Though many researchers have suggested that 3D virtual environments (VEs) could provide advantages for conceptual learning, few studies have attempted to evaluate the validity of this claim. While many educational VEs share the challenge of providing learners with information within 3D spaces, few researchers have investigated what approaches are used to help learn new information from 3D spatial representations. It is not understood how well learners can take advantage of 3D layouts to help understand information. Additionally, although complex arrangements of information within 3D space can potentially allow for large amounts of information to be presented within a VE, accessing this information can become more difficult due to the increased navigational challenges. Complicating these issues are details regarding display types and interaction devices used for educational applications. Compared to desktop displays, more immersive VE systems often provide display features (e.g., stereoscopy, increased field of view) that support improved perception and understanding of spatial information. Additionally, immersive VE often allow more familiar, natural interaction methods (e.g., physical walking or rotation of the head and body) to control viewing within the virtual space. It is unknown how these features interact with the types of spatial information presentations to affect learning. The research presented in this dissertation investigates these issues in order to further the knowledge of how to design VEs to support learning. The research includes six studies (five empirical experiments and one case study) designed to investigate how spatial information presentations affect learning effectiveness and learner strategies. This investigation includes consideration for the complexity of spatial information layouts, the features of display systems that could affect the effectiveness of spatial strategies, and the degree of navigational control for accessing information. Based on the results of these studies, we created a set of design guidelines for developing VEs for learning-related activities. By considering factors of virtual information presentation, as well as those based on the display-systems, our guidelines support design decisions for both the software and hardware required for creating effective educational Ves. / Ph. D.

Submitted by Eunice Novais (enovais@uepg.br) on 2018-05-04T18:57:53Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Simone Aparecida Almeida.pdf: 11310548 bytes, checksum: fc2ef5ade48b71db2434143df09d7453 (MD5) / Made available in DSpace on 2018-05-04T18:57:53Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Simone Aparecida Almeida.pdf: 11310548 bytes, checksum: fc2ef5ade48b71db2434143df09d7453 (MD5) Previous issue date: 2018-02-02 / A preocupação com uma educação voltada para terceira idade esteve presente em Conferências e Assembleias organizadas pela UNESCO e ONU. Alguns Programas e metas resultados do Relatório Delors, Congresso de Viena (1982) sobre envelhecimento, a Conferência de Pequim (1995) sobre a mulher e a Conferência de Madri (2002), tornaram-se marcos internacionais que dão aporte para elaboração de políticas públicas que atendem a terceira idade de maneira integral. O Problema de Pesquisa: As narrativas de história de vida das mulheres que frequentam a Universidade Aberta para Terceira Idade – UCTI da Universidade Estadual de Ponta Grossa, PR revelam diferentes experiências marcantes, bem como os papéis que desempenharam influenciando e contribuindo na integração com o outro? Para responder ao questionamento da pesquisa elaboramos como Objetivo Geral: analisar as narrativas de vida das egressas da terceira idade por meio da história oral, identificando diferentes discursos e subjetividades. Ao elaborarmos as indagações da tese construímos os objetivos específicos para que dessem suporte ao objetivo geral, que são: identificar o papel das mulheres da terceira idade enquanto protagonistas de sua história de vida; registrar as experiências mais significativas e as memórias presentes na história de vida das mulheres na terceira idade, valorizando suas narrativas; possibilitar que os registros dessas memórias sejam divulgadas e contribuam para o enriquecimento da história local. A tese que buscamos defender é que as narrativas das idosas participantes da UCTI/UEPG são ricas em lembranças presentes na memória e que seus conhecimentos, suas sabedorias e suas experiências mais significativas ganham importância a partir do momento que dão voz à sua história de vida contribuindo com a integração com o outro. As narrativas revelam as diferentes experiências de mundo e contribuem para a afirmação de uma identidade do “ocupar-se consigo mesmo”, em uma concepção da hermenêutica do sujeito. (FOUCAULT, 2004). Destacamos as contribuições de autores de gênero Beauvoir, (1949), Butler (2003), Louro (2003; 2008), Scott (1992), Pedro (1994; 2007). Para compreendermos o conceito de velhice recorremos as obras de Beauvoir (1990), Aristóteles (1985), Platão (1965), Cícero (2002), Sêneca (2006). Para a Educação Permanente buscamos: Faure (1972), Furter (1974), Oliveira (1998), Vellas (2009). Em relação as concepções teóricas da História Oral enquanto método nos fundamentamos em: Montenegro (1992), Meihy (1997), Moraes (1994), Alberti (2004; 2008), Ferreira (2012), Portelli (1997;1998), Thompson (1992). Para Gênero e envelhecimento: Debert (1996; 1997; 2004). Sobre a Memória Bosi (1994; 2003), Halbwachs (1990), Bobbio (1997), Pollak (2006), Le Goff (1990; 1993; 2003). A Pesquisa Qualitativa adotou como método a História Oral, Alberti (2008), Ferreira (2000; 2012). Para a coleta de dados foram realizadas entrevistas semiestruturadas, gravadas com a autorização das participantes. Os sujeitos da pesquisa foram 5 mulheres com mais de 70 anos da Universidade Continuada para a Terceira Idade da UEPG/PR (UCTI). As perspectivas teórico-metodológica para análise das entrevistas estão pautadas pela hermenêutica do sujeito. (FOUCAULT, 2004). / The concern with an education for the third age was present in conferences and 2assemblies organized by UNESCO and ONU. Some programs and goals achieved from Report Delors, Congress of Vienna (1982) about aging, the Conference of Beijing (1995), about the woman and the Conference of Madrid (2002) became international marks that will give contribution for the elaboration of public policies that meet the third age in an integral form. The Research Problem approaches: the narratives of women life´s stories that attend the Opened University for third age UCTI of State University of Ponta Grossa – PR reveal the different experiences striking as well as the roles that played influencing and contributing in the integration with the other person. For answering the research questionings we made as general goal analysing the life narratives of removed people of the third age by an oral history, identifying different speeches and subjectivities. During the preparation of the thesis questionings, we made the specific goals for supporting the general one. The specific goals are: Identify the role of the third age women as protagonists of their life´s stories, record the experiences more meaningful and the memories present in the life´s history of the third age women, appreciating their narratives, enable that the records of these memories are uncovered and contribute for the enrichement of the local history. The thesis that we look for defending is that the narratives of the elderly participants of UCTI/UEPG are rich in regards present in memory and that their knowledge, their wisdom and their experiences more striking acquire importance from the moment that they give voice for their life´s history contributing with the integration with the other person. The narratives show the different world experiences and contribute for the affirmation of a identity of “occupy yourself”, in a conception of the subject hermeneutics Foucault (2004). We highlight the contribution of authors like Beauvoir, (1949), Butler (2003), Louro (2003; 2008), Scott (1992), Pedro (1994; 2007). For the comprehension about the old age concept we resort to works of Beauvoir (1990), Aristóteles (1985), Platão (1965), Cícero (2002), Sêneca (2006). For a permanent education we look for Faure (1972), Furter (1974), Oliveira (1998), Vellas (2009). In relation to the theoretical concepts of the oral history while method we base ourselves in Montenegro (1992), Meihy (1997), Moraes (1994), Alberti (2004; 2008), Ferreira (2012), Portelli (1997;1998), Thompson (1992). For genre and aging Debert (1996; 1997; 2004). About the memory Bosi (1994; 2003), Halbwachs (1990), Bobbio (1997), Pollak (2006), Le Goff (1990; 1993; 2003). The qualitative research addopted like method the Oral History, Alberti (2008), Ferreira (2000; 2012). For the collection of data were performed semistructured, interviews recorded with the authorizaton of the participants. The subjects of the research were 5 women with more than 70 years of the Continued University for the Third Age of UEPG/PR (UCTI). The theoretical-methodological prospects for analysis of the interviews are ruled by the subject hermeneutics. (FOUCAULT, 2004).

This thesis project examines changes to building documents during the product development in the construction process, which is referred as revision memos in this report. The study is made in cooperation with Serneke and is therefore limited to project within this company. Furthermore, the information in this study is based on relevant literature as well as interviews, a poll and material from three of Serneke´s projects. The results show that the examined projects have exceeded the estimated design cost due to changes made during production. By investigating the revision memos, the conclusion was that performing construction, commercial projects and rebuilding projects generate more revision memos as well as the architect and constructor had the greatest number and most expensive revision memos. It also appears that the number of revision memos of other disciplines varies between projects. Furthermore, the design process seems to generate many mistakes that appear in the production, which means that an improved design process with experience feedback and collision control should detect mistakes at an earlier stage. Recommendation for future projects is to make use of the contractors knowledge of production early in the design stage, to use experience feedback and collision control, to introduce a date for last additions, to use Swedish standard when establishing revision memos and to not execute changes before a revision memo is published. In conclusion of this project follows a few recommendations for continued investigation of this field of study. / Detta arbete undersöker ändringar av handlingar som sker vid produktframtagningen i byggprocessen, vilket benämns ändrings-PM i denna rapport. Syftet är att kartlägga problematiken kring ändrings- och tilläggsarbeten i ett sent skede och målet är att öka medvetenheten gällande ändrings-PM och dess konsekvenser. Arbetet genomförs under 10 veckor och begränsas därför till att undersöka projekt inom Serneke. Vidare kommer olika entreprenadformer och olika projekttyper att jämföras detta då de olika förutsättningarna i projekten förväntas generera olika mängder ändrings-PM. Metoden för detta arbete är dels en litteraturstudie, som förklarar olika begrepp och tillvägagångssätt, samt intervjuer och enkät som kompletteras med underlag från tre av Sernekes projekt. I resultatet framgår det att de undersökta projektens bedömda projekterings-kostnad överstigits på grund av ändringar som skett under produktionen. Sammanställningen av ändrings-PM från projekten samt enkätsvaren visar också att arkitekten och konstruktören har flest antal samt dyrast ändrings-PM. Vidare framgår det att övriga discipliners ändrings-PM varierar i antal mellan projekt. Vad gäller entreprenadform och projekttyp framgick det av enkäten och intervjuerna att utförandeentreprenader, kommersiella projekt och ROT-projekt rimligtvis genererar mer ändrings-PM dock kunde detta inte stärkas av något ytterligare material. Däremot kunde kommunikationsverktyget Byggnet undersökas med slutsatsen att det är ett väl fungerande informationssystem vid korrekt användning. Vidare anses projekteringen generera många fel som dyker upp i produktionen, vilket medför att en förbättrad projektering med erfarenhetsåterföring och kollisionskontroll borde upptäcka misstag i ett tidigare skede. För framtida projekt rekommenderas att nyttja entreprenörens erfarenhet av produktionen i projekteringen, att använda sig av erfarenhetsåterföring och kollisionskontroll, att införa ett datum för sista tillägg, att använda svensk standard vid upprättande av ändrings-PM samt att utföra ändringar efter ett publicerat ändrings-PM. Genom att vidare undersöka flera projekt med olika entreprenadformer och projekttyper skulle en kartläggning kunde göras för antalet ändrings-PM och hur de påverkar projektets kostnad och tidplan.

Submitted by Aliane Loch (aalianeloch@gmail.com) on 2018-11-14T01:43:29Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) ALIANE Dissertacao Memo FINAL .pdf: 1443549 bytes, checksum: 081c217fb9d680da2d77128daea0c690 (MD5) Parecer final e carta de autodepósito.pdf: 1427271 bytes, checksum: ad1f3ca964699b38524a3ad2d63e15e9 (MD5) / Approved for entry into archive by PPGPSI Psicologia (ppgpsiufam@ufam.edu.br) on 2018-11-14T19:21:49Z (GMT) No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) ALIANE Dissertacao Memo FINAL .pdf: 1443549 bytes, checksum: 081c217fb9d680da2d77128daea0c690 (MD5) Parecer final e carta de autodepósito.pdf: 1427271 bytes, checksum: ad1f3ca964699b38524a3ad2d63e15e9 (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2018-11-14T20:29:48Z (GMT) No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) ALIANE Dissertacao Memo FINAL .pdf: 1443549 bytes, checksum: 081c217fb9d680da2d77128daea0c690 (MD5) Parecer final e carta de autodepósito.pdf: 1427271 bytes, checksum: ad1f3ca964699b38524a3ad2d63e15e9 (MD5) / Made available in DSpace on 2018-11-14T20:29:48Z (GMT). No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) ALIANE Dissertacao Memo FINAL .pdf: 1443549 bytes, checksum: 081c217fb9d680da2d77128daea0c690 (MD5) Parecer final e carta de autodepósito.pdf: 1427271 bytes, checksum: ad1f3ca964699b38524a3ad2d63e15e9 (MD5) Previous issue date: 2018-10-10 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The scarcity of valid, reliable, standardized and normative neuropsychological assessment instruments for the Brazilian population is significant. For this reason, the present study aimed to verify the psychometric qualities of the MEMO memory test, developed in the psychological evaluation laboratory of UFAM. For this purpose, convergent validity analysis and reliability analysis were used. 79 university students from the Federal University of Amazonas (mean = 20.8 and standard deviation = 2.8) participated in the study. The instruments were: auditory-verbal learning test of Rey and Rey Complex Figure, to verify the relationships between the measures of the Memo test. The results obtained indicated good convergence validity indexes through positive correlations between the all the MEMO test and the RAVLT and Rey Complex tests (r = 0.30 ar = 0.47), and excellent internal consistency indexes, for the task task one, relative to immediate recall (α = 0.83) and task two to late recall (α = 0.90). Considering that there is evidence of validity of the instrument studied, it is suggested that the use of the MEMO test can be used as an effective resource by psychologists and neuropsychologists in the psychological, neuropsychological evaluation and in the scope of clinical and experimental research. It is recommended to carry out other studies with the same objectives in populations with different age groups, with different socioeconomic situations. / É significativa a escassez de instrumentos de avaliação neuropsicológicas válidos, fidedignos, padronizados e normatizados para a população brasileira. Por este motivo, o presente estudo teve como objetivo verificar as qualidades psicométricas do teste de memória MEMO, desenvolvido no laboratório de avaliação psicológica da UFAM. Para tal, utilizou-se análise de validade convergente e análise de fidedignidade. Participaram do estudo 79 estudantes universitários da Universidade Federal do Amazonas (idade média = 20,8 e desvio-padrão = 2,8). Foram utilizados os instrumentos: teste de aprendizagem auditivo-verbal de Rey e Figura Complexa de Rey, para averiguar as relações entre as medidas do teste Memo. Os resultados obtidos indicaram bons índices de validade convergente através de correlações positivas entre as todos o teste MEMO e os testes RAVLT e Figura Complexa de Rey (r = 0,30 a r = 0,47), e ótimos índices de consistência interna para a tarefa um, relativa à evocação imediata (α=0,83) e para a tarefa dois à evocação tardia (α=0,90). Considerando que há evidencia de validade do instrumento estudado, sugere-se que a utilização do teste MEMO pode ser empregada como recurso eficaz por psicólogos e neuropsicólogos na avaliação psicológica, neuropsicológica e no âmbito da pesquisa clínica e experimental. Recomenda-se a realização de outros estudos com os mesmos objetivos em populações com diferentes faixas etárias, com situações socioeconômicas diferenciadas.

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