Kyoto University (京都大学) / 0048 / 新制・課程博士 / 博士(工学) / 甲第15367号 / 工博第3246号 / 新制||工||1488(附属図書館) / 27845 / 京都大学大学院工学研究科建築学専攻 / (主査)教授 中島 正愛, 教授 林 康裕, 教授 吹田 啓一郎 / 学位規則第4条第1項該当

Kyoto University (京都大学) / 0048 / 新制・課程博士 / 博士(工学) / 甲第17154号 / 工博第3644号 / 新制||工||1553(附属図書館) / 29893 / 京都大学大学院工学研究科建築学専攻 / (主査）教授 中島 正愛, 教授 吹田 啓一郎, 教授 金子 佳生 / 学位規則第4条第1項該当

Elever kan ibland uppleva svårigheter med representationsformer och därför är studiens syfte att undersöka hur lärare arbetar med olika representationsformer samt hur lärare arbetar för att påvisa samband mellan representationsformer. Studien grundar sig i variationsteoretiska principer. Studiens empiri består av observationer om sex olika lärares helklassgenomgångar av eget valt ämnesinnehåll som har analyserats med hjälp av Ekdahls, Venkats och Runessons teoretiska ramverk (2016). Resultatet av studien visar att lärare använder representationsformen ”skrivna symboler” mest i undervisningen, samt att representationsformerna varierar beroende på vilket ämnesområde lärare undervisar i. Resultatet visar även att lärare använder gester och verbala uttryck för att tydliggöra sambanden mellan representationsformerna.  Slutsatsen är att lärare använder olika representationsformer i undervisningen samt att lärare tenderar att använda olika linking actions i matematikundervisningen för att synliggöra sambanden mellan representationsformer. / Students experience problems regarding representations in mathematics. Therefore the purpose of this study is to examine how teachers’ work with different representations and how they clarify the connections between representations. The study is based on the principles of variation theory. The data, consisting of observations of six different teachers whole class introductions, have been analysed using Ekdahl, Venkat and Runessons theoretical framework (2016). The study shows that teachers use the representation called “written symbols” most frequent and that the representation vary depending of the subject. The result also shows that teachers use gestures and their verbal expression to clarify the relationship between representations. The conclusion is that teachers use different representations in teaching, and that teachers tend to use different linking actions in mathematics to make the connection between representations visible.

Este trabalho apresenta uma pesquisa cujo objetivo é investigar os fatores que levam o professor a optar pela docência em educação especial. Partimos dos pressupostos de Vigotsky acerca das relações entre cognição e afeto, bem como consideramos o conceito de perezhivanie, introduzido pelo autor no que diz respeito à dimensão afetiva na aprendizagem. Para alcançarmos nosso objetivo solicitamos a quinze professores da educação especial de uma rede pública do Vale do Paraíba que respondessem a um questionário cujas questões versariam em torno dos motivos que os levaram a optar pela educação especial. O estudo nos revela que os professores de alunos especiais fizeram sua opção segundo suas experiências cognitivo-afetivas estabelecidas ao longo de sua trajetória pessoal e acadêmica. Os questionários foram analisados segundo a análise de conteúdo proposta por Bardin. Pela análise dos questionários constatamos que o envolvimento afetivo com a docência em educação especial começa a se delinear pela vivência de experiências com indivíduos que possuem alguma limitação temporária ou definitiva e que necessitam de alguma adaptação ou instrumentalização para atuar no meio social. Para a maioria dos entrevistados a docência nessa área exige constante significação e ressignificação de sua prática, pois, segundo a análise de suas respostas, o olhar que o docente deve ter em sua atuação é construído pela vivência de uma experiência emocional diária. Acreditamos que a presente dissertação pode contribuir para a reflexão acerca da docência na educação especial. Esse trabalho insere-se no projeto: Interfaces entre os aspectos cognitivos e afetivos na atuação do professor de línguas. / This paper presents a research whose aim is to investigate the factors that lead the teachers to opt for teaching in Special Education. We are based on Vigotskys assumptions about the relations between cognition and affection, as well we consider the concept of perezhivanie, introduced by the author with regard to the affective dimensions in learning. For reaching the proposed objective we asked to fifteen teachers from Special Education in a public network of Vale do Paraiba to answer to a questionnaire, whose questions were based on the reasons which lead them to choose the Special Education. This study show us that special students teachers made their option according the cognitive-affective experiences established along their personal and academic trajectory. The questionnaires were analyzed according the Content Analysis proposed by Bardin. By the questionnaire analysis we can see that the affective involvement with the Special Education teaching begin with the existence of experiences with individuals that have some temporary or definitive limitation and need some adaptation or help to act in the social environment. For most of the interviewees teaching in this area demands constant signification and resignification of their practice because, according the analysis of their answers, the view the teacher must have of his/her performance is built up in a daily emotional experience. We believe that this paper may contribute to the reflection on teaching in Special Education. This work is part of the project: Interfaces between cognitive and affective aspects in the work of the language teacher.

Sendo as interrupções, os afundamentos de tensão e as sobretensões distúrbios de Qualidade de Energia Elétrica (QEE) com potencial de grande impacto econômico, estudos que procuram alternativas de mitigação de seus efeitos ou prevenção de sua ocorrência têm sido amplamente realizados nas últimas décadas. Uma das metodologias de avaliação de sua ocorrência é realizada pela predição, que geralmente se concentra em simulações de faltas em parcelas de sistemas elétricos de potência. Nos Procedimentos de Distribuição de Energia Elétrica no Sistema Elétrico Nacional (PRODIST), encontra-se a denominação geral de Variações de Tensão de Curta Duração (VTCD) para estes três tipos de distúrbios, os quais podem ser classificados tanto por sua magnitude quanto por sua duração. Nesse contexto, este trabalho avalia pela predição a influência exercida pela conexão e o aterramento do neutro de transformadores trifásicos nas quantidades de VTCD, especialmente de afundamentos de tensão, e no valor do índice Fator de Impacto (FI) do PRODIST, que são observados em um nó com conexão a um consumidor industrial Realizam-se estudos de caso sobre um sistema de potência simulado no software Alternative Transients Program (ATP), o qual possui dois transformadores em sua rede: um transformador da subestação e outro na entrada do nó do consumidor industrial. Consideram-se duas conexões possíveis para o transformador de entrada, e aplica-se uma resistência de aterramento para o neutro de ambos os transformadores em cada caso, alteram-se o seu valor. Verificam-se as tensões no nó do consumidor industrial de duas formas diferentes: tensões fase-terra e tensões fase-fase. Observa-se, assim, que há diferenças para estas quantidades e para o valor do FI devidas à forma de conexão do transformador de entrada, valor da resistência de aterramento de neutro de ambos os transformadores e formas de verificação das tensões. / Since interruptions, voltage sags and overvoltages are Power Quality (PQ) disturbances with great economic impact potential, studies that seek alternatives to mitigate its effects or to prevent its occurrence have been done widely in the last decades. One of the methodologies to assess its occurrence is performed by prediction, which usually focuses on power systems fault simulations. In the Brazilian norm of PQ, there is the general designation short duration voltage variation (VTCD) for these three types of disturbances, which are classified both in terms of magnitude and duration. In this context, this work assess by the prediction the influence of three-phase transformers winding connection and neutral grounding in the quantities of VTCD, especially voltage sags, and in the index value Impact Factor (FI) of the Brazilian regulation standard, which are observed in a node with connection to an industrial consumer. The case studies are performed on a simulated power system in the Alternative Transients Program (ATP), which has two transformers in its network: one substation transformer and another at entrance of the industrial consumer node. Two possible winding connections are considered for the entrance transformer, and a ground resistance is applied to the neutral of both transformers in each case, being changed their value. Voltages in the industrial consumer node are verified by two different ways: phase-to-ground voltages and phase-to-phase voltages. It is observed that there are differences for these quantities and for the value of the FI due to the winding connection of the entrance transformer, the value of the neutral ground resistance of both transformers and the ways of voltage verification.

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The mechanical behavior of timber beams with a slotted-in steel plate connection is studied by creating a numerical model that is able to simulate the global bending behavior, the global load carrying capacity and the nonlinear plastic fastener force distribution in the connection. Experimental results from Material Testing Institute (MPA), University of Stuttgart were used to verify the simulation results from this study. The modeling of both the timber beams and the mechanical connections is performed with shell, beam and nonlinear connector elements. Three models were created, where the first model was a single-dowel double shear joint model to study the ability to use structural elements in the modeling of the test beams. It was used to simulate some of the basic failure modes in Eurocode 5 (EC5). The second model was a beam model used to simulate the bending of a jointed timber beam with a slotted-in steel plate connection, where only two connector elements were used to model the joint behavior of each dowel group. It can be used to study the global deflection and the load carrying capacity of the jointed timber beams. The third model was a combined beam-shell model where the beam elements are used for the timber parts outside the connection area and the fasteners, while the shell elements are used for the slotted-in steel plate and the timber parts within the connection area. It uses two nonlinear connectors to connect each dowel to the wood and a pure coupling constraint to connect the dowels to the slotted-in steel plate. This model can simulate the same phenomena as model two and also the development of the elasto-plastic shear force distribution in all the dowels. All the models were created using parameterized Python scripts, which makes it possible to easily change different input parameters. Most of the modeling results show good agreement with both experimental results and with calculated load carrying capacity results for individual dowels according to EC5. The use of the structural elements (beam, shell, and connector elements) was found to result in much less computational time compared to the use of solid elements.