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No description available.

published_or_final_version / Education / Master / Master of Education

Twenty subjects were audio and video taped during their exercise leadership examination. The tapes were used to code the interactions that occurred between the exercise leaders and the participants in the simulated cardiac rehabilitation exercise session using an interaction analysis system developed specifically for this physical activity setting group. The system identified interactions that could occur during the warm-up, stimulus, and cool-down phases of the session. The tapes were coded using the Datamyte 801 Observational Recorder. The phases of the sessions were coded individually. A frequency count was made as the interaction categories occurred. The frequencies were converted into rates of interaction (f•min⁻¹) for comparison. The mean rates of interaction were low for the phases and overall (warm-up= .38/min; stimulus= .59/min; cool-down= .29/min; total= .46/min). The individual subject's rates of interaction were all less than 1 interaction per minute (minimum= .28/min; maximum= .72/min). Related t-tests across category facets between phases showed the instruction and explanation facets in the warm-up phase differed significantly from the same facets in the stimulus phase. The compliance facet differed significantly in the stimulus phase from the compliance facet in the other two phases. The monitor facet in the stimulus phase differed significantly from the monitor facet in the cool-down phase. There was no significant differences across facets between the warm-up and cool-down phases. Higher rates of interaction occurred more frequently in the stimulus phase. The coding showed the differences in the interactions of the exercise leaders in the different phases in the simulated exercise session. The low rates of interaction suggest that the exercise leaders may have been reactive to the specific examination situation in which these data were collected. / M.S.

published_or_final_version / Education / Master / Master of Education

Este trabalho consiste no estudo dos fatores envolvidos no projeto estrutural de pontes, mais especificamente aqueles relacionados com o comportamento dos seus pilares. A análise é efetuada mediante uma modelagem única da estrutura integrada ao maciço de solos, onde as não-linearidades física e geométricas e interação solo-estrutura são consideradas. Inicialmente é feita uma abordagem sobre a concepção do projeto dos pilares e seus arranjos, destacando os problemas diretamente envolvidos no seu cálculo. É apresentada uma formulação simples, baseada em uma só fibra ativa, para levar em consideração a não linearidade física do concreto armado. A não-linearidade geométrica é tratada quanto aos seus aspectos e critérios de utilização, e também é apresentada uma formulação baseada na Energia Potencial Total para a obtenção da matriz de rigidez tangente da estrutura. O maciço de solos é modelado com dispositivos discretos parametrizados através de curvas de resistência lateral p-y. Os aparelhos de apoio são modelados através de elementos de contato devidamente parametrizados. Finalmente, são incluídos alguns exemplos numéricos de casos típicos de pontes / This work deals with the study of factories involved in bridge structural design, specifically in regards with column behavior. The analysis is made by a unique model integrated in the soil massy, where the geometric and physics non-linearity and soil-structure interactions are taken into account. At first, it is made an approach about criteria and details of bridge column design. It is showed a simple formulation; based in one unique active fiber discretization, to consider the physics non-linearity of reinforced concrete Main aspects of geometrical non-linearity are presented. Also it is showed a formulation based in Total Potential Energy in order to obtain the structure tangent stuffiness matrix. The soil massy is modeled with discrete mechanisms by p-y lateral resistance curves. The bearing cushion pads are modeled by contact elements. At end, they are included some numerical examples of bridge typical structures

published_or_final_version / Education / Master / Master of Education

Este trabalho consiste no estudo dos fatores envolvidos no projeto estrutural de pontes, mais especificamente aqueles relacionados com o comportamento dos seus pilares. A análise é efetuada mediante uma modelagem única da estrutura integrada ao maciço de solos, onde as não-linearidades física e geométricas e interação solo-estrutura são consideradas. Inicialmente é feita uma abordagem sobre a concepção do projeto dos pilares e seus arranjos, destacando os problemas diretamente envolvidos no seu cálculo. É apresentada uma formulação simples, baseada em uma só fibra ativa, para levar em consideração a não linearidade física do concreto armado. A não-linearidade geométrica é tratada quanto aos seus aspectos e critérios de utilização, e também é apresentada uma formulação baseada na Energia Potencial Total para a obtenção da matriz de rigidez tangente da estrutura. O maciço de solos é modelado com dispositivos discretos parametrizados através de curvas de resistência lateral p-y. Os aparelhos de apoio são modelados através de elementos de contato devidamente parametrizados. Finalmente, são incluídos alguns exemplos numéricos de casos típicos de pontes / This work deals with the study of factories involved in bridge structural design, specifically in regards with column behavior. The analysis is made by a unique model integrated in the soil massy, where the geometric and physics non-linearity and soil-structure interactions are taken into account. At first, it is made an approach about criteria and details of bridge column design. It is showed a simple formulation; based in one unique active fiber discretization, to consider the physics non-linearity of reinforced concrete Main aspects of geometrical non-linearity are presented. Also it is showed a formulation based in Total Potential Energy in order to obtain the structure tangent stuffiness matrix. The soil massy is modeled with discrete mechanisms by p-y lateral resistance curves. The bearing cushion pads are modeled by contact elements. At end, they are included some numerical examples of bridge typical structures

This research stems from the problems that may be encountered in an attempt to accompany the non-adult towards proper adulthood in the absence of both communication and educative intervention in the educative occurrence. The educator may fail to render his educative task adequately without communieating with the child and intervening educati vely in his life; and the child may be deprived of his opportunity of becoming a responsible adult. A human child, particularly in the industrialised societies, is confronted by various phenomena with which he often fails to communicate normatively. This investigation is an endeavour to reveal the essentiality of communication during the educative intervention, that is, in guiding the child to refrain from immoral, non-normative and unacceptable activities and all that violates cultural adulthood according to the norms, values and standards prevailing in that particular community. It further aims at disclosing that communication in the educative sense implies educative intervention, failing which communication becomes meaningless. Educative intervention and communication are, in truth, inseparable during the educative occurrence and they should supplement and enhance each other, because their separation may imply the nullification of the educative guidance on the part of the educator and the denial of the child's opportunity of attaining acceptable adulthood. In order to assist the child to gradually actualise his adulthood, the educator who intervenes in his life should be a devoted communicator who strives to communicate (verbally and non-verbally) his knowledge, feelings, beliefs and attitudes to the child while upholding his status of adulthood. It is not expected of the true educator to communicate well about normative adulthood verbally and simultaneously violate this through his nonverbal communication which includes all unacceptable physical activities which erode the dignity of adulthood. It implies, therefore, that in his attempt to guide the child to comply and respect the aspects, conditions and criteria of adulthood the educator should respect and comply with them verbally and non-verbally. A responsible person is expected to maintain and promote adulthood through both verbal and non-verbal forms of communication. / Educational Studies / D. Ed. (Fundamental Pedagogics)

published_or_final_version / abstract / Linguistics / Master / Master of Arts