e.g., materials and content quality, training) and to the organizational context (e.g., implementation climate) facilitated VEE implementation through mechanisms identified in the framework. This thesis shows that VEE can be successfully delivered by peer leaders in independent-living residences. The results also support the conceptual framework and shed light on factors associated with the implementation of VEE. These results can guide researchers and practitioners interested in implementing peer-led HPPs.

Les expériences de soin vécues par les infirmières de soins intensifs auprès des patients cérébrolésés et de leurs proches alors que l’arrêt de traitement devient une option confrontent les infirmières à des défis qui surgissent particulièrement lors de l’instauration de la relation de soin, infirmière-patient, et lors de la mise en action de leur rôle d’avocate. Parmi les théories en sciences infirmières, celle du Human Caring de Watson (1979/1985/2008/2012) positionne la relation avec le patient, une relation transpersonnelle, comme un idéal moral. Dès lors, lorsqu’elles sont confrontées à des défis pour développer cette relation, les infirmières remettent en question tant leur pratique, que la conception qu’elles ont de la nature du soin, centre d’intérêt de leur discipline. Toutefois, à ce jour, très peu d’études ont eu pour objet de recherche la compréhension de cette expérience de soin vécue par des infirmières auprès de patients cérébrolésés et de leurs proches alors que l’arrêt de traitement devient une option. Cela, même si les défis, et les questionnements qu’ils suscitent chez les infirmières peuvent avoir d’importantes répercussions pour les personnes soignées dans un environnement de soins intensifs. Instruite par le constructivisme projectif, la pensée complexe de Morin et la philosophie de la compréhension de Ricœur, notre étude a eu pour but précisément de chercher à décrire et comprendre l’expérience de soin vécue par des infirmières de soins intensifs auprès de patients cérébrolésés et leurs proches lorsque l’arrêt de traitement devient une option. Cette recherche a été réalisée à partir d’un devis descriptif interprétatif, tirant ses origines de la discipline infirmière, en s’inspirant du Narrative Inquiry, méthode qui a pour visée d’étudier l’expérience (Chase, 2005; Clandinin & Connelly, 2000). Onze infirmières provenant des régions de Montréal et de Québec ont participé. La chercheuse a rencontré chaque participante à trois reprises pour effectuer le recueil des données à partir desquelles les récits de recherche ont été co-construits, et le premier niveau d’analyse a été réalisé. Cette analyse qui demeurait descriptive s’est poursuivie par questionnement analytique (Paillé & Mucchielli, 2012) de conception complexe en dialogue avec les 11 récits de recherche. Les connaissances construites en deux étapes, une phase descriptive et une phase interprétative sur cette expérience de soin ont constitué les fondements de notre réflexion pour activer la conception de nouvelles connaissances disciplinaires sur l’ontologie du soin. Nous avons interprété que le soin, que nous qualifions d’humanéthique, peut être conçu dans le construit d’un système complexe ouvert, comportant : une finalité, la vie bonne avec et pour un patient heureux; une écologie dans laquelle il s’organise, où l’environnement social est prépondérant; une évolution temporelle se déployant dans un espace-temps; une reliance indicible, la dimension relationnelle essentielle au soin; mais aussi une part d’incertitude. Une modélisation du soin humanéthique, un système perçu complexe, est présentée à travers un récit s’inspirant de la pratique infirmière. Dans cette étude, le récit s’est révélé être un outil pertinent, car la narrativité a non seulement contribué à questionner et réfléchir la pratique lors du recueil des données, et de l’analyse; mais elle a aussi permis de réaliser une représentation dynamique et pragmatique des résultats empiriques et théoriques. Ainsi, notre projet à travers l’approfondissement d’expériences vécues en pratique par des infirmières a conduit à l’avancement d’un nouvel éclairage théorique sur le soin. De plus, à travers un récit, nous avons proposé des leviers qui puissent être actionnables en pratique par les infirmières, quel que soit le contexte dans lequel le soin se déroule. Des pistes de réflexion et des implications en ont résulté pour les secteurs de la pratique clinique, de la formation, de la gestion et de la recherche en sciences infirmières. Dès lors, cette étude orientée vers la pratique a non seulement la faculté de pouvoir soutenir la pratique infirmière, mais aussi d’être à l’origine de nouveaux questionnements sur la nature du soin, permettant ainsi de poursuivre son développement. / The care experiences of critical care nurses with brain-damaged patients and their loved ones as withdrawing treatment becomes an option confront nurses with challenges that arise particularly when establishing the nurse-patient care relationship and when putting their advocacy role into action. Among the nursing theories, Watson's Human Caring (1979/1985/2008/2012) positions the relationship with the patient, a transpersonal relationship, as a moral ideal. Therefore, when faced with challenges in developing this relationship, nurses question both their practice and their understanding of the nature of care, which is the focus of their discipline. However, to date, very few studies have focused on understanding nurses' experience of caring for brain-damaged patients and their loved ones as withdrawing treatment becomes a care option. This is despite the fact that the challenges, and the questions they raise for nurses, can have important implications for those being cared for in a critical care environment. Based on projective constructivism, Morin's complex thinking and Ricoeur's philosophy of understanding, the purpose of our study was precisely to seek to describe and understand the care experience of critical care nurses with brain-damaged patients and their families when withdrawing treatment becomes an option. This research was carried out from an interpretative descriptive specification, drawing its origins from the nursing discipline, inspired by the Narrative Inquiry, a method that aims to study the experience (Chase, 2005; Clandinin & Connelly, 2000). Eleven nurses from the regions of Montreal and Quebec City participated. The researcher met with each participant three times to carry out the data collection from which the research narratives were co-constructed, and the first level of analysis was carried out. This analysis, which remained descriptive, continued through analytical questioning (Paillé & Mucchielli, 2012) of complex design in dialogue with the 11 research narratives. The knowledge built up in two stages, a descriptive phase and an interpretative phase on this experience of care constituted the foundations of our reflection to activate the conception of new disciplinary knowledge on the ontology of care. We have interpreted that the care, which we call “humanethical”, can be designed in the construction of a complex open system, with: a purpose, a good life with and for a happy patient; an ecology in which it is organized, where the social environment is preponderant; a temporal evolution unfolding in space-time; an unspeakable relatedness , the relational dimension essential to care; but also an element of uncertainty. Modelling the “humanethical” care, a complex system, is presented through a narrative inspired by nursing practice. In this study, storytelling proved to be a relevant tool, as narrativity not only helped to question and reflect on practice during data collection and analysis, but also provided a dynamic and pragmatic representation of empirical and theoretical findings. Thus, our project through the deepening of experiences lived in practice by nurses has led to the advancement of a new theoretical perspective on care. In addition, through a narrative, we have proposed levers that can be operated in practice by nurses, regardless of the context in which the care takes place. This led to a number of reflections and implications for clinical practice, education, management and research in nursing. Therefore, this practice-oriented study not only has the potential to support nursing practice, but also to raise new questions about the nature of care, thus enabling its further development.

A gap exists in the methods used in industry and available in academia that prevents customers and engineers from having a voice when considering engineering risk appetite in the dynamic shaping of early-phase conceptual design trade study outcomes. Current methods used in Collaborative Design Centers either collect risk information after a conceptual design has been created, treat risk as an afterthought during the trade study process, or do not consider risk at all during the creation of conceptual designs. This dissertation proposes a risk-informed decision making framework that offers a new way to account for risk and make decisions based upon risk information within conceptual complex system design trade studies. A meaningful integration of the consideration of risk in trade studies is achieved in this framework thus elevating risk to the same level as other important system-level design parameters. Trade-offs based upon risk appetites of individuals are explicitly allowed under the framework, enabled by an engineering-specific psychometric risk survey that provides aspirational information to use in utility functions. This dissertation provides a novel framework and supporting methodologies for risk-informed design decisions and trades to be made that are based upon engineering risk appetites in conceptual design trade studies. / Graduation date: 2012

<div> This thesis proposes an artificial neural network (NN) model to predict fuel consumption in heavy vehicles. The model uses predictors derived from vehicle speed, mass, and road grade. These variables are readily available from telematics devices that are becoming an integral part of connected vehicles. The model predictors are aggregated over a fixed distance traveled (i.e., window) instead of fixed time interval. It was found that 1km windows is most appropriate for the vocations studied in this thesis. Two vocations were studied, refuse and delivery trucks.</div><div><br></div><div> The proposed NN model was compared to two traditional models. The first is a parametric model similar to one found in the literature. The second is a linear regression model that uses the same features developed for the NN model.</div><div><br></div><div> The confidence level of the models using these three methods were calculated in order to evaluate the models variances. It was found that the NN models produce lower point-wise error. However, the stability of the models are not as high as regression models. In order to improve the variance of the NN models, an ensemble based on the average of 5-fold models was created. </div><div><br></div><div> Finally, the confidence level of each model is analyzed in order to understand how much error is expected from each model. The mean training error was used to correct the ensemble predictions for five K-Fold models. The ensemble K-fold model predictions are more reliable than the single NN and has lower confidence interval than both the parametric and regression models.</div>